Data Analysis In Qualitative Research Research Articles

Life With and Without Coding: Two Methods for Early-Stage Data Analysis in Qualitative Research Aiming at Causal Explanations

Qualitative research aimed at mechanismic explanations poses specific challenges to qualitative data analysis because it must integrate existing theory with patterns identified in the data. We explore the utilization of two methods—coding and qualitative content analysis—for the first steps in the data analysis process, namely cleaning and organizing qualitative data. Both methods produce an information base that is structured by categories and can be used in the subsequent search for patterns in the data and integration of these patterns into a systematic, theoretically embedded explanation. Used as a stand-alone method outside the grounded theory approach, coding leads to an indexed text, i.e. both the original text and the index (the system of codes describing the content of text segments) are subjected to further analysis. Qualitative content analysis extracts the relevant information, i.e. separates it from the original text, and processes only this information. We suggest that qualitative content analysis has advantages compared to coding whenever the research question is embedded in prior theory and can be answered without processing knowledge about the form of statements and their position in the text, which usually is the case in the search for mechanismic explanations. Coding outperforms qualitative content analysis in research that needs this information in later stages of the analysis, e.g. the exploration of meaning or the study of the construction of narratives.

Using the Matrix Method for the Analysis of Deductive, Qualitative Research Data. An Introduction with an Annotated Illustration

This text is a revision of Groenland, E. A. G. (2014). Employing the Matrix Method as a tool for the analysis of qualitative research data in the business domain. Retrieved from: http://ssrn.com/abstract=2495330It addresses three issues:- It explains the characteristics and the process of the analysis of empirical, qualitative data- It introduces a method for deductive qualitative analysis, as relevant to business research, i.e., the Matrix Method- It provides an illustration of the use of the Matrix Method in the business domain

Vulnerability Studies: A Bibliometric Review

This article presents a bibliometric analysis of the vulnerability research field. We analyze 200 articles on vulnerability published between 1973 and 2012, in the context of the United States. The intent of this article is to compare the levels of activity of several academic disciplines and bodies of work in vulnerability scholarship and to examine which topics are most studied in them. Topic code use was assessed using the qualitative research data analysis tool Atlas.ti, which permits users to locate, code, and annotate article text fragments. Article categorization was measured both by coding first author organizational affiliation and using the ISI Web of Knowledge journal citation reports categorization scheme that assigns journals to a discipline; each article was coded by its journal category.

Employing the Matrix Method as a Tool for the Analysis of Qualitative Research Data in the Business Domain

This article addresses three issues:- It explains the characteristics and the process of the analysis of empirical, qualitative data.- It introduces a method for qualitative analysis, as relevant to business research, i.e., the Matrix Method.- It presents a coherent approach about structuring the research report.

Co‐researching with people with learning disabilities: an experience of involvement in qualitative data analysis

People with learning disabilities have been included in research as co-researchers since the 1990s. However, there is limited literature about the processes of involving people with learning disabilities in the more intellectual and analytical stages of the research process. To examine the potential contribution of people with learning disabilities to data analysis in qualitative research. This article is a reflection on one research experience. The two authors include one researcher with and one without learning disabilities. They each describe their experience and understanding of user involvement in analysing the data of an ethnographic study of people with learning disabilities who had cancer. The researcher with learning disabilities was given extensive vignettes and extracts from the research field notes, and was supported to extract themes, which were cross-compared with the analysis of other members of the research team. The researcher with learning disabilities coped well with the emotive content of the data and with the additional support provided, he was able to extract themes that added validity to the overall analysis. His contribution complemented those of the other members of the research team. There were unexpected benefits, in particular, in terms of a more reciprocal and supportive relationship between the two researchers. It is possible and valuable to extend involvement to data analysis, but to avoid tokenism and maintain academic rigour, there must be a clear rationale for such involvement. Extra support, time and costs must be planned for.

