LECTURE 12: QUALITATIVE DATA

COLLECTION AND ANALYSIS

D r. P h u o n g Lu o n g
S e p te m b e r 2 01 9
 1. INTERVIEWS

 Process for interviewing

 Consent for interviewing

 Ethical considerations

 The protocol - questions

 1. INTERVIEWS (CONT.)

 Timing and Location: suitable time, a private space or room

 Facilitating interviews:
o Purposes of the study/research;
o Relationship with interviewee(s);
o Answer any questions;
o Show interest in participants’ responses;
o Seek understanding and explanation from interviewee(s);
o Keep taking notes;
o Make the participants comfortable;
o Be aware of possible interruptions and prevent them.
 1. INTERVIEWS – CONSENT FORM

Consent Section
 Confidentiality
 Clarifying the purposes and procedures of the interview
 The right to stop or not answer a question
 The right to ask questions
 1. INTERVIEWS – ETHICAL
CONSIDERATIONS
1. Guiding principle: Do no harm
2. Be respectful in your interactions
3. Be aware of power dynamics and how you might be
perceived as a researcher
4. Inform participants and ask for consent.
 1. INTERVIEW PROTOCOL

Background Data

Background Data helps to identify and track data within sets

and over time. It can also become important to analysis.

Background Data should be recorded at the start of an

interview on the audio recording, by the interviewer and also
participants’ responses.
 1. INTERVIEW PROTOCOL (CONT.)

Interview Questions
- Develop the interview questions based on Research questions
- Questions in the interview protocol need to be clear.
- Type of questions: semi-structured, open-ended questions
Probing Questions
General probes useful for all questions:
• Can you say more about _____________?
• Please tell us a story about ____________.
• Can you give us an example of _________?
• How do you feel about _______________?
• Can you tell us about a time that _______ ?
 1. INTERVIEWS – PROBING ADVICE

 Non-leading
– Leading question: When you look for a job do you find that there
is too much competition?

 One idea in one question

– Do you want to start your own business and how will you
accomplish this goal?

 Beware of probing too much

– Focus on relevant information, don’t steer interview off course

 Try not to ask too many clarifying

questions
– Show that you are listening
2. CODING QUALITATIVE DATA
 2. CODING QUALITATIVE DATA (CONT.)

 Reducing data
 Not losing the meaning of the data
 Capturing the significant ideas or issues
 Understanding phenomenon
 Developing construct
 Developing categories and themes
 Construct/conceptual variables: “they are the definition of properties of
events of objects that can vary”. “… They are often expressed in general,
theoretical, qualitative or subjective terms...”

 Developing theory
 2. CODING QUALITATIVE DATA (CONT.)

Preparing

Codebooks and
documents
 2. CODING QUALITATIVE DATA (CONT.)

Pre-coding Stage: Things to consider

 Researcher’s influence: Factors influencing the data analysis
process:
 Background
 Beliefs and biases
 Interests
 Philosophical paradigm
 Being aware of your influence
 Bracketing your influence
 2. CODING QUALITATIVE DATA (CONT.)

Memo-ing: documenting personal reflections and impressions

 Data collection phase
 Documenting your thoughts about:
 What you are observing in the field
 Your interaction with participants
 Your experience during the data collection process
 Data analysis phase
 Documenting your thoughts about:
 Data analysis process
 Codes and their respective meanings
 Relationships among codes, categories and themes
 CODING PROCESS

Preparing before coding (showing in Nvivo software and

codebook)
 Development of code book
 Prepare all coding documents (transcriptions of IDIs, FGD,
observations note, photos, pictures, etc).

Coding process: (showing Nvivo)

• Coding materials/documents uploaded
• Coding process: open coding  focused coding axial coding
2. CODING QUALITATIVE DATA (CONT.)
M A N UAL C ODI N G C OM P UT ER C ODI N G
2. CODING QUALITATIVE DATA (CONT.)
 2. CODING QUALITATIVE DATA (CONT.)

After first cycle coding (Sorting):

 Categorizing codes and generating themes – based on:
 Relationship between codes
 Reference: are a group of codes making reference to a specific
concept?
 Occurrence: How does a group of codes happen?
 Sequence: Does one code/a group of codes come before/after the
other?
 Code frequencies
 Frequency: How many times does a specific code assigned to parts of
the data?
 Underlying meaning across codes
 Essence: Is there an underlying meaning among a group of codes?
2. CODING QUALITATIVE DATA (CONT.)
 3. PRESENTING QUALITATIVE FINDINGS

1 . Providing background information about participants or the

observed (especially the first cycle coding: attribute coding)
 To better understand what they said or you observed
2. Presenting the coding strategies used, number of codes,
categories and themes emerged
3. Systematically presenting the findings
 Stating each theme
 Describing what the theme stands for (i.e. meaning
of the theme)
 Supporting the theme with an evidence from the data
(e.g. Quote from the participants)
 3. PRESENTING QUALITATIVE FINDINGS
(CONT.)
 Show how the findings address the research question(s)
 Having a findings summary table (Finding “at a glance” –
Saldana, 2013, pg. 254)

Category or Themes Meaning (very brief) Evidence from the data

(very brief)
Theme 1
Theme 2
Theme 3

 Presenting the relationship between themes

 Creating diagram to show the relationship between themes
 SUMMARY OF CODING PROCESS

1. Make transcription(s)
2. Assign labels to your research questions: Anchor Codes
3. Code relevant statements in transcription and putting the
codes under their respective Anchor codes
4. Compile a list of initial codes
5. Group codes into their respective anchor codes
6. Tally frequency of each code
7. Generate categories from the codes
8. Examine the categories to generate themes
9. Use the themes to address the research question(s)