Qualitative Research in Practice : Stories From the Field - Blogs Unpad
Qualitative Research in Practice : Stories From the Field - Blogs Unpad Qualitative Research in Practice : Stories From the Field - Blogs Unpad
Analysing data Team research makes the research process more transparent. Working in teams might help to counteract other pathologies, such as the unchecked proliferation of codes and the contrasting problem of coding which is too ‘thin’ or superficial (Fielding & Lee, 1998, p. 119). Do I need a computer program? The answer to the question of whether a particular piece of research requires a computer program will always be in the first instance, ‘maybe’. It will depend on the amount of data and what is to be done with it. There is no doubt that computer programs to assist qualitative data analysis can be of enormous benefit, particularly for studies where there are large amounts of data. A computer program can manage amounts of data that it would be impossible for any researcher to keep in their head and, at the same time, retrieve, or bring to the fore, selected parts of the data for detailed analysis. There is a potential downside to this, in that the capability of the program may encourage sloppy data management early on— coding anything and everything ‘just in case’, or justifying very broad codes on the basis that one can come back later and refine the coding system if need be. While this can be an advantage in that closure is not reached too early on, the risks are that this can be mistaken for the analytical work integral to coding and that, after a lot of work, one is no closer to understanding what the data mean. There are an ever-increasing number and variety of programs available, thus knowing what you want a program to do is very important. The two types currently most commonly used in qualitative analysis are code and retrieve programs and theory building programs (Fielding & Lee, 1998; Grbich, 1999). It is important to choose a program that will support rather than constrain your analysis. The availability of training and/or ongoing technical assistance is also an important consideration. Stories from the field In this chapter, our stories are relatively brief excerpts from the interviews with some of the researchers introduced earlier. These are not intended to provide comprehensive coverage of the possible 147
Qualitative research in practice approaches to qualitative data analysis or of all the stages in the analysis process—that would require a book in itself. The array of approaches presented here is indicative of the complexity of the field and of the need for researchers to make choices about data analysis (as with every stage of the research process) in the context of the particular project. We have included excerpts from our interviews with Cheryl Tilse, Anne Coleman, Catherine McDonald and Caroline Thomas. Cheryl Tilse—The long goodbye Here Cheryl talks about transcribing in-depth interviews and analysing the data from the interviews, the observations and the nursing home documentation. Transcribing Cheryl: Yvonne: Cheryl: I had one person who is an experienced transcriber transcribe the interviews in The Ethnograph [computer program] format. So the prime tool to help the analysis was to have the interviews transcribed in absolute detail. I asked the transcriber to put in brackets, pauses, crying, that sort of thing but it wasn’t the very fine detailed transcribing of conversational analysis. It was very much ‘type down what they say’ ... How important is it to have a good transcriber and a good relationship with your transcriber? I think it’s really important. I thought it was also really important that the same person did them all because she knew what I was talking about and she knew the study and she knew what I was trying to do. It was really important to say things like, ‘Don’t guess. It’s not about that. It’s about you typing them up for me and just tell me what’s not clear and then it’s my job to make the thing perfect. I will go back and check it.’ It was also good that I had a good relationship with her in that she got very distressed—I mean they’re really sad tapes, they’re all about grief and loss and people 148
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<strong>Qualitative</strong> research <strong>in</strong> practice<br />
approaches to qualitative data analysis or of all <strong>the</strong> stages <strong>in</strong> <strong>the</strong><br />
analysis process—that would require a book <strong>in</strong> itself. The array of<br />
approaches presented here is <strong>in</strong>dicative of <strong>the</strong> complexity of <strong>the</strong><br />
field and of <strong>the</strong> need for researchers to make choices about data<br />
analysis (as with every stage of <strong>the</strong> research process) <strong>in</strong> <strong>the</strong> context<br />
of <strong>the</strong> particular project. We have <strong>in</strong>cluded excerpts from our <strong>in</strong>terviews<br />
with Cheryl Tilse, Anne Coleman, Ca<strong>the</strong>r<strong>in</strong>e McDonald and<br />
Carol<strong>in</strong>e Thomas.<br />
Cheryl Tilse—The long goodbye<br />
Here Cheryl talks about transcrib<strong>in</strong>g <strong>in</strong>-depth <strong>in</strong>terviews and<br />
analys<strong>in</strong>g <strong>the</strong> data from <strong>the</strong> <strong>in</strong>terviews, <strong>the</strong> observations and <strong>the</strong><br />
nurs<strong>in</strong>g home documentation.<br />
Transcrib<strong>in</strong>g<br />
Cheryl:<br />
Yvonne:<br />
Cheryl:<br />
I had one person who is an experienced transcriber<br />
transcribe <strong>the</strong> <strong>in</strong>terviews <strong>in</strong> The Ethnograph [computer<br />
program] format. So <strong>the</strong> prime tool to help <strong>the</strong> analysis<br />
was to have <strong>the</strong> <strong>in</strong>terviews transcribed <strong>in</strong> absolute<br />
detail. I asked <strong>the</strong> transcriber to put <strong>in</strong> brackets,<br />
pauses, cry<strong>in</strong>g, that sort of th<strong>in</strong>g but it wasn’t <strong>the</strong> very<br />
f<strong>in</strong>e detailed transcrib<strong>in</strong>g of conversational analysis.<br />
It was very much ‘type down what <strong>the</strong>y say’ ...<br />
How important is it to have a good transcriber and a<br />
good relationship with your transcriber?<br />
I th<strong>in</strong>k it’s really important. I thought it was also really<br />
important that <strong>the</strong> same person did <strong>the</strong>m all because<br />
she knew what I was talk<strong>in</strong>g about and she knew <strong>the</strong><br />
study and she knew what I was try<strong>in</strong>g to do. It was<br />
really important to say th<strong>in</strong>gs like, ‘Don’t guess. It’s not<br />
about that. It’s about you typ<strong>in</strong>g <strong>the</strong>m up for me and<br />
just tell me what’s not clear and <strong>the</strong>n it’s my job to<br />
make <strong>the</strong> th<strong>in</strong>g perfect. I will go back and check it.’ It<br />
was also good that I had a good relationship with her<br />
<strong>in</strong> that she got very distressed—I mean <strong>the</strong>y’re really<br />
sad tapes, <strong>the</strong>y’re all about grief and loss and people<br />
148