Qualitative assessment of the dental health services provided at a dental school in Kerman, Iran

Increasing the quality of the services provided in a Dental School can raise the satisfaction level of patients and consequently increase the level of their oral health. This study was conducted to evaluate the quality of dental care and services provided to patients referred to a Dental School in Kerman, Iran. In this qualitative study, face-to-face, in-depth interviews were conducted with 41 participants [25 patients (P), 5 nurses (N), 6 dental academic staff (AS), and 5 dental students (S)]. Then, the interviews were transcribed and analyzed, using content analysis of data. Data analysis in qualitative research involves breaking down the data and searching for codes and categories that are then reassembled to form themes. Both positive and negative themes emerged. Positive themes included: good infection control, service accessibility, patient appointments and visits were not assigned on merit, precise examinations, and comprehensive treatment plans. Negative themes included: long wait time, lack of options to pass waiting time, such as newspapers and television, an insufficient number of nurses, and not enough professors for supervision. In addition, the results of this study show that the patients and dental staff have high expectations in relation to dental services, and that implementation of these expectations would increase the overall satisfaction with and the quality of the level of services. Finally, some recommendations for improving services in the Kerman Dental School were given to the managing team of the Dental School.

Qualitative data analysis: conceptual and practical considerations

Qualitative inquiry requires that collected data is organised in a meaningful way, and this is referred to as data analysis. Through analytic processes, researchers turn what can be voluminous data into understandable and insightful analysis. This paper sets out the different approaches that qualitative researchers can use to make sense of their data including thematic analysis, narrative analysis, discourse analysis and semiotic analysis and discusses the ways that qualitative researchers can analyse their data. I first discuss salient issues in performing qualitative data analysis, and then proceed to provide some suggestions on different methods of data analysis in qualitative research. Finally, I provide some discussion on the use of computer-assisted data analysis.

Methods in Educational Research: From Theory to Practice

Tables, Figures, and Exhibits.Preface.Acknowledgments.About the Authors.1. Introduction to Educational Research.2. Identifying and Researching a Topic.3. The Research Proposal.4. Measurement in Educational Research and Assessment: Preestablished Instruments and Archival Data.5. Self-Developed Measures and Qualitative Measurement.6. Working with Research Participants: Sampling and Ethics.7. Descriptive-Survey Research.8. Experimental Research.9. Nonexperimental Approaches: Causal-Comparative and Correlational Research.10. Analyzing Quantitative Data.11. Qualitative Research.12. Mixed-Methods and Action Research.13. Organization and Analysis of Qualitative Research Data.14. Program Evaluation in Education.15. Educational Research Can Make a Difference.References.Appendix A: Sample Qualitative Proposal.Appendix B: Sample Quantitative Proposal.Appendix C: Calculation of the Standard Deviation.Index.

Data analysis in qualitative research: Understanding software program

Data analysis in qualitative research: Understanding software program

Commentary on Buss IC, Halfens RJG, Huyer Abu Saaad H and Kok G Pressure ulcer prevention in nursing homes: views and beliefs of enrolled nurses and other health care workers. Journal of Clinical Nursing 13, 668–676

