chapter 15: analysing qualitative data
DESCRIPTION
Chapter 15: Analysing qualitative data. CONTENTS. Introduction: Data collection, analysis, storage Case study example Manual methods Qualitative analysis using computer software NVivo. Qualitative data collection and analysis (Fig. 15.1). C. Analysis. - PowerPoint PPT PresentationTRANSCRIPT
Chapter 15:Analysing
qualitative data
CONTENTS
• Introduction: Data collection, analysis, storage• Case study example• Manual methods• Qualitative analysis using computer software • NVivo
Qualitative data collection and analysis (Fig. 15.1)
A. START: Explanation/hypotheses/
theory/ research questions
Data collection
B. Observation/ description
C. Analysis
The literature and informal observation
Traditional deductive/ quantitative model
A. J. Veal & S. Darcy (2014) Research Methods for Sport Studies and Sport Management: A practical guide. London: Routledge
Qualitative data collection/analysis contd
A. START: Explanation/hypotheses/
theory/research questions
On-going Data collection
B. Observation/ description
D. Refinement of hypotheses/
research questions
The literature and informal observation
Inductive/ qualitative model
F. Final analysisC. Analysis
Data collection
E. Continuing observation/ description
A. J. Veal & S. Darcy (2014) Research Methods for Sport Studies and Sport Management: A practical guide. London: Routledge
Data storage and confidentiality
• As discussed in Ch. 4: Research ethics• Problems when respondents name names
A. J. Veal & S. Darcy (2014) Research Methods for Sport Studies and Sport Management: A practical guide. London: Routledge
Case study example: CS 15.1
• Activity choice qualitative study: used to illustrate analysis methods
• A conceptual framework diagram: Fig. 15.2• Three interview transcripts: Mark, Donna and Lee –
copies available on-line
A. J. Veal & S. Darcy (2014) Research Methods for Sport Studies and Sport Management: A practical guide. London: Routledge
Outline conceptual framework (Fig. 15.2): Leisure/sport activity choice affected by a variety of factors
Social
Cultural
Sporting
Main activity type
Level 1 Level 2
Personal factors
Events
Influences
Constraints/ opportunities
A. J. Veal & S. Darcy (2014) Research Methods for Sport Studies and Sport Management: A practical guide. London: Routledge
Case study transcripts: example (Fig. 15.3)
Mark (Age 22, Male, Student, Income £8K)Q. What would you say is your most time-consuming leisure activity outside of the home at present?Well, I would say it's playing football, at least during the season. While the football's on, because of training twice a week and needing to be fairly serious about keeping fit I don't do much else: I probably only go to a pub once - or at most twice - a week. I don't have the time or the money to do much more.Q. How were you introduced to football?Oh, I've always played ... since I could run around I suppose. My dad says he spotted my talent - so-called - when I was a toddler, but it was one of the teachers at primary school that really encouraged me. He persuaded my mum to take me to a coaching clinic when I was about 8 or 9, then I got into the local under-11s.
A. J. Veal & S. Darcy (2014) Research Methods for Sport Studies and Sport Management: A practical guide. London: Routledge
CS transcript: example: with manual coding (Fig. 15.3)
Mark (Age 22, Male, Student, Income £8K)
CODING Q. What would you say is your most time-consuming leisure activity outside of the home at present?
Act.: Sport - football Constraint: Commitments, Need to keep fit, Time, Money
Well, I would say it's playing football, at least during the season. While the football's on, because of training twice a week and needing to be fairly serious about keeping fit I don't do much else: I probably only go to a pub once - or at most twice - a week. I don't have the time or the money to do much more.
Q. How were you introduced to football?
Influence: Parent+ Teacher ++
Event: Coaching clinic
Oh, I've always played ... since I could run around I suppose. My dad says he spotted my talent - so-called - when I was a toddler, but it was one of the teachers at primary school that really encouraged me. He persuaded my mum to take me to a coaching clinic when I was about 8 or 9, then I got into the local under-11s.
A. J. Veal & S. Darcy (2014) Research Methods for Sport Studies and Sport Management: A practical guide. London: Routledge
Manual analysis
• Importance of reading/re-reading transcripts.• Identification of emergent themes (similar to variables in
quantitative research).• Themes may
– arise from conceptual framework/ research questions - therefore searched for deductively, or
– emerge unprompted, inductively. • Themes ‘flagged’ by researcher – as in column 1 of Fig.
