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Analysing data Analysing the observational data Cheryl: What I did here was try and sort through the observations. I was trying to link them to themes of inclusion and exclusion and so I really looked at them in those terms rather than just describing this happened to this visitor, this happened to that visitor—I looked at them all and said, ‘Well, what practices and provisions included people and what excluded family visitors?’ So I tried to structure it that way so it allowed me to contain heaps of information—notebooks of descriptions of what happened to people. I had some basic research questions, for example, ‘How were they provided for?’ So I did a description of what the provision was—were there family visiting rooms? Were there kettles? Was there equipment for families, notebooks for families to write things in? So I looked at provision and then I looked at the treatment of visitors and when I talked about treatment it was just this theme of inclusion/exclusion. The document analysis Cheryl: The content analysis basically just picked up what guides [the nursing homes] had—they’d have some guides to family visiting or notes for families. Then I did a content analysis and identified what roles they constructed for families—are they resources? Like, ‘We appreciate your help with feeding and bringing clothes’, or are they seen as, ‘Come join us. You’re part of the family. We’d like to get to know you.’ You know, the underlying themes. So it was really interesting, seeing how particular facilities constructed very clear roles [for families]. Anne Coleman—Five star motels Anne talks here about her thematic analysis of the data from her observations and informal interviews for her research with homeless 151
Qualitative research in practice people (Coleman, 2001), and about her use of The Ethnograph program for managing text-based data (Seidel 1998). Analysing the observational data Anne: In Phase One [observation] I colour-coded everything. I was really only interested in three things—people, spaces and what they were doing in the spaces. So I took the computer notes that I’d typed from the original field notes and I went through every page of those notes with three coloured highlighters—green for spaces, orange for people and purple for acts—and every space named, every person, group, member of a group, whatever, I colour-highlighted the whole lot. I’m fairly visual so once I got it to this stage it was easy. It made sense to me because I’d never keep all that together in my head. And the journal—I didn’t do much analysis on the journal because in a sense it was an analysis of what I was feeling that day and what I was thinking and it was also a record of why I’d gone one way methodologically and not the other. It was used all the way through in the final write-up as a way of illustrating, or making a point, or putting a date on something, but it wasn’t analysed and used in that sense . . . In Phase Two [informal interviews] I repeated the way I’d recorded the observations in Phase One so that any time I wasn’t directly engaging with people or following that up I’d be having a bit of a sit and writing down what I’d seen. So that was an identical process. I didn’t want to record those conversations because I knew they were brief and I was going to have most of them on the run, for example, ‘I’m from Queensland University, I’m interested in this, do you come to the Valley often? Have you got five minutes to chat?’ And that’s all it would be. I’d have the conversation and then I’d run away and write some memory-dot points, this is this, this and this. The only exception was if somebody had said something in a way that was just so brilliant or so clever or just ‘I wish 152
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Qualitative research in practice St
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Contents The researchers vi Table o
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Contents 8 Presenting and writing u
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The researchers Anne Coleman began
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The researchers into factors associ
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Table of research studies Tim and W
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Preface In this book we aim to brid
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Preface known to us, either through
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1 From practice to research In the
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From practice to research social wo
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From practice to research in relati
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From practice to research consumer
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From practice to research parent—
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From practice to research space—t
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From practice to research what peop
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From practice to research developed
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From practice to research or exit f
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From practice to research tracked d
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2 Ethics and organisations The best
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Ethics and organisations relevant i
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Ethics and organisations Informed c
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Ethics and organisations Yet a mino
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Ethics and organisations Observatio
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Ethics and organisations Ethical an
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Ethics and organisations with the s
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Ethics and organisations Dorothy Sc
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Ethics and organisations happened,
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Ethics and organisations an intensi
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Ethics and organisations to outside
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Ethics and organisations Yvonne: To
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Ethics and organisations Dorothy: R
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Ethics and organisations can only e
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In-depth interviewing them or not m
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In-depth interviewing Stories give
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In-depth interviewing experience of
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In-depth interviewing There is a re
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In-depth interviewing data sought,
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In-depth interviewing interview. Th
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In-depth interviewing Generally, th
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In-depth interviewing in-depth inte
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In-depth interviewing Yvonne: So a
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In-depth interviewing Sampling Yvon
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In-depth interviewing much they tal
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In-depth interviewing encouraged mu
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In-depth interviewing contact, the
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Observation Choosing observation Li
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Observation The observation process
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Observation When to observe and for
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Observation Anne Coleman—Five sta
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Observation Yvonne: Anne: Yvonne: A
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Observation Anne: Another useful th
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Observation couldn’t understand h
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Observation interesting because I s
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Observation of questions separate f
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Tailoring data collection We focus
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Tailoring data collection The exper
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Tailoring data collection be achiev
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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 166 and 167: Analysing data crying—and I could
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
Page 216 and 217: References ——1990 Writing Strat
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References Tilse, C. 1994 ‘Long t
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Index Page numbers in italics refer
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Index ‘getting in/getting on/gett
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Index quantitative research 3; meth
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