Qualitative_data_analysis

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Figure 15.3 Tree diagrams representing different analytic emphases PRODUCING AN ACCOUNT 251 summarizing the main and subsidiary themes of our analysis in writing, until we have reached a sufficient level of detail to allow decisions to be made about the direction and emphasis we want to develop. Once again our design must take account of the materials to hand. Take our analysis of style and substance in Woody Allen’s humour. We could construct several different trees, depending on the way our analysis has unfolded and the varying emphasis we may have placed on different themes. Suppose in our analysis we found the distinction between style and substance was of comparatively minor importance; this could be represented by our first tree in Figure 15.3. If our analysis divided sharply and evenly between these two aspects, this could be represented by the second tree. In contrast, our third tree represents an emphasis on one aspect and a relatively minor role for the other. By outlining the shape of our analysis in this way, we can see at a glance the tradeoff involved in including or excluding different aspects of the analysis. We would place far more emphasis on the style-substance distinction in the second case than in the first. We might even dispense with the distinction altogether in the third case, and concentrate our attention on issues of style which occupy the bulk of our analysis. But before taking any drastic steps, we may want to elaborate on our diagram by drawing in subsidiary aspects of the analysis. Suppose the third tree comes closest to representing the shape our analysis has actually taken. Again the way our tree develops will reflect the varying emphases in the way our thinking may have developed. In Figure 15.4 we can contrast the first tree, where the main subsidiary branch is relatively undeveloped, with the second tree, where despite being less significant it still bears a considerable weight. We may be more inclined to prune the ‘style’ branch in the first instance than in the second. We can develop these tree diagrams to whatever level of detail is required to summarize the main strands of our analysis. We can also focus on particular branches and review the concepts and relationships stemming from them in much the same way.
252 QUALITATIVE DATA ANALYSIS Figure 15.4 Tree diagrams indicating different analytic emphases We may be able to base our diagrams on work we have already done in mapping our data. Indeed, as we have seen, the computer allows us to draw to scale the empirical scope of categories used in the analysis, so that our assessment of the analytic importance of any ‘branch’ of our analysis can be based on weighing its empirical as well as conceptual significance. These diagrams can aid us in organizing our analysis as well as selecting its main lines and deciding where pruning may be required. Another approach to selecting and organizing the main lines of analysis is through progressive summarizing. Again we can start by summarizing the main theme of our story, and progress from there through summaries of subsidiary themes. Trying to give a very brief summary of a theme is a useful method of focusing on and explicating what is crucial to our account. It is another method of assessing significance by identifying and isolating critical features, though in words rather than pictures. This may also help to integrate our analysis by indicating possible ways of connecting the various strands in our thinking. Although summarizing along these lines may be less direct and logical than using diagrams, language can also be richer in resonance and
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Qualitative data analysis Learning
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First published 1993 by Routledge 1
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Glossary 283 References 285 Index 2
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9.1 Categorizing data—1 120 9.2 C
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3.1 Personal ads 42 5.1 ‘The libr
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Preface A new book on qualitative d
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analyse humour from any number of p
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Q. What colour is snow? A. White. C
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INTRODUCTION 3 approaches, interest
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INTRODUCTION 5 qualitative methods.
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INTRODUCTION 7 First of all, I take
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INTRODUCTION 9 the purposes of anal
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WHAT IS QUALITATIVE DATA? 11 distan
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WHAT IS QUALITATIVE DATA? 13 contem
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WHAT IS QUALITATIVE DATA? 15 ‘ric
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classified. Take the example in Ill
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Figure 2.1 Describing a bit of data
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WHAT IS QUALITATIVE DATA? 21 home;
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Figure 2.4 Nominal variable with mu
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Figure 2.6 Interval variable with f
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ILLUSTRATION 2.2 EXAMPLE OF A GRADI
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WHAT IS QUALITATIVE DATA? 29 what a
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Chapter 3 What is qualitative analy
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Figure 3.2 Three aspects of descrip
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WHAT IS QUALITATIVE ANALYSIS? 35 co
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WHAT IS QUALITATIVE ANALYSIS? 37 en
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WHAT IS QUALITATIVE ANALYSIS? 39 Th
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CLASSIFICATION WHAT IS QUALITATIVE
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nature; photograph preferred but no
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WHAT IS QUALITATIVE ANALYSIS? 45 vi
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WHAT IS QUALITATIVE ANALYSIS? 47 Fi
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Figure 3.6 Formal and substantive c
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WHAT IS QUALITATIVE ANALYSIS? 51 ne
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WHAT IS QUALITATIVE ANALYSIS? 53 If
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Figure 3.10 Qualitative analysis as
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Chapter 4 Introducing computers ‘
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ecording of an index of information
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Figure 4.1 A link between text held
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Computer transformations • Search
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Chapter 5 Finding a focus A Zen sto
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FINDING A FOCUS 67 Sheila The solic
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FINDING A FOCUS 69 to reflect upon
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For example, here are some question
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Transposition: Doctor: ‘I’m afr
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Figure 5.2 Main themes for analysin
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Chapter 6 Managing data Piles of pa
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MANAGING DATA 79 setting, by source
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MANAGING DATA 81 Interviewer Maybe
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Figure 6.1 Case documents kept in a
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MANAGING DATA 85 ‘Show the full r
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Chapter 7 Reading and annotating Ac
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• Official/bureaucratic commitmen
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READING AND ANNOTATING 91 women wer
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Techniques for interactive reading
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we can write our comment on a separ
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Figure 7.1 Relating data to key the
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READING AND ANNOTATING 99 may retur
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CREATING CATEGORIES 101 types of ph
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CREATING CATEGORIES 103 conceptual
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CREATING CATEGORIES 105 Categorizat
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Table 8.1 Alternative category list
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This is only a starting point. Our
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CREATING CATEGORIES 111 undertaking
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Figure 8.2 Weighing up the degree o
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CREATING CATEGORIES 115 Although co
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CREATING CATEGORIES 117 for an adeq
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CREATING CATEGORIES 119 well as con
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Figure 9.2 Categorizing data—2 Fi
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are entitled to expect some consist
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ASSIGNING CATEGORIES 125 we ought t
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ASSIGNING CATEGORIES 127 the data.
