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1、qualitative analysisworkshop 5 esrc workshops for qualitative research in managementidentification of training need ncurrent literature places great stress upon the methods used to go out and collect or generate the data, but there is much less written about the actual analytical techniques/ process

2、. nthere is much more training available for quantative software packages (eg spss) than for qualitative software packages).workshop aim:nto provide an introduction to the process of qualitative analysis and to use step by step examples to provide an idea of how to the process of qualitative analysi

3、s actually works. nto provide an introduction to computer aided qualitative data analysis software (caqdas) and signpost further information sources.workshop objectivesby the end of this workshop participants should:nbe familiar with the process of qualitative analysis may be conducted.nbe able to s

4、ource further information on different approaches to analysisn understand the basic function of qualitative software.nbe able to source further information on a variety of software packages.workshop outline1.introducing different approaches to qualitative data analysisgrounded theorydiscourse analys

5、is2.computer aided qualitative data software analysis (caqdas).3.further sources on caqdas4.further information on qualitative data analysisapproaches to qualitative data analysis. napproaches to be covered:grounded theorydiscourse analysisgrounded theory is.ntheory which is derived inductively from

6、 the data which were systematically gathered and analyzed throughout the research process (strauss and corbin 1998). ndata collection, analysis and theory stand in a reciprocal relationship with each other. a researcher does not begin with a pre-conceived theory in mind, rather the researcher begins

7、 with an area of study and allows the theory to emerge from the data. grounded theory involves.1. an initial attempt to develop categories which illuminate the data.2. saturation of these categories with many appropriate cases in order to develop their relevance.3. developing these categories into m

8、ore general analytical frameworks with relevance outside the setting. glaser and strauss (1967).glaser/strauss split nglasers (1978, 1998) position assumes an objective external reality, a neutral observer who discovers data and an objectivist rendering of the data. therefore glasers position is oft

9、en perceived as close to traditional positivism (charmaz 2000 ).nstrauss and corbin argue for unbiased data collection, a set of technical procedures and the need for verification -therefore they also imply an objective external reality. nhowever, strauss and corbin also move away from traditional p

10、ositivism through the acknowledgment that respondents views of reality may conflict with their own (see strauss and corbin 1998).glaser and strauss (and corbin)nboth realist in ontology and epistemologynboth follow the canons of objective reportage and engage in silent authorship and usually write a

11、bout their data as distant experts (charmaz 1994) thereby contributing to the objectivist stance. skills needed for the grounded theory research approachimportant to minimise subjectivity by:nmaintaining an open disposition, a willingness to be surprisednthink comparatively; comparing incident to in

12、cident nstudy multiple viewpoints of the phenomena in question nresearcher should periodically step back and ask what is going on here? phase 1 - initial attempt to develop categories which illuminate the data.nconceptual ordering / creating basic codesninternal aspect- they must be meaningful in re

13、lation to the datanexternal aspect- they must be meaningful in relation to other categories (dey 1993: 96-97).phase 1 - initial attempt to develop categories which illuminate the data.nopen coding: the analytic process through which concepts are identified and their properties and dimensions discove

14、red in the data (strauss and corbin 1998).n microanalysis of the datanprogressive refocusing in light of the dataphase 1 - initial attempt to develop categories which illuminate the data.categories:1. perceptions of management2. customer aggressionput about how customer aggression is defined as anyt

15、hing frontliner or researcher perceives as such. put about problems of definition and how this workshop does not aim to deal with this.phase 2- saturation of categories with many appropriate cases and further development of categoriesnaxial coding: further analysis and linking of the codes ncreating

16、 subcategories in categories nlinking categories according to properties and dimensions.axial coding: creating subcategoriesperceptions of management subcategories:nperceived in a positive way.nperceived in a negative waynperceived as neither positive or negative.axial coding: creating subcategories

17、.ncustomer aggression subcategories:nverbal aggressionnphysical aggressionnsubstance abuse and customer aggressionnlack of understanding and acknowledgement of customer aggressionphase 3 - developing categories into general analytical frameworks with relevance outside the setting. nselective coding:

18、 the process of integrating and refining categories.n major categories are finally integrated to form a larger theoretical scheme.phase 3 - developing categories into general analytical frameworks with relevance outside the setting.nin certain public sector workplaces, which deal with face to face i

19、nteraction with potentially violent customers, the physical presence of management is desired by frontliners.phase 3: developing categories into general analytical frameworks with relevance outside the settingnuse of literature in this final stage of analysis in order to confirm findings and to illu

20、strate where the research differs from the literature. criticisms of grounded theorynfailure to acknowledge theories which guide work at an earlier stage. nrejoinder: recognition of impossibility of tabular rasa. however, strauss and corbin acknowledge that every piece of research (quantitative or q

21、ualitative) has an element of subjectivity. instead they stress the importance of taking appropriate measures to minimize the subjectivity in their analysescriticisms of grounded theorynconcentrating on the generation of theories at the expense of their quality and usefulness. a major problem of gro

22、unded theory is that if the researcher has no knowledge of the literature, they risk re-inventing the wheel. nrejoinder: strauss and corbin (1998) argue that these procedures are supposed to be followed with creativity, flexibility and intelligence. they explain that it is the construction of new in

23、sights and understanding which are significant and useful that is at the heart of this method.criticisms of grounded theorynpostmodernists and poststructuralists dispute obvious and subtle positivistic premises assumed by grounded theorys major proponents and within the logic of the method itselfnre

24、sponse: creation of constructivist grounded theory which stresses emergent, constructivist elements such as an interpretive understandings of individuals meaningsfurther sources on grounded theoryncharmaz, k., (1994) grounded theory: objectivist and constructivist methods in denzin, n. and lincoln,

25、y. (ed.) handbook of qualitative research, thousand oaks, ca: sage.nglaser, b. and straus, a. l. (1967) the discovery of grounded theory: strategies for qualitative research, chicago: aldinenstrauss, a. and corbin, j. (1998) basics of qualitative research: techniques and procedures for developing gr

26、ounded theory, thousand oaks: sage publications.workshop outline1.introducing different approaches to qualitative data analysisgrounded theorydiscourse analysis2.computer aided qualitative data software analysis (caqdas).3.further sources on caqdas4.further information on qualitative data analysisdi

27、scourse analysisndiscourse analysis focuses on language as a social practice in its own right and is concerned with how individuals use language in specific social contextsnenables researcher to gain an understanding of how individuals use language to construct themselves and the world around themne

28、nables researcher to understand why individuals use language to construct themselves and the world around themnenables researcher to understand the ideological effects of individuals constructions.discourse analysishuge variation in types of discourse analysis:the only thing that commentators are ag

29、reed on in this area is that terminological confusions abound (potter and wetherall 1987:6)in approaches such as ethnomethodolgy and conversation analysis discourse is concerned with the more linguistic concerns of the structure of talk and the processes used by speakers to construct their worlds (s

30、chwandt 2001). foucauldian approaches consider discourses as systems of power/knowledge which are socially and culturally located and which construct subjects and their worlds (gubrium and holstein 2000). levels of discoursenanalysis at the micro, context specific level of discourse and the more mac

31、ro level of discourse. nanalysis of discourse as reflecting meaning or analysis of discourse as constructing meaning.(alvesson and karreman 2002).dimensions in discourse studies. taken from alvesson and karreman (2002)critical discourse analysisnlanguage plays an active, constructive role.nunit of a

32、nalysis is language and not the individual. nanti-essentialist -individuals draw on alternative versions of reality according to the situation. n(marshall 1994).doing discourse analysisnidentification of interpretive repertoiresnidentification of social constructions which have regulatory effects.n

33、consistency in discourse is not seen to illustrate some underlying reality, but is used to signpost a particular repertoire. doing discourse analysisdiscourse can be confirmed by:nreferring to instances of its use in other textsnillustrating its dominance in any specific socio-cultural context.doing

34、 discourse analysisnanalysis will focus on:forcecontext hegemonic struggledoing discourse analysisnforce of the text:understanding what it is trying to achieverelationship between repertoiresdoing discourse analysisnimportance of context of text production. ninterview transcripts usually involve an

35、indication of previous comment or question.doing discourse analysisnexample of context of extract: request from the researcher for a story about a difficult customer.neo-liberalist trend of service/customer orientation in the public sector.doing discourse analysisnanalysis of hegemony- extent to whi

36、ch a proposition is challenged or anticipated to be challenged.nhegemonic struggle when different ideologies compete for dominance.criticisms of discourse analysisnaccusation of moral nilhism: unethical acts are dismissed as having no material realityncountered by argument that discourse analysis do

