Lecture 15

Question 1

The goal of qualitative data analysis should align with…

Answer 1

the research question/study purpose

Question 2

Inductive data analysis:

Answer 2

researchers identify themes or theory from the data

Question 3

Deductive data analysis:

Answer 3

there is an existing framework or starting list of categories

Question 4

Is it possible to have a combination of inductive and deductive processes?

Answer 4

start with a framework but allow data to form emergent categories

Question 5

3 categories of qualitative data analysis:

Answer 5

• immediate
• ongoing
• spiral

Question 6

Data analysis begins…

Answer 6

at the very beginning of the research process

Question 7

Ongoing category of qualitative data analysis:

Answer 7

• researchers engage in data analysis throughout the entire research study
• new information may challenge previous interpretations
• researcher reflexivity is continuous

Question 8

Spiral: data analysis is not a ____ or _____ approach.

Answer 8

• fixed

- linear

Question 9

Analytic circles create a ____ from…

Answer 9

• spiral
• the beginning of data generation through to the final reporting of findings
• researchers will return to new steps as new insights emerge

Question 10

The _____ of this data analysis process is at the heart of qualitative research.

Answer 10

fluidity

Question 11

It is necessary that ______ is consistent with _____ ____ ____.

Answer 11

• analysis

- qualitative study design

Question 12

6 step approach to qualitative data analysis:

Answer 12

Step 1: organize and prepare the data
Step 2: read or look at all the data
Step 3: start coding all the data
Step 4: generate descriptions or themes
Step 5: decide how the findings will be represented 
Step 6: interpret the findings

Question 13

Step 1: organize and prepare the data includes:

Answer 13

• transcribe interviews
• type field notes
• scan images
• create files

Question 14

Step 2: read or look at all the data includes:

Answer 14

• read and memo
• gain a sense of the data
• reflect on overall meaning (immersion in entire database)
• get overall sense of information as a whole before breaking it into parts
• make margin notes (general thoughts, short phrases, ideas, key concepts)

Question 15

Step 3: start coding all the data includes:

Answer 15

• systematically organize and reduce the data into meaningful segments/chunks/categories
• assign names for segments

Question 16

Various methods for coding:

Answer 16

• sticky notes
• highlighters
• electronic comments
• spreadsheets

Question 17

Step 4: generate descriptions or themes includes:

Answer 17

• combine codes (from step 3) into broader categories or themes
• researchers need to represent/tell the story that best represents the data

Question 18

Typically, researchers generate between ____ themes.

Answer 18

• 5-7

- it is not unusual to see less than 5, and the inclusion of sub-themes

Question 19

Many ways to represent findings of a qualitative study including:

Answer 19

journal articles

Question 20

How can journal articles be limiting?

Answer 20

• page limits

- might miss the intended audience

Question 21

Step 6: interpret the findings includes:

Answer 21

• make an interpretation by making sense of the data and going beyond the themes to the larger meaning
• what is the larger story?
• what is the essence?
• how do the themes interrelate?

Question 22

Data analysis reminders:

Answer 22

• slow down
• consider looking for commonalities and differences
• remember that you only have a “piece”, not the whole
• be aware of challenges
• there are systematic ways to analyze data, but we need to remember to rely on our brains and not just specific techniques

Question 23

Challenges:

Answer 23

multiple researchers might mean dominant voices or different assumptions and perspectives

Question 24

Rigor:

Answer 24

.

Question 25

Validity:

Answer 25

.

Question 26

Verification:

Answer 26

.

Question 27

Quality:

Answer 27

.

Question 28

Trustworthiness:

Answer 28

.

Question 29

Varies procedures/processes for evaluating the merits of qualitative research:

Answer 29

• triangulation
• member-checking
• rich, thick description
• prolonged engagement
• present discrepant information