BM7024 Qualitative Data Analysis 2017 - SS

BM7024
Qualitative
Data
Analysis
2017
Marketing & Strategy
Marketing Communications & Advertising
Schedule Group 1 PR & Corporate Communications
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
22 May 23 May 24 May 25 May 26 May 27 May 28 May
Qual 1&2 Qual 3&4 Qual 5&6

10-1 BS2039 10-1 BS2039 10-1 BS2039
2-5 BS2039 2-5 BS2039 2-5 BS2039
29 May 30 May 31 May 1 June 2 June 3 June 4 June
Submit Qual Quant 1& 2 Quant 2&4

assignment 10-1 BS0027 10-1 BS2039
5pm 2-5 BS1001 2-5 BS1021
5 June 6 June 7 June 8 June 9 June 10 June 11 June
Quant 5&6 Quant 7&8

10-1 BS3022 10-1 BS0027
2-5 BS1021 2-5 BS1021
Quantitative Research
in-lab test methods
2-5 BS1021 starts
Schedule Group 2 Marketing & Brand Management
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
22 May 23 May 24 May 25 May 26 May 27 May 28 May
Quant 1&2 Quant 3&4 Quant 5&6 Quant 7&8

10-1 BS0027 10-1 BS3033 10-1 BS0027 10-1 BS2039
2-5 BS1021 2-5 BS1021 2-5 BS1021 2-5 BS1021
29 May 30 May 31 May 1 June 2 June 3 June 4 June
Quantitative Qual 1&2

in-lab test 10-1 BS3036
2-5 BS1021 2-5 BS3036
Qual 3&4 Qual 5&6

10-1 BS2039 10-1 BS2039
2-5 BS2039 2-5 BS2039
Submit qual Research

assignment methods
5pm starts
Approach for the Data Analysis
sessions
 Close immersion in
the subject
 Assessment closely follows learning
 Lectures followed by workshops
 Exercises and puzzles
 Heavy emphasis on practice / application
 Learning by doing
 Study the technique, then apply it
 Don’t be afraid of getting it wrong….
Structure of the slides and
agenda for the sessions
 Part 1 – Qualitative Data Analysis overview

 Part 2 – Stages of qualitative data analysis
 Part 3 – Open and axial coding
 Part 4 – Verification (slides for reference only)
Part 1
 Qualitative Data Analysis (QDA) overview

 Assumed distinctions in research traditions
 The nature of qualitative research
 Qualitative methodologies
 Definitions of QDA
 Main challenges of QDA
 The qualitative researcher
Assumed distinctions qual vs quant
Positivist vs interpretivist
Epistemological and ontological

assumptions
The world is external-objective /

The world is socially constructed-
subjective
Deduction / induction
Source: Adapted from Bryman and Bell (2011)

“Not everything
that can be
counted counts,
and not
everything that
counts can be
counted.”
Widely (but wrongly*) attributed to

Albert Einstein
* http://quoteinvestigator.com/2010/05/26/everything-counts-einstein/
Q. What is qualitative research
A.
What it is and what it is not is
by no means straightforward
(Bryman & Bell, 2011)
Methods and Range of Aims to

analysis closely techniques and connect
entwined and methods meaning to the
often social world
indivisible around us
Someone’s interpretation of the world

Why they have that point of view
How they came to have that point of view
What constitutes qualitative data?
 Interview transcripts  Film

 Focus group  Video
transcripts  Music
 Open-ended  Paintings
questions in surveys  Pictures
 Field notes  Photographs
 Letters and diaries  Adverts
 Abstracts  Twitter feeds
 Journal papers  ...and the rest!
Qualitative methodologies/
approaches/ techniques
 Action research  Life history
 Analytic induction  Matrix Analysis
 Biographical research  Memory work
 Comparative analysis  Mixed methods
 Content analysis  Narrative analysis
 Conversation analysis  Phenomenography
 Discourse analysis  Phenomenology
 Ethnography  Qualitative Comparative
 Ethnomethodology Analysis (QCA)
 Framework analysis  Semiotics
 Grounded theory  Social constructionism
 Hermeneutics  Symbolic interactionism
 Interpretative  Template analysis
Phenomenological
Analysis (IPA) Adapted from OnlineQDA 2017
Grounded theory – an overview
 Original proponents were Barney Glaser and Anselm Strauss