37、es not deny material reality, but focuses on the way our understandings of such practices are constructed through discourse.criticisms of discourse analysisnvoicing concerns for groups who do not consider themselves to be oppressed or disadvantaged.nsubversion of oppressive discourses may lead to al

38、ternative suppressive discourses for other social groups.ndifficulty of identifying interpretative repertoires when research is not independent of linguistic resources needed to construct discourse.further sources on discourse analysisdiscourse analysisndick, p., (2004) discourse analysis, in cassel

39、l, g., and symon, g., (eds) essential guide to qualitative methods in organizational research, london: sagenalvesson, m., and karreman, d., (2002) varities of discourse: on the study of organizations through discourse analysis, 53(9): 1125-1149nfairclough, n., (2003) analysing discourse, textual ana

40、lysis for social research, new york; routledgeworkshop outline1.introducing different approaches to qualitative data analysisgrounded theorydiscourse analysis2.computer aided qualitative data software analysis (caqdas).3.further sources on caqdas4.further information on qualitative data analysiscaqd

41、as: data organisationnan indispensable tool for storage retrieval and manipulation of the text (kelle 1995). nallows the researcher to sort the data into easily accessible categories to enable quick retrieval of data ncomparison of segments nrefinement and development of codes nexamples include nviv

42、o, atlas, ethnograph, hypersoft and code-a-textwhat does caqdas actually do?aids mechanical data management techniques such as:ncutting and pasting into codesncreating subcategoriesnnotes in the marginadditional uses of caqdasnatlas also allows the storage of audio recordings. ncode-a-text allows th

43、e researcher to work with sound, video and transcript concurrently. natlas also allows pictures to be scanned in and used as data, allowing handwritten notes to be scanned in this way. additional uses of caqdasnhypersoft strives to avoid decontexualisation of data through hyperlinks.nuse of cd rom t

44、o record research which could provide the opportunity for multiple readings of the text.debates surrounding caqdasnassertion that software packages seem more suited for objectivist grounded theory than more social constructivist approaches (charmaz 2000).naccusations of overemphasis on coding and pr

45、omote a superficial view of qualitative research (coffrey et al 1996).nuse of computer fragments datadebates surrounding caqdasnthe central analytic task in qualitative research understanding the meaning of text cannot be computerised. using caqdas is no substitute for thinking hard about the meanin

46、g of data. (seale 2000). nonly the more mechanical task of data management can be aided by a computer.nuse of software package reflects choices of the researcher.in summary nchoose software to fit research not research to fit software!noverall caqdas tends to be used as tool for intelligent manageme

47、nt of research data.conclusionqualitative enquiry depends, at every stage, on the skills training, insights, and capabilities of the inquirer. qualitative analysis ultimately depends on the analytical intellect and style of the analyst (patton 2004: 436). further reading on caqdasnfielding, n. and l

48、ee, r. (eds) using computers in qualitative research, sage: newbury parknkelle, u., (1995) computer- aided qualitative data analysis: theory, methods and practice. sage: london. nrichards l. and richards, t., using computers in qualitative analysis, in n. denzin, and y. lincoln (eds), handbook of qu

49、alitative research, thousand oaks. sage: 445-62. nkelle, u. (1995) computer-aided qualitative data analysis: theory, methods and practice sage: london.useful websitesnanswr (/hiv/software/answr.htm)natlas (www.atlasti.de/)ncode-a-text (www.code-a-text.co.uk)ncdc ez-text (/hiv/s

50、oftware/ez-text.htm) ndecision explorer (devoted to conceptual mapping) (www.banxia.co.uk/banxia).nethnograph (http:/ )nhyperresearch ()nqca (qualitative comparative analysis) (/ipr/publiations/qca.html)nqsr nvivo/nudist (further sources on data analysisngeneral analysis references:bloor,

51、 m. (1978) on the analysis of observational data: a discussion of the worth and uses of observational techniques andrespondent validation, sociology, 12, pp. 542-55becker, h.s., (1998) tricks of the trade: how to think about your research while youre doing it. chicargo: university of chicargo press.

52、bulmer, m. (1979) concepts in the analysis of qualitative data. sociological review, 27, 651-677dey, i (1993) qualitative data analysis: a user friendly guide for social scientists, london: routledge.miles, m. b. and huberman, a. m. (1984) qualitative data analysis: a sourcebook of new methods, beverly hills, ca: sage.further sources on data analysisngeneral analysis references:miles, m.b. (1979) qualitative data as an attractive nuisance: the pro