The paper by Buss et al. presents a depressingly familiar story – health care professionals are not as eager as one would hope to implement clinical practice guidelines. This study is valuable, however, in that the authors have attempted to explore, using qualitative techniques, why the Dutch national pressure ulcer guidelines have not been implemented in nursing homes. Semi-structured interviews were undertaken with 14 nurses (five of whom were enrolled nurses) and four physicians, from five nursing homes, with the aim of exploring their views and beliefs around pressure ulcer prevention. Researchers also scrutinized pressure ulcer prevention protocols from the nursing homes to compare reported practice with locally recommended practice, and local protocols with national guidance. ‘Sensitizing concepts’ from the literature on behaviour, knowledge utilization and research utilization in relation to pressure ulcer prevention were used as a framework for both the interviews and the data analysis. However, the paper does not tell us what these were, except that one was ‘the diffusion of knowledge of pressure ulcer prevention’. A particularly impressive feature of this qualitative paper is the methodological description of the data analysis and the authors’ attempts at ensuring rigour in the analysis. The team compared the consistency of coding by using two researchers to code four of the interviews; they then calculated a Jaccard index and concluded reasonable similarity. Others have used multi-rater Kappa for the same purpose (Thompson et al. 2004). As descriptions of data analysis in qualitative research are so often thin or non-existent, this detail was particularly refreshing. Key findings of this piece of research were that enrolled nurses did not see a need to keep up to date with research-based developments in pressure ulcer care; that they looked to colleagues (not protocols) for further information; that pressure ulcers were not seen as a problem despite their high prevalence and that guidance from local protocols was selectively implemented and often over-ridden or even transposed. Whilst massage of pressure areas is regarded by many as potentially harmful and was not recommended by the national guidelines, three nursing home protocols recommended this practice and nurses used their own personal experience as justification. Others (Thompson et al. 2004) have previously shown that UK nurses are more likely to turn to colleagues even when relevant protocols are available. However, personal experience has severe limitations as the sole basis for clinical practice decisions and is hard to justify in the face of conflicting national guidance (Thompson 2003). Where does this piece of research take us? Along with similar research (Saliba et al. 2003) it acts as a wake up call to those of us who do research and disseminate it and those who are responsible for promoting high-quality clinical care in practice. There is a wealth of evidence that guideline implementation does not automatically follow guideline publication. Active implementation strategies, tailored to the needs of specific organizations and the individuals working within them are what is required. Appropriate implementation strategies are likely to vary from place to place. What the paper by Buss et al. does not explore is what implementation strategies had been undertaken in these nursing homes prior to this study – this would be important contextual information that would help readers’ interpretation of the results. Grimshaw et al. (2004) have recently undertaken an exhaustive review of the research evidence for and against various guideline implementation strategies. They reviewed 235 studies comparing 309 different guideline implementation techniques and concluded that reminders and educational outreach are potentially effective interventions but that their effects are variable and frequently modest. Nevertheless as the staff interviewed for this study did not perceive pressure ulcers as an important clinical issue one wonders whether an educational outreach model including audit and feedback might be worth exploring. Educational outreach in this context would involve an expert in pressure ulcers, with clinical credibility and good interpersonal skills, meeting with nursing home staff in their workplaces, feeding back pressure ulcer audit data (which would show staff the importance of the topic in their workplaces) and promoting the guideline content, with the aim of changing practice. In conclusion, this paper reminds us that the publication of clinical practice guidelines marks the beginning of an implementation process – not the end. There is a growing literature on how to stimulate change within organizations (Iles & Sutherland 2001, Grimshaw et al. 2004) and any nurse who has a role in practice development and quality improvement should be abreast of it.

Data analysis in qualitative research: a plea for sharing the magic and the effort.

This discussion of data analysis in qualitative research addresses the question of how authors describe this aspect of their research. I suggest that the tradition of organization of research papers from quantitative research is not a good fit for writing qualitative research. I argue for less jargon and more detailed description, with the analytic process integrated into the findings and interpretation.

Constant Comparison Method: A Kaleidoscope of Data

This paper will attempt to illustrate the use of a kaleidoscope metaphor as a template for the organization and analysis of qualitative research data. It will provide a brief overview of the constant comparison method, examining such processes as categorization, comparison, inductive analysis, and refinement of data bits and categories. Graphic representations of our metaphoric kaleidoscope will be strategically interspersed throughout this paper.

Snippets and silences: Ethics and reflexivity in narratives of sistering

This paper considers two aspects of feminist orthodoxy regarding ethics and reflexivity during data analysis in qualitative research. These methodological issues surfaced in an exploratory study of how discourses of sistering socially construct and produce feminine subjectivity. Research was carried out with 37 women aged between 6 and 50 from different class and ethnic backgrounds living in the UK. Auto/biographical work in sociology influenced the design of the qualitative methods and the use of a grounded theory and case study approach to the analysis of the interview narratives. The discussion of methodological dilemmas-how to analyse multiple perspectives of relationships with varying degrees of disclosure among participants-is located within both feminist standpoint and poststructuralist theory. A case is made for guaranteeing anonymity rather than confidentiality, and offering selective reciprocity rather than an equal exchange between researcher and participants. The challenge of working with feminist reflexivity is considered through the notion of bounded privacy and a silenced 'I'.

DESAIN DAN IMPLEMENTASI PEMBELAJARAN FULL DAY SