Chapter 19 Analyzing Qualitative Data

Copyright © 2008 Wolters Kluwer Health | Lippincott Williams & Wilkins

Chapter 19

Analyzing Qualitative Data


Qualitative Analysis StylesQualitative Analysis Styles

•Template analysis style

•Editing analysis style

•Immersion/crystallization style


Qualitative Analysis ProcessQualitative Analysis Process

•Comprehending

•Synthesizing

•Theorizing

•Recontextualizing


Tasks in Qualitative Data Management and Organization

Tasks in Qualitative Data Management and Organization

•Transcribing the data

•Developing a categorization scheme

•Coding qualitative data

•Organizing qualitative data

– Manual methods of organization

– Computerized methods of organization


General Analytic Overview—Some Analytic Steps

General Analytic Overview—Some Analytic Steps

• Identify themes

• Search for patterns among themes, variations in the data

• Develop charting devices, timelines

• Validate themes, patterns

• Calculate quasi-statistics

• Integrate thematic pieces


Spradley’s 12-Step Ethnographic Method

Spradley’s 12-Step Ethnographic Method

1. Locating an informant

2. Interviewing an informant

3. Making an ethnographic record

4. Asking descriptive questions

5. Analyzing ethnographic interviews

6. Making a domain analysis (1st level of analysis)


Spradley’s 12-Step Ethnographic Method (cont’d)

Spradley’s 12-Step Ethnographic Method (cont’d)

7. Asking structural questions

8. Making a taxonomic analysis (2nd level)

9. Asking contrast questions

10.Making a componential analysis (3rd level)

11.Discovering cultural themes, theme analysis (4th level)

12.Writing the ethnography


Phenomenological AnalysisPhenomenological Analysis

Three broad schools of phenomenology:

1. Duquesne school of phenomenology (descriptive phenomenology) Colaizzi

Giorgi

Van Kaam


Phenomenological Analysis (cont’d)Phenomenological Analysis (cont’d)

2.Utrecht school of phenomenology (descriptive and interpretive)

Van Manen

3.Heideggerian hermeneutics (interpretive)

Diekelmann, Allen, and Tanner


Colaizzi’s MethodColaizzi’s Method

1. Read all protocols, get a feeling for them

2. Extract significant statements

3. Spell out meaning of each significant statement

4. Organize formulated meanings into clusters of themes


Colaizzi’s Method (cont’d)Colaizzi’s Method (cont’d)

5.Integrate results into exhaustive description of phenomenon

6.Formulate exhaustive description of phenomenon into unequivocal statement of identification

7.Validate by asking participants about findings


Grounded Theory AnalysisGrounded Theory Analysis

•Uses constant comparative method of analysis

•Two competing grounded theory strategies:

Glaser and Strauss

Strauss and Corbin


Coding in Glaser and Strauss’ Approach

Coding in Glaser and Strauss’ Approach

1. Substantive codes

• Open codes—end when core category is identified

Level I (in vivo) codes

Level II codes

Level III codes

• Selective codes—codes relating to core category only

2. Theoretical codes


Examples of Families of Theoretical Codes (Glaser)

Examples of Families of Theoretical Codes (Glaser)

1. The six Cs: Causes, contexts, contingencies, consequences, covariances, and conditions

2. Process: Stages, phases, passages, transitions

3. Degree: Intensity, range, grades, continuum

4. Strategy: Tactics, techniques, maneuverings

5. Interaction: Mutual effects, interdependence, reciprocity


Selected Criteria for Deciding on a Core Category (Glaser)

Selected Criteria for Deciding on a Core Category (Glaser)

1. It must be central, i.e., related to many categories

2. It must reoccur frequently in the data

3. It takes more time to saturate than other categories

4. It has clear and grabbing implications for formal theory


Strauss and Corbin’s Method of Grounded Theory

Strauss and Corbin’s Method of Grounded Theory

Three Types of Coding

•Open coding

•Axial coding

•Selective coding—deciding on the central (or core) category

Chapter 19 Analyzing Qualitative Data

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