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have annotated this data. Suppose w
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ASSIGNING CATEGORIES 131 suddenly t
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• What generally constitutes a
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Databits Categories 5. Now she is u
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Chapter 10 Splitting and splicing T
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Using Hypertext linking, whenever n
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SPLITTING AND SPLICING 141 databits
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Category Subcategories Suffering Di
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Figure 10.1 Levels of subclassifica
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ILLUSTRATION 10.5 SUBDIVIDING DATAB
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Figure 10.2 Initial relationships b
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If we want to make this change, it
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Figure 10.5 Reassessing relationshi
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SPLITTING AND SPLICING 155 Although
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Figure 10.8 Comparing subcategories
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Figure 10.9 Shifting the analytic e
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Chapter 11 Linking data Categorizin
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Figure 11.2 Multiple hyperlinks bet
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example, we may ask what it is abou
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Figure 11.5 Linking and categorizin
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Figure 11.7 An explanatory link bet
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Table 11.2 Multiple links between d
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our reasons for making decisions an
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Figure 11.11 Conditional and causal
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Chapter 12 Making connections Imagi
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Figure 12.1 The difference between
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Table 12.1 Concurrence between cate
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Table 12.4 Boolean operators for ca
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From Table 12.6 we can tell that mo
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Notice how this cross-tabulation co
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substantive connections between cat
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Figure 12.5 Following a trail of di
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Figure 12.7 Retrieving chronologica
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This approach is very exploratory,
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MAKING CONNECTIONS 197 Table 12.10
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MAKING CONNECTIONS 199 a consequenc
Page 216 and 217: Chapter 13 Of maps and matrices A n
Page 218 and 219: Table 13.1 Comparing information ac
Page 220 and 221: OF MAPS AND MATRICES 205 [In a calm
Page 222 and 223: Table 13.5 Data indices by case and
Page 224 and 225: Table 13.7 Recoding data to express
Page 226 and 227: Table 13.11 Cross-tabulating ‘occ
Page 228 and 229: Figure. 13.4 The history of the uni
Page 230 and 231: Figure 13.7 Incorporating detail by
Page 232 and 233: Figure 13.10 Comparing differences
Page 234 and 235: Figure 13.13 Adjusting scope of mos
Page 236 and 237: Figure 13.17 Comparing strength of
Page 238 and 239: Figure 13.20 Identifying positive a
Page 240 and 241: OF MAPS AND MATRICES 225 undercurre
Page 242 and 243: Chapter 14 Corroborating evidence
Page 244 and 245: CORROBORATING EVIDENCE 229 There is
Page 246 and 247: CORROBORATING EVIDENCE 231 describe
Page 248 and 249: CORROBORATING EVIDENCE 233 of these
Page 250 and 251: Figure 14.1 Concurrence between cat
Page 252 and 253: CORROBORATING EVIDENCE 237 possibil
Page 254 and 255: CORROBORATING EVIDENCE 239 that the
Page 256 and 257: CORROBORATING EVIDENCE 241 seductiv
Page 258 and 259: CORROBORATING EVIDENCE 243 research
Page 260 and 261: Chapter 15 Producing an account ‘
Page 262 and 263: PRODUCING AN ACCOUNT 247 An analysi
Page 264 and 265: Figure 15.2 The whole is greater th
Page 268 and 269: PRODUCING AN ACCOUNT 253 associatio
Page 270 and 271: worrying unduly about the connectio
Page 272 and 273: Figure 15.5 Different writing strat
Page 274 and 275: PRODUCING AN ACCOUNT 259 the vibrat
Page 276 and 277: Figure 15.7 Procedures for assignin
Page 278 and 279: PRODUCING AN ACCOUNT 263 consistent
Page 280 and 281: Table 15.1 Databits assigned to cat
Page 282 and 283: Table 15.3 Distribution of response
Page 284 and 285: PRODUCING AN ACCOUNT 269 To be subj
Page 286 and 287: PRODUCING AN ACCOUNT 271 analysts t
Page 288 and 289: Figure 16.3 Analysis as an iterativ
Page 290 and 291: CONCLUSION 275 empirical analysis o
Page 292 and 293: Appendix 1 ‘If the Impressionists
Page 294 and 295: APPENDIX 1 279 though it had been o
Page 296 and 297: Appendix 2 Software The reader look
Page 298 and 299: Glossary Associating categories the
Page 300 and 301: References Allen, Woody (1978) ‘I
Page 302 and 303: REFERENCES 287 Sperber, Dan and Wil
Page 304 and 305: Capra, F. 29, 64, 99 case studies 1
Page 306 and 307: Galtung, J. 14 Geer, B. 7, 8, 29, 5
Page 308 and 309: connections; description qualitativ
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