广告调查（第二版）英文 指导手册 Davis-Instructors-Manual-ch07 Analysis of Qualitative Data

PAGE

AdvertisingResearch:Instructor’sManual

Copyright©2012PearsonEducation,Inc.publishingasPrenticeHall

AdvertisingResearch:Instructor’sManual

Copyright©2012PearsonEducation,Inc.publishingasPrenticeHall

PAGE

7. AnalysisofQualitativeData

ChapterGoals

Afterreadingthischapterstudentsshouldbeableto:

• definethecharacteristicsofqualitativedataanalysis.

• identifythetechniquesbywhichinsightsareobtainedandconclusionsaredrawnfromqualitativedata.

• understandhowtoevaluatethequalityofaquantitativeanalysis.

• understandthestrengthsandweaknessesofqualitativedataanalysissoftware.

NotestotheInstructor

TheChapterLectureprovidesaguidetokeytopicsandcontent.ThePowerPointslidesarenamed:davis_adresearch_ch7.ppt.LinkstoCAQDASprogramsareprovidedanddisplayedinred.

ChapterLecture

Slide7-2

Slide7-3

Slide7-4

Thegoalofqualitativeanalysisistoreducethevastamountofverbalorobservationaldatatoasetofwell-definedandclearlyexplainedpatternsandthemes.

Thisisingreatpartdependentontheskillsoftheindividualwhoconductstheanalysis.

I.ActivitiesConductedPriortoDataExamination

Therearetwoimportantactivitiesthattakeplace:(1)reviewoftheresearchproblemandinformationalneeds,(2)evaluationofthestudysample.

A.ReviewProblemDefinitionandInformationalNeeds

Itisrecommendedthatbeforethestartofdataanalysisallinvolvedmeetto

confirmthatfocusofproposedanalysiswillsatisfystatedinformationalneeds.Servestwopurposes:(1)providesanoutlineandfocusforsubsequentdataanalysesand(2)verifiesthetypesofinformationthatwillbeaddressedinthestudy'sfindingsandconclusions.

Theoutcomeofreviewisalistofspecificareasthatanalysiswilladdressandtypesofinformationthatanalysiswillprovide.

Slide7-5

Slide7-6

Slide7-7

Slide7-8

Slide7-9

Slide7-

B.EvaluatetheSampleandNoteAnyLimitations

Asampleisevaluatedintermsofits"goodness"forprovidingreliableinformationrelevanttoinformationalneedsmotivatingresearch.Itmustconfirmthatthesample(1)possessesthedesiredsetofdemographic,brand-relatedand/orattitudinalcharacteristicsand(2)thereisanabsenceofbiasorconfoundingeffects.

II.DataExamination

Thegoalisnottodeterminewhatthedatameans,butrather,tobecomemorefamiliarwiththedataitself.Thisisaccomplishedbyimmersingoneselfinthedatainordertoexperiencethetexture,tone,mood,range,andcontentofrespondents'verbal(andifavailablenonverbal)communications.

Thisisbestaccomplishedwhentheanalyst:

• Reviewsthedatawithanopenmindandwithoutbias.Doesnotselectivelylookforpatternsofresponsethateitherconfirmordisconfirmpreconceivednotions.

• Triestounderstandreasonsunderlyingattitudesandbehaviors.Thisisnecessarytoget"beneaththesurface"andunderstandwhyopinionsareheldorbehaviorsareexhibited.Payparticularattentiontoreasonsindividualsgivefortheirattitudesandbehaviors.Besensitivetobothdirectandindirectmethodsthatrespondentsusetoexpressthereasonswhytheyholdaparticularbelieforparticipateincertainbehaviors.

• Triestounderstandtheintensityofrespondents'feelingsandpointsofview.Itisimportanttonoteextentofconsensusandstrengthofconvictionwithwhichviewsareexpressed.Inferencesofbelief

intensitycanbedrawnfromawayinwhichabeliefisexpressed.Clear,unambiguous,forcefullanguageisoftenanindicatorofstrong,intense

feelingsasisrepetitionandtheuseofirony,metaphor,orderisive

humor.

