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 crying—and I could say to her, ‘How are you doing with this stuff?’ because I found when I re-listened to the tapes it was actually more upsetting than when I was doing the interview. When you heard just how profoundly unhappy some people were, it was very moving and I thought, ‘She sits at home typing this’ . . . So it was really important to give her a chance to debrief or say, ‘Well, how do you go when it’s so sad? I find them really sad.’ We did a lot of this by telephone and she’d say, ‘I get up and walk around the kitchen, have a bit of a cry and go back to it.’ So, I think it was important that somebody was really listening to what they were typing and really trying to get it down. It wasn’t a simple typing job. Analysing the in-depth interviews Cheryl: I had mounds of transcripts—very long interviews. I suppose I was always very clear that The Ethnograph was just a cut-and-paste tool and that I was doing the analysis. I just did the usual process of coding line by line into categories . . . trying to code as I went along so it was a developing process, rather than say, ‘Here’s all the interviews, now I’ll sit down and code them.’ I did a couple of interviews and got them transcribed and coded them and kept working on the general themes. I kept a code book and so if in Interview 3 I introduced a new code, I would go back to Interview 1 and say, ‘Is it there called something else?’ so that I didn’t actually introduce a code in Interview 10 that I hadn’t checked all the other interviews for. That was really important—because you suddenly got a sense of ‘I’m calling it something else in the early stages but the more I understand what it is I can code it slightly differently, so I need to find those codes’. The Ethnograph was handy because you could add things together and do things like that ...I took four interviews and then I wrote them up as if it was going to be a chapter on four interviews— here are the common themes; here are quotes that 149
Qualitative research in practice support these themes; here are the differences. And then when I’d done eight, I wrote the chapter again on eight interviews. I was trying to see what was staying in as common themes or what was dropping out, so I really kept on top of the analysis ...I did four big versions . . . It was a really good way for me to stay on top of such a mound of material and feel that I was writing about it all the time. The other thing I did was use the face sheet option [in The Ethnograph] for separating out the themes. The things I looked for were gender, dementia and non-dementia, because the literature says that the spouse with dementia is a much more traumatic care-giving situation than a spouse who has a physical disability. I also looked at age groups . . . to say, ‘Well, do they differ?’ If I re-analyse it and say. ‘Well, I’m looking at it this way, how do these themes come out?’, The Ethnograph was very useful for doing that—for grouping and seeing the differences . . . When I saw a common theme I’d take that theme and then say, ‘If it’s a common theme then I have to find it in every interview’. Or I’d identify which interviews did not reflect the theme. So I was constantly trying to keep in this view, that there might be some people who didn’t fit and I’m not just selecting the same four or five interviews that are very rich [data]. I wanted to have an example from each interview and then I could write it down . . . but what I did in the final draft was actually select out the examples that encapsulated the theme best. But the process of analysis was making sure that I said it was common because it was common . . . And when I knew who it wasn’t common with, I addressed that in the next chapter . . . So I ended up with another chapter on difference and divergence and that’s where I look at men and women and [other differences]. But I also then talked about three people who really didn’t fit, which was almost like case study reporting and saying ‘this one man is hardly quoted ...I was determined not to leave him out but it was very clear he didn’t fit in’. 150
- Page 116 and 117: Tailoring data collection Making us
- Page 118 and 119: Tailoring data collection children
- Page 120 and 121: Tailoring data collection collectio
- Page 122 and 123: Tailoring data collection • Settl
- Page 124 and 125: Tailoring data collection Caroline
- Page 126 and 127: Tailoring data collection Dorothy:
- Page 128 and 129: Tailoring data collection Dorothy:
- Page 130 and 131: Tailoring data collection Tim: real
- Page 132 and 133: Tailoring data collection supermark
- Page 134 and 135: Tailoring data collection Wendy: th
- Page 136 and 137: 6 Mixing methods ‘Mixed methods
- Page 138 and 139: Mixing methods the different compon
- Page 140 and 141: Mixing methods methods which allowe
- Page 142 and 143: Mixing methods obtained through one
- Page 144 and 145: Mixing methods in itself. Rather, t
- Page 146 and 147: Mixing methods and how they would e
- Page 148 and 149: Mixing methods violence; that they
- Page 150 and 151: Mixing methods incredibly arrogant
- Page 152 and 153: Mixing methods about 1200 organisat
- Page 154 and 155: Mixing methods Yvonne: that overarc
- Page 156 and 157: Mixing methods Yvonne: Cheryl: Yvon
- Page 158 and 159: Mixing methods reducing the benefit
- Page 160 and 161: Analysing data possible about what
- Page 162 and 163: Analysing data sometimes referred t
- Page 164 and 165: Analysing data Team research makes
- Page 168 and 169: Analysing data Analysing the observ
- Page 170 and 171: Analysing data I’d said that’,
- Page 172 and 173: Analysing data straight to the inte
- Page 174 and 175: Analysing data They also highlight
- Page 176 and 177: Presenting and writing up be used.