(1967) in their seminal work “The Discovery of Grounded Theory:
Strategies for Qualitative Research” – plus later work of Strauss with
Juliet Corbin [see Charmaz (2014) for a review]
 A backlash against the domination of positivist hypothesis-testing
research the authors felt was devoid of connection to everyday
reality
 Aim is to generate theories from observations of real
life as they are occurring
 “...theory…derived from data, systematically gathered and analysed through the
research process. ….data collection, analysis and eventual theory stand in close
relationship to one another.” (Strauss and Corbin, 1998:12)
 Now one of the most influential strategies for conducting

qualitative research and analysing qualitative data
Grounded theory – characteristics
 Literature does not influence analysis – the researcher

must set aside his/her preconceptions about the phenomenon
of interest
 Analysis starts before all data are collected – ongoing
analysis informs the direction of further data collection to
refine theory development
 Questions can be modified to reflect emerging theory
 Theoretical sampling – a form of purposive sampling in
which the selection of cases is based on findings that emerge
as the study progresses
 Saturation – no new or relevant data seem to emerge
 Constant comparison – newly-gathered data are continually
compared with previous data; codes are refined
Grounded theory – characteristics
Grounded theory is also widely criticised:

 Inconsistent use of terms; not described adequately
 There are “probably as many versions of grounded theory as there were
grounded theorists” (Dey, 1999: 2)
 Can the researcher really ‘suspend’ their awareness of relevant theories
or concepts?
 See Bryman & Bell (2011) for a summary
Spoiler alert!
 You are very unlikely to use a pure grounded theory
approach for your own research; we borrow from the concept
Defining qualitative data analysis
 “Analysis is the breaking up, separating, or disassembling of

research materials into pieces, parts, elements or units.
With facts broken down into manageable pieces, the researcher

sorts and sifts them, searching for types, classes, sequences,
processes, patterns or wholes.
The aim of this process is to assemble or reconstruct the data in a

meaningful or comprehensible fashion.” (Boeije, 2010, citing Jorgensen,
1989:107)
Defining qualitative data analysis
 “Analysis involves working with data, organising them,

breaking them into manageable units, synthesising them,
searching for patterns, discovering what is important and
what is to be learned, and deciding what you will tell
others.” (Boeije, 2010, citing Bogdan and Bilklen, 1992, p.153)
Main challenges of qualitative analysis
“There is no clear and
accepted set of conventions
for qualitative analysis
corresponding to those
observed with quantitative
data” (Robson, 1993, p.37)
“Qualitative analysis is usually

seen as arduous…it is not a Understanding
mechanical exercise…. it is a
dynamic, intuitive and creative what qualitative
process of inductive reasoning, data analysis
thinking and theorizing”. means, i.e.
(Basit, 2003, p.143)
What are the challenges for the
qualitative researcher?
• Transparent, systematic, rigorous
– Demonstrate what you did and how you made sense of the data
– Record your thought-process at different stages of the analysis
– Credibility of findings through consistent application of procedures
• Aware of potential sources of bias

– Social and cultural values of researcher influence perceptions
– Risk of projecting personal conjectures on data
– Role as an analyst and interpreter, not judge
• Aware of the importance and relevance of context

– Interpret the data from the perspectives of the participants
Exercise
Read the following piece of text. What possible avenues of research
could there be here? What kind of topics / themes could the
researcher be investigating?
“When you move into your own home, you’re alone. There is no bustle of
people around the house. I miss having someone to chat to when I get home. I
put the TV or some music so there’s some background noise, the silence
makes me feel so alone. Sometimes I will be sat watching trash TV and thinking
I should be out doing something rather than watching this rubbish.
I read a lot but sometimes I am too tired and just want to veg out. But it’s been
good to move out of mum and dad’s as its not healthy to rely on them as they
won’t last forever.
I wanted to become independent and make my own decisions. It’s good they
still are there when I need them. It’s good to have some distance as when I was
at home I was arguing a lot with my dad and that was what made me decide it
was time to go”
To sum up – qualitative analysis is...
Challenging! Time consuming! Exciting!