15.3• Can result in a more developed conceptual frame-work –
see Fig. 15.4
A. J. Veal & S. Darcy (2014) Research Methods for Sport Studies and Sport Management: A practical guide. London: Routledge
Developed conceptual framework (Fig. 15.4): Leisure/sport activity choice affected by a variety of factors
Level 3
Social
Cultural
Sporting
Main activity type
Level 1 Level 2
TimeMoneyFitness
Personal factors
Events
ParentsTeachersPeers
Influences
CompetitivenessSociabilityRoutineInstrumentality
Coaching etc.Weight-gainRelationshipsJob/money
Constraints/ opportunities
A. J. Veal & S. Darcy (2014) Research Methods for Sport Studies and Sport Management: A practical guide. London: Routledge
Manual analysis: mechanics• Flagging of transcripts (as in Fig. 15.3)
– In margins– Use of colour coding– ‘Post-it’ notes– Cards
• Cataloguing, eg.– Constraint - time: Mark: p. 2, para. 3, – Anna: p. 7 para. 4 – Constraint - money: Mark; p. 2, para. 3
• Searching/flagging/cataloguing can be aided using Word-processor ‘search’ facility
A. J. Veal & S. Darcy (2014) Research Methods for Sport Studies and Sport Management: A practical guide. London: Routledge
Analysis
• Numbers not important• Emphasis on differences rather than similarities • Some analysis parallel to quantitative analysis – eg.
Crosstabulation – see Fig. 15.5
A. J. Veal & S. Darcy (2014) Research Methods for Sport Studies and Sport Management: A practical guide. London: Routledge
‘Crosstabulation’ of qualitative data (Fig. 15.5)
Little Highlyconstraint constraining
Time as a constraint on activity choice
Level of income
High
Medium
Low
#1
#2#3
#4
#5
#6
#7
#8#9
#10 #11
#12
# Numbers refer to individual interviewees
A. J. Veal & S. Darcy (2014) Research Methods for Sport Studies and Sport Management: A practical guide. London: Routledge
Qualitative analysis using computer software
• Use of computer-aided qualitative data analysis software (CAQDAS)
• Used here: Nvivo (Version 8)– package from QSR (Qualitative Solutions and
Research Pty Ltd)– includes N6 (updated version of the well-known
NUD*IST),and XSight for market researchers– see www.qsrinternational.com
• Nvivo is used because it is effective and is one of the most well-known packages: use in this book does not imply endorsement of it as the ‘best available’.
A. J. Veal & S. Darcy (2014) Research Methods for Sport Studies and Sport Management: A practical guide. London: Routledge
Nvivo procedures covered (Fig. 15.6)
Specify attributes
Create project
AnalysisCode documents
Modelling
Cases and attributes
Import documents
Design coding system
Link cases and documents
A. J. Veal & S. Darcy (2014) Research Methods for Sport Studies and Sport Management: A practical guide. London: Routledge
Nvivo terminology• In the Activity Choice study:• Cases = the three interviewees: Mark, Donna, Lee• Attributes = age, gender, economic status, income• Documents = the interview transcripts• Importing documents • Coding system = specifying of concepts as in a
conceptual framework, as in Fig. 15.4• Project = a named (ActivityChoice) set of interlinked
files, containing details of cases, attributes, coding systems and documents related to a research project
• Modelling = diagrammatic presentation of conceptual framework, as in Fig. 15.4
A. J. Veal & S. Darcy (2014) Research Methods for Sport Studies and Sport Management: A practical guide. London: Routledge
Note to teachers
• The best approach from here on is to ‘go live’ with NVivo with the example data pre-loaded onto your computer and follow the procedures in the book.
• If this is not possible and you wish to proceed to provide an overview using PowerPoint, the Figures from the book are included in the following slides.
A. J. Veal & S. Darcy (2014) Research Methods for Sport Studies and Sport Management: A practical guide. London: Routledge
Screen for Figure 15.7 Create Nvivo project
Screen for Figure 15.9 Cases and attributes
Figure 15.10 Importing internal documents
Figure 15.11 Linking documents and cases
Screen for Figure 15.12 Coding system
Screen for Figure 15.13 Modelling
Screen for Figure 15.14 Coding text
Fig 15.15 Activity Choice project summary
Inteviews: Mark.doc Lee.doc Donna.doc
Attributes: Age Gender Income Empl. status
Cases: Mark Lee Donna
Coding system: Main activity: Activity type Personal Constraints Events Influence
Analysis
Screen for Figure 15.16 Coding query