• Triestounderstandtherespondentnottheindividualresponses.Looks

10

Slide7-

11

Slide7-

12

Slide7-

13

Slide7-

14

Slide7-

15

Slide7-

attrendsintheentirecorpusofdataratherthanreviewingcommentsandstatementsonaresponse-by-responsebasis.

• Reviewswithacriticaleyeandear.Thechallengeinqualitativeanalysisistodeterminewhentotakerespondents'commentsatfacevalueandwhentodiscountordistrusttheircomments.

• Keepsaneyeandearopenforwhatisnotsaid.Respondentscanfailtomentionatopicorprovideapieceofinformationforoneofthreeprimaryreasons:(1)mayfeelthattopicisnotimportant,(2)mayassumethattopicissoimportantthatitisunnecessarytomention,(3)maybesopersonalorsensitivethattherespondentdoesnotfeellike

"openingup"inthatparticulararea.Itisnecessarytodistinguishwhichisthecase.

III.Reflection

Reflectionisatimeofquietcontemplation...whereimpressionsandmeaningsfromthepriorreviewofthedata“incubate”withoutstructureorguidanceasapreludetoformalanalysis,whichtakesplaceinthenextsetofactivities.

IV.ThemeIdentification,AnalysisandRevision

Athemeisaconsistentandrecurringideafoundeitherexplicitlyorimplicitlyinthedata.Themeshelpustounderstandthetrendsandpatternssuggestedbythedata.

Severalstepsunderlyingthemedevelopment.

• Identifytentativethemes

• Codedata

• Evaluatethemes

• Developmetathemes

Developmentandevaluationofthemesisacircularprocessentailingcontinuousdataexaminationandthemerevision.Thecircularnatureofprocessisintentionalasitallowsfornewthemestoemergeandidentifiedthemestobeevaluated.

A.IdentifyTentativeThemes

Thisbeginswiththelistofareastobeaddressed.Withineachareaoneormorethemesrelevanttoeachareaareexplicitlywritten,forexample:

Overall,respondentsreactedpositivelytothe"Multi-music

16

Slide7-

17

Slide7-

18

Slide7-

19

Slide7-

20

player"productconcept.Theproductwasseenasrelevant,interestingandunique.Manyexpressedaninterestinpurchasewhentheproductwaspricedunder$90.Primaryreasonsforenthusiasmrelatedtoversatilityandvalue.Neithergendernorincomestatusappearrelatedtolevelortypeofresponse.

B.CodingDataAccordingtoThemes

Afterallthemeshavebeenwritten,theresearcherthenexaminesandcodesthedata,whereaparticularstatementcaneitherbesupportiveoforcontrarytothestatedtheme.Oncearelevantstatementislocated,itiscodedinthetranscriptwithregardtoitsrelevantthemeandthedirectionofsupport.

Next,thecodedinformationrelevanttoeachthemeisexaminedtodeterminetheme'scorrectness.

C.ThemeEvaluationAndRevision

Themesareexaminedinlightofthecodeddatatodetermineextenttowhichthemeshouldorshouldnotbeacceptedgiventhepatternoftheunderlyingdata.

• Anacceptablethemeisonethataccuratelyreflectsthecontentoftherecordeddata.

• Anunacceptablethemeisonethatdoesnotaccuratelyreflectthecontentoftherecordeddataandthereforemustberejectedorrevised.

Themesaremodifiedorrevisedtoimproveclarityandincreaseaccuracy.Revisiongenerallytakesoneoftwoforms:(1)athemecanbeelaborateduponwithadditionallevelsofspecificityanddetailand(2)additionaldetailmaybeaddedtothemetorestrictitsapplicability.

D.RelatingIndividualThemestoFormMetathemes

Ametathemeisthelabelgiventobroaderthemesthatshowtheinterrelationshipsamongindividualthemesbysummarizingsimilaritiesanddifferencesamongsteachoftheindividualthemes.