- Page 178 and 179: Presenting and writing up participa
- Page 180 and 181: Presenting and writing up the princ
- Page 182 and 183: Presenting and writing up difficult
- Page 184 and 185: Presenting and writing up adopted c
- Page 186 and 187: Presenting and writing up Yvonne: L
- Page 188 and 189: Presenting and writing up of the th
- Page 190 and 191: Presenting and writing up Tim: stor
- Page 192 and 193: Presenting and writing up Anne felt
- Page 194 and 195: 9 Epilogue: From research to practi
- Page 196 and 197: Epilogue are presented to the way i
- Page 198 and 199: Epilogue • Diffusion (disseminati
- Page 200 and 201: Epilogue practical and simple langu
- Page 202 and 203: Epilogue violence, the things we em
- Page 204 and 205: Epilogue [it] was dragging me along
- Page 206 and 207: Epilogue through reporting the expe
- Page 208 and 209: References Beresford, B. 1997 Perso
- Page 210 and 211: References Darlington, Y., Osmond,
- Page 212 and 213: References Johnson, K. & Scott, D.
- Page 214 and 215: References ——1995 In-depth Inte
<strong>Qualitative</strong> research <strong>in</strong> practice<br />
support <strong>the</strong>se <strong>the</strong>mes; here are <strong>the</strong> differences. And<br />
<strong>the</strong>n when I’d done eight, I wrote <strong>the</strong> chapter aga<strong>in</strong><br />
on eight <strong>in</strong>terviews. I was try<strong>in</strong>g to see what was<br />
stay<strong>in</strong>g <strong>in</strong> as common <strong>the</strong>mes or what was dropp<strong>in</strong>g<br />
out, so I really kept on top of <strong>the</strong> analysis ...I did<br />
four big versions . . . It was a really good way for me<br />
to stay on top of such a mound of material and feel<br />
that I was writ<strong>in</strong>g about it all <strong>the</strong> time. The o<strong>the</strong>r th<strong>in</strong>g<br />
I did was use <strong>the</strong> face sheet option [<strong>in</strong> The Ethnograph]<br />
for separat<strong>in</strong>g out <strong>the</strong> <strong>the</strong>mes. The th<strong>in</strong>gs I<br />
looked for were gender, dementia and non-dementia,<br />
because <strong>the</strong> literature says that <strong>the</strong> spouse with<br />
dementia is a much more traumatic care-giv<strong>in</strong>g situation<br />
than a spouse who has a physical disability. I<br />
also looked at age groups . . . to say, ‘Well, do <strong>the</strong>y<br />
differ?’ If I re-analyse it and say. ‘Well, I’m look<strong>in</strong>g at<br />
it this way, how do <strong>the</strong>se <strong>the</strong>mes come out?’, The<br />
Ethnograph was very useful for do<strong>in</strong>g that—for<br />
group<strong>in</strong>g and see<strong>in</strong>g <strong>the</strong> differences . . .<br />
When I saw a common <strong>the</strong>me I’d take that <strong>the</strong>me<br />
and <strong>the</strong>n say, ‘If it’s a common <strong>the</strong>me <strong>the</strong>n I have to<br />
f<strong>in</strong>d it <strong>in</strong> every <strong>in</strong>terview’. Or I’d identify which <strong>in</strong>terviews<br />
did not reflect <strong>the</strong> <strong>the</strong>me. So I was constantly<br />
try<strong>in</strong>g to keep <strong>in</strong> this view, that <strong>the</strong>re might be some<br />
people who didn’t fit and I’m not just select<strong>in</strong>g <strong>the</strong><br />
same four or five <strong>in</strong>terviews that are very rich [data].<br />
I wanted to have an example from each <strong>in</strong>terview and<br />
<strong>the</strong>n I could write it down . . . but what I did <strong>in</strong> <strong>the</strong><br />
f<strong>in</strong>al draft was actually select out <strong>the</strong> examples that<br />
encapsulated <strong>the</strong> <strong>the</strong>me best. But <strong>the</strong> process of<br />
analysis was mak<strong>in</strong>g sure that I said it was common<br />
because it was common . . . And when I knew who it<br />
wasn’t common with, I addressed that <strong>in</strong> <strong>the</strong> next<br />
chapter . . . So I ended up with ano<strong>the</strong>r chapter on<br />
difference and divergence and that’s where I look at<br />
men and women and [o<strong>the</strong>r differences]. But I also<br />
<strong>the</strong>n talked about three people who really didn’t fit,<br />
which was almost like case study report<strong>in</strong>g and say<strong>in</strong>g<br />
‘this one man is hardly quoted ...I was determ<strong>in</strong>ed<br />
not to leave him out but it was very clear he didn’t<br />
fit <strong>in</strong>’.<br />
150