Qualitative_data_analysis

WHAT IS QUALITATIVE ANALYSIS? 51
necessary to the subjects of our study (cf. Sayer 1992:103–116). We can understand
how things happen if we can attribute them to the inherent capabilities and
liabilities of social actors, be they individuals, agencies or whole societies. For example,
we could also attribute the pattern of male-female connections to the capabilities
inherent in certain types of media and advertising. Other media and forms of
advertising (e.g. in gay magazines) might produce rather different results. In terms
of such capabilities and liabilities, we can reach a qualitative understanding of how
events are connected.
Although I have implied that we first look for regularities or variations, and then
consider how they might be connected, this is a curiously indirect way of identifying
how things interrelate. It is not that regularities are irrelevant, for they can provide a
guide to analysing connections, even if potentially misleading and far from
conclusive. However, the search for regularities has to be considered as a way of
assisting rather than substituting for the analysis of connections between events. In
the first instance, a qualitative approach implies analysis of the inherent capabilities
and liabilities of social actors, and how these interact to produce particular effects.
A concern for capabilities in turn requires an analysis of social structure. By this, I
mean the social roles, identities, agencies and institutions which create a network of
interdependent relations between actors. These may have a decisive effect in creating
or reducing capabilities for action. My power to influence events is subject to a variety
of opportunities and constraints, reflecting my various identities (husband, father)
and roles (lecturer, researcher), my status as an employee, the decision-making
structure of my department and university, and so on. These relations may be
variously economic, social or personal in character, but they all interact in ways
which govern my actions and determine or influence my choices.
We can use graphic tools to represent chronological or narrative sequences within
the data, contributing to the construction of an overall case study (Figure 3.7).
Another connection between concepts is through structural or causal analysis. For
example, we may have some ideas about what makes for successful contacts. These
can be easily graphed, at least where only a few factors are involved (Figure 3.8).
Graphic representation is an especially appropriate method for qualitative analysis
(cf. Miles and Huberman 1984), for it provides an effective way of coping with
complex interactions, indicating the key concepts employed and their inter-relation.
Pictures provide a powerful tool for capturing or conveying meaning.
How we analyse our data will reflect the hunches or hypotheses which inform our
research. This is so, regardless of whether our chief purpose is the development of
academic theory or the evaluation of a particular policy. Nor does it matter
particularly if we have developed some theoretical ideas prior to analysis, or develop
hunches and hypotheses through analysis of the data. Either way, we cannot classify
or make connections without developing some more systematic ideas about the