Interpretative – looking for meaning and symbolism in people’s
lived experiences, i.e. why and how, rather than what or how
many
Interpreting, not just describing
Subjective, value laden, contextual
Two key concepts of QDA emerge:

1. Segmenting the data – dividing into relevant and
meaningful parts
2. Reassembling the data – looking for themes that underlie
the parts
The aim is to transform data into findings
Part 2
Stages of data
analysis
Stages of qualitative analysis
Data
assembly
• Based on Miles and Data
collection
Huberman (1994)
Conclusion
Data drawing Data
display and preparation
verification
Data
reduction
 BUT…not distinct phases – it is an iterative process

Data Data Data Data Conclusion/
collection preparation reduction display Verification
• Difficult to separate collection from analysis

– The researcher starts making connections as the data are being
gathered
– Respondents’ answers can suggest further questions
– Analysis shapes the next steps in the collection process
• Managing the data collection

– Importance of note-taking and record-keeping. Write a memo
after each interview, e.g. how long was the interview? When and
where did it take place? Did people co-operate? Why-why not?
What are your thoughts? What, initially, do you think is going
on?
– Think about your interviewing technique – be prepared to refine
questions as data collection continues
• Careful organisation and storage of your data

– Consistent naming of files – you need a clear system
– Version control – keep back-ups but work only on the original
• Transform data in a suitable format for analysis

– 1 hour of interview tape = 4-6 hours of transcription (typing) time
–  Extremely time consuming 
–  Familiarisation with the data 
– http://onlineqda.hud.ac.uk/Intro_QDA/preparing_data.php
• Transcription hints
– Don’t tidy-up the language. Punctuation is likely to be important.
– Highlight key excerpts; include comments for later analysis
– Add the time at intervals
– Use generous margins for manual coding
– Put interviewer name/questions in different font/colour
• Coding is the method of reducing qualitative data

into manageable chunks for later analysis
– The segmenting and reassembling of the data take place largely
through the coding process
• “Coding is the starting point for most forms of

qualitative data analysis.” (Bryman and Bell, 2003:435)
• “Coding is a tool with which to create order... the most

important tool for qualitative data analysis.” (Boeije, 2010:94)
• BUT LET’S BE CLEAR: coding is a means to an end – coding is

NOT itself the analysis
• “Coding is the process of combing the data for themes, ideas,

categories, and then marking similar passages of text with a code
label so that they can easily be retrieved at a later stage for further
comparison and analysis.” (Online QDA, 2017)
• A code is essentially a label that depicts the core topic of a segment

of data – “...a summarising phrase for a piece of text which
expresses the meaning of the fragment.” (Boeije, 2010:96)
• A code can be a word or a string of words, and can be based on:

– Ideas, concepts (e.g. marketing theories); keywords;
terms people use; something you think is important
– Things to think about when coding:
• What is going on here?
• What is this an example of?
• What are people doing (behaviours)?
• What is this person trying to say (perceptions)?
I notice that the grand majority of
homes have chain link fences in
front of them. There are many
dogs (mostly German Shepherds)
with signs on fences that say
“beware of the dog”.
“When you move into your own home, you’re
alone. There is no bustle of people around the
house. I miss having someone to chat to when I get
home. I put the TV or some music so there’s some
background noise, the silence makes me feel so
alone. Sometimes I will be sat watching trash TV
and thinking I should be out doing something rather
than watching this rubbish. I read a lot but
sometimes I am too tired and just want to veg out.
But it’s been good to move out of mum and dad’s
as its not healthy to rely on them as they won’t last
forever. I become independent and made my own
decisions. It’s good they still are there when I need
them. It’s good to have some distance as when I
was at home I was arguing a lot with my dad and
that was what made me decide it was time to go”
Example descriptive codes at
initial coding stage:
• Own home
• Lonely
• Independence
• Moving out of parents
• Conflict
• Dependence
• Desire for company
‘Reassembling’ the data