E.SerendipitousDiscoveries

Ananalystmustbesensitiveandopentounanticipatedinsights.Theseinsightsshouldberecordedandevaluatedsimilarlytootherpre-identifiedthemes.

V.EvaluatingtheAnalysis

Thequalityofaqualitativeanalysisisassessedbyexaminationofthewayinwhichthestudywasplannedandcarried-out,andthewayinwhichtheanalysiswasconductedandreported.Followingquestionsareusefulstartingpoint.

Slide7-

21

Slide7-

22

Slide7-

23

Slide7-

24

Slide7-

25

• Wastheappropriatemethodusedtoanswerthequestionsmotivatingtheresearch?

• Wasappropriateandadequatesamplingusedtoanswerthequestion?

Arethereassurancesthatthereisnoinherentbiasinsampleselection

andthatenoughpeoplewerestudiedtoprovidesufficientconfidencein

thestrengthofpresentedconclusions?

• Wasaniterativeprocessofcollectingandanalyzingdatausedanddatasaturationachieved?Studydesignshouldconsistofdatacollectionandanalysis,followedbymoredatacollectionandanalysis,inaniterativefashion,untilnonewinformationisobtained.Forexample,werethelearningsfrominitialfocusgroupsorinterviewsusedtoinformandguidelaterinterviews?

• Wasathoroughanalysispresented?Agoodqualitativestudynotonlypresentsthefindingsbutalsoprovidesathoroughanalysisofthedata.Bewareofstudiesthatsimplypresentsuperficialdescriptionswithoutinterpretation.

• Arethebackground,training,andpreconceptionsoftheinvestigatorsdescribed?Becausetheinvestigatorsarebeingreliedonforanalysisofthedata,wemustknowtheirtrainingandbiases.

Transparencyisalsoimportant.Itmeansthatendusersunderstandhowthemeswereidentifiedandconclusionsreached.Transparencydoesnotmeanthat

otherresearchersneedtoagreewithfinalinterpretationandconclusionsbutitdoesmeanthatotherresearchersmustunderstandandagreewiththesteps

takentoreachconclusions.

Transparencyincreaseswhenendusersagreethat:

• thereisanabsenceofbiasindataselectionandexamination.

• thereisanabsenceofbiasinthecreationofthemes.

• thereissufficientevidencetosupporteachpresentedtheme.

• therewasasoundandobjectivebasisforthemecreationandrevision.

• theanalysiswascarriedoutinarigorousandsystematicmanner.

Slide7-

26

VI.CAQDAS:ComputerAssistedQualitativeDataAnalysisSoftware

Softwareprogramshavebeendevelopedtoassistandguidethecodingandanalysisprocesses.TheprogramsarelabeledCAQDAS–ComputerAssistedQualitativeDataAnalysisSoftware.

UseofCAQDASisnotwithoutdebate.Criticismsinclude:

• analyticalfocusonsmall,isolatedpiecesoftext,whichmayresultinonemissingrealmeaningavailableonlythroughanalysisoflargersegments.Focusoncodingofsmalltextunitsmayalsoresultinover-coding,resultingintoomanycodesthatpreventresearcherfromseeingtheoverallpicture.

• emphasisisonliteralcontentratherthanprocess.

• riskthatresearchermayconfusetheprocessofcodingwiththeprocessofanalysis,resultinginonlysuperficialinsightsintothedataanditsmeaning.

OthersbelievethatpotentialproblemswithCAQDAScanbesignificantlyreducedoreliminatedwhentheyarekeptinmindduringtheuseofthissoftwareandwhentheCAQDASprogramisusedasatoolratherthanasareplacementforanalystskillandjudgment.

AvarietyofCAQDASprogramsareavailabletoassistinthedataanalysisprocess.Whiletherearesomedifferencesinapproachacrossprograms,allallownotonlyfor