• Various methods of organising information so that it can
be viewed pictorially/graphically to help in the
identification of linkages that allow the development of
explanations
– Tables / Charts / Matrices / Venn diagrams
– Networks / Models / Decision trees
• Designing a display is an analytical activity
– What information should be shown where?
– Which data in columns? Which in rows?
– Which concepts flow together?
Some useful examples shown in Verdinelli and Scagnoli (2013) – see StudySpace
Category Sub-category Conceptual label
Health related
Basic needs
Pornography
Alcohol
Tobacco
Armaments
People Gambling
Product/ Environment Nuclear

service Environmental protection
Environmental improvement
Animals As food
As clothing
3rd World
People Employment
Pollution
Investment Process Environment Efficient use of materials
screened by: Sustainable materials
Animals Natural food production

To test cosmetics
Medical research
Openness
Political donations
Philosophy Community relations
Charitable donations
Repressive regimes
• Conclusion drawing
– Intertwined with the data display stage – an iterative process
– The researcher seeks to find patterns and associations in the
data and to interpret the meanings underlying these
– The aim is to use this understanding to draw conclusions about
what is ‘going on’ in the data and offer explanations that answer
the research question – how or why did the phenomena take the
form it did?
• “No ready-made solutions available for integrating the data
….the literature does not tell us much about this analytic stage,
probably because this phase of the investigation is unique ...and
bound to the specific research project.” (Boeije, 2010)
• Verification – see slides for Part 4

Part 3
Focus on Data
Reduction stage –
Open and Axial
coding
Stages of qualitative analysis
Data
assembly
• Based on Miles and Data
collection
Huberman (1994)
Conclusion
Data drawing Data
display and preparation
verification
Data
reduction
 BUT…not distinct phases – it is an iterative process

• Coding in grounded theory influences much of the

coding literature and language, and can be seen as
representing stages in the coding process:
– Open coding (first stage) – open to ideas
– Axial coding (second stage) – connecting the open codes by

creating categories
– Selective coding (final stage) – picking on certain categories

that tell the story about what is going on and provide the ‘theory’
that explains the phenomenon under investigation
• “Coding represents a constant state of potential revisions

and fluidity.” (Bryman & Bell, 2003)
Data Open Axial Selective
familiarisation coding coding coding
Initially read Divide text Label Reduce Collapse

through data into segments segments of overlap and codes into
of information information redundancy themes
with codes of codes
Many Many 50-100+ Codes Reduce

pages segments codes reduced codes to
of text of text to 20 5-7 themes
A visual model of the coding process

What is a code?
 “A code is … a word or short phrase that symbolically assigns a

summative, salient, essence-capturing, and/or evocative attribute for a
portion of language-based or visual data”. (Saldaña, 2009)
 A code is essentially a label that depicts the core topic of a segment of
data – it is “...a summarising phrase for a piece of text which expresses the
meaning of the fragment.” (Boeije, 2010:96)
• A code can represent:

− A deeply theoretical or analytical concept
− Something completely practical or
descriptive
− Just something that is interesting
− Something that needs to be thought
about more
− It’s up to you to decide
What can be coded?
• “The portion of data to be coded can “If it moves, code it.”
range from a single word to a full
(Richards and Morse, 2007:146)
sentence to an entire page of text. Just
as a title represents and captures a book
or film’s primary content and essence, so
does a code represent and capture a
datum’s primary content and essence”.
(Saldaña, 2009)
• Amount of data to code is a subject on

which qualitative researchers disagree
– Is every piece of fieldwork worthy of
consideration?
– Should only the most salient portions be
coded (say, half?) – then summarise or
delete the rest?
Open coding Axial coding Selective coding
Segmenting the data Segmenting the data and starting Reassembling the data
the process of reassembling
Purpose Exploration of the data; Describe and delineate Determining important
covering the data with codes; categories; determine relevance categories and possibly a
getting familiar with the data of categories; increase level of core category; formulate
conceptual abstraction theoretical model;
reassemble data; answer the
research question(s)
Phase At the beginning of the project Halfway through End of the project
Activities Reading and re-reading (close Retrieve and compare fragments Determine core concept(s)
reading); asking questions assigned to a certain code; and their relationships; write
about the data; comparing the determine relationships; add, up findings in relation to
data; assigning codes to data refine and check ideas with literature; draw conclusions
fragments newly added data
Starting Raw data Codes developed during open All of the research material
point coding
Results List of codes (the coding Categories and sub-categories Coherent story that clarifies
frame); memos are described and distinctions relationships between
between them are made concepts and provides
answers to the research
question(s)
Validation Saturation, i.e. no new codes Saturation, i.e. the definition of Saturation, i.e. new data fit
are needed the categories is clear the model
Source: Adapted from Boeije (2010)

A(nother) visual model of the coding
process
A streamlined codes-to-theory model

Source: Saldaña, J. (2009), The coding manual for qualitative researchers, London:Sage
Before we start open coding:
Coding approaches
 Coding can take a theory-driven (deductive) or theory-

building (inductive) perspective
 Deductive or a priori codes are identified in
advance from previous research or theory, from
your research question(s), from your interview
guides, or through common-sense thinking and gut
feel
 Inductive codes emerge from the data – a
‘grounded theory’ approach
 Very likely that you will integrate both strategies,
depending on your research question
Open coding (first stage)
The primary purpose of open coding is to explore the data

and to start to get to grips with conceptualising the
underlying themes. It is the starting point for the analysis:
1. Read the whole document
2. Read it again, line by line; start determining where a fragment begins
and ends
3. Determine why this fragment is a meaningful whole (i.e. represents text
that belongs together and deals with mainly one subject)
4. Judge whether the fragment is relevant to the research
5. Make up an appropriate name for the fragment, i.e. a code
6. Assign this code to the text fragment (write or type it in the margin)
7. Read the entire document and code all relevant fragments
8. Compare the different fragments – necessary because it is likely that
the multiple fragments in a text address the same topic and therefore
they should receive the same code
What to look for when open coding
 Typically you will have some codes in mind (deductive) and will also
be looking for other ideas that arise from the data (inductive)
 Coding is more than just writing down words in the margin – it is
where ‘doing’ and ‘thinking’ converge
 When coding, ask yourself questions:
 What is going on here?
 What is this about?
 What is the problem?
 What are people doing?
 What is the person saying, or trying to say?
 What else can they mean?
 What kind of experience is represented here?
Constant comparison – guides the
process of coding and analysis
 Each time you select a passage of text for coding, you should compare it
with all the passages you have already coded that way, both within and
between cases
 Ensures that your coding is consistent and allows you to consider whether
the coding is appropriate (fits well enough) or whether different codes are
needed
 Helps to avoid definitional drift, where the use of a code shifts as analysis
progresses and later coding represents a different concept from that used at
the start
 Usually a sign that there is a need for a new code – the coded text can be split
between the existing and the new codes.
 Constant comparison also involves looking for variations and differences
across cases, settings or factors which affect the phenomena that are being
studied, e.g. the influence of age and gender.
Applying new codes
 Coding the data inevitably leads to creating new

codes
 You need to go back and check the codes already
created!
Source: Online QDA, 2016

Developing a code book
 A code book (coding scheme; code frame; code list) is a list of all
the codes you have constructed, including a short definition of each
and a locator (where the code can be found in the text)
 As you code, check against the list to see if an existing code can be
used, or whether a new code needs to be developed
 Eventually you will have a very long list!
 Emerging need to order and categorise the codes
 Missing codes – do the existing codes suggest others that you have not
yet used?
 Start to think about the relationship between codes, e.g. are some
codes also linked to others? Can some codes be seen as dimensions
or parts of others?
point coding
question(s)
Source: Adapted from Boeije, 2010

Axial coding (second stage)
 The primary purpose is to describe and delineate categories,

and to determine the relevance of the categories
 Determine which categories are the dominant ones and which the
less important ones; Increase level of conceptual abstraction
 Determine whether the codes developed so far cover the data
sufficiently and create new ones if there is reason to do so
 Check whether each fragment has been coded properly, or if it should
be assigned a different code
 If synonyms have been used to create two equal categories, decide
which is more suitable; then merge the categories
 Look at the overview of fragments assigned to a certain code and
consider their similarities and differences
 Look for evidence for distinguishing main codes and sub-codes, and
assign the sub-codes to the main code
 Keep thinking about the data and the coding
Coding structures
Flat coding Hierarchical coding
(non-hierarchical) (tree coding)
An arrangement of codes in the A branched arrangement of codes
form of a list – no sub-codes and sub-codes
Used at the open coding stage Used at the axial coding stage
 Close, general friendships  Friendship types

 Close or general
 Acquaintances  Acquaintances
 Sporting friendships  Work friends
 Sports club members  Sporting friends
 Work friends  Club
 Non-club
 Making new friends – same sex
 Changes in friendships
 Making new friends – different sex  Making new friends
 Losing touch with friends  Same sex friends
 Turning into a sexual relationship  Different sex friends
 Losing touch
 Turning into a sexual relationship
Source: OnlineQDA, 2010

Example: Categories and classifications
Example: Moving from descriptive to more analytical codes
Source: OnlineQDA, 2012

point coding
question(s)
Source: Adapted from Boeije, 2010

Selective coding (final stage)
 The aim of selective coding is to find connections between the

categories in order to make sense of what is happening
 The concepts and categories cohere into a narrative that allows
researchers to explain what is “going on” in the data
 Sometime known as the hunt for the ‘core concept’
 Which themes have turned up repeatedly in the data?
 What is the main message that respondents have tried to get across?
 How are the various relevant themes related?
 What is important for the description of, and the understanding of, the
respondents’ perspective and behaviour?
 The purpose is not to discover the theory,
but a theory that aids understanding in the
area under investigation
Part 4
Verification of
the data
(for reference only)
• Verification concerns the quality of the research and can be related to

concepts developed in the natural sciences used in quantitative research
– The reassignment of these to qualitative study is the subject of much debate.
Some people dismiss as irrelevant. Some pay serious attention. Some ignore!
• Post-modernists and constructivists reject the realist assumptions that

underpin quantitative paradigm
– Why should we assume that there is only one, single, fundamental social reality?
– Cannot single out just one and give it a privileged position as THE reality
– Difficult to say whether a qualitative analysis reflects what actually happened in
the social world ....it is always possible to have different interpretations.
• Many qualitative researchers believe that it makes sense to say that we

inhabit a shared social reality, BUT:
– Since humans are fallible, mistakes can happen in someone’s interpretation or
observation of the social reality being studied.
– It therefore makes sense to follow procedures that minimise mistakes and simple
misinterpretations (OnlineQDA, 2016)
• Reliability: When repeated, are the measures of the constructs

stable and consistent?
– Would the same results be obtained if different researchers repeated
the research on another occasion with different (though similar) people?
• Validity: Are the measures capturing the phenomenon under

investigation, and not something else?
– Do the results reflect what actually happened?
• Generalisability: Can the results be applied universally to a

wider group of populations or settings other than those investigated?
– Is qualitative research capable of supporting wider inference? How is
the ‘meaning’ conceived? Does it have ‘reality’ beyond the context in
which it was derived?
• HOWEVER – there is no widespread agreement whether there

can be procedures to ensure research and analysis produce the
right answer
• Qualitative researchers tend to adopt alternative perspectives on
verification
• Lincoln & Guba (1985) (and later, and Guba & Lincoln, 1994)
propose “trustworthiness”, a ‘translation of terms’ that has been
widely cited
– Credibility = internal validity (truth value)
– Transferability = external validity (applicability)
– Dependability = reliability (consistency)
– Confirmability = objectivity (neutrality)
Is the research conducted according to good practice? Has the

Credibility researcher correctly understood the social world of those being
(truth value) studied?
– Respondent (or member) validation; triangulation
To what extent can the findings be generalised over other cases?

Transferability – Researchers encouraged to produce thick descriptions – rich
accounts that explain the behaviour and the context –
(applicability) provides others with a basis for judging the possible transfer
of meaning
Could the research be replicated?

Dependability – Auditability of the research. Keep stringent records of all
(reliability) phases of the research: research problem, sample, notes,
transcripts, analysis decisions
Did the researcher act in good faith? Were personal values

Confirmability allowed to sway the research and its findings?
(neutrality) – An objective of the audit process
• In summary, verification of the analysis should

provide answers to the following:
– Is reference made to accepted procedures for analysis?
– Have steps been taken to see whether the analysis would be
comprehensible to the participants?
– How systematic is the analysis?
– Is there adequate discussion of how themes, concepts and
categories and were derived from the data?
Useful resources
Online QDA website: http://onlineqda.hud.ac.uk
 Glossary of terms: http://onlineqda.hud.ac.uk/glossary.php#C
 Practical guidance on writing up:

http://onlineqda.hud.ac.uk/Intro_QDA/writing_up.php
 Guidance on coding:
http://onlineqda.hud.ac.uk/Intro_QDA/how_what_to_code.php
 Coding exercises on Online QDA
 Exercise A: Amanda - http://onlineqda.hud.ac.uk/amanda.php
 Exercise B: Karen - http://onlineqda.hud.ac.uk/karen.php
 Stages of coding: http://onlineqda.hud.ac.uk/movies/Coding/index.php#whatscodingfor
Further reading
Further reading
 Boeije, H. (2010), Analysis in qualitative research, 1st edition, Sage, especially
Chapter 6 Doing Qualitative Analysis
 Bryman, A. and Bell, E. (2011) Business research methods, Oxford University Press,
especially Chapter 9 on Content Analysis and Chapters 13-20 on Qualitative
Research & Analysis
 Charmaz, K. (2014), Constructing Grounded Theory, 2nd Edition, Sage
 Strauss, A. and Corbin, J. (1998) Basics of Qualitative Research. Grounded Theory
Procedures and Techniques, 2nd edition, Newbury Park, CA: Sage
 Ritchie, J. and Lewis, J. (2003) Chapter 10: Generalising from qualitative research, in
Ritchie, J. and Lewis, J.(Eds.) Qualitative Research Practice: A Guide for Social
Science Students and Researchers, London:Sage
 Ryan, G.W. and Bernard, H.R. (2003) 'Techniques to Identify Themes', Field Methods,
15(1): 85-109.
 Saldaña, J. (2009), The coding manual for qualitative researchers, London:Sage

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Qual 1&2 Qual 3&4 Qual 5&6

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Submit Qual Quant 1& 2 Quant 2&4

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Quant 5&6 Quant 7&8

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Monday Tuesday Wednesday Thursday Friday Saturday Sunday

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Quant 1&2 Quant 3&4 Quant 5&6 Quant 7&8

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Quantitative Qual 1&2

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 Part 1 – Qualitative Data Analysis overview

 Qualitative Data Analysis (QDA) overview

Epistemological and ontological

The world is external-objective /

Source: Adapted from Bryman and Bell (2011)

Widely (but wrongly*) attributed to

Methods and Range of Aims to

Someone’s interpretation of the world

 Interview transcripts  Film

 Original proponents were Barney Glaser and Anselm Strauss

 Now one of the most influential strategies for conducting

 Literature does not influence analysis – the researcher

Grounded theory is also widely criticised:

 “Analysis is the breaking up, separating, or disassembling of

With facts broken down into manageable pieces, the researcher

The aim of this process is to assemble or reconstruct the data in a

 “Analysis involves working with data, organising them,

“Qualitative analysis is usually

• Aware of potential sources of bias

• Aware of the importance and relevance of context

Challenging! Time consuming! Exciting!

Two key concepts of QDA emerge:

 BUT…not distinct phases – it is an iterative process

• Difficult to separate collection from analysis

• Managing the data collection

• Careful organisation and storage of your data

• Transform data in a suitable format for analysis

• Coding is the method of reducing qualitative data

• “Coding is the starting point for most forms of

• “Coding is a tool with which to create order... the most

• BUT LET’S BE CLEAR: coding is a means to an end – coding is

• “Coding is the process of combing the data for themes, ideas,

• A code is essentially a label that depicts the core topic of a segment

• A code can be a word or a string of words, and can be based on:

‘Reassembling’ the data

Product/ Environment Nuclear

Animals Natural food production

• Verification – see slides for Part 4

 BUT…not distinct phases – it is an iterative process

• Coding in grounded theory influences much of the

– Open coding (first stage) – open to ideas

– Axial coding (second stage) – connecting the open codes by

– Selective coding (final stage) – picking on certain categories

• “Coding represents a constant state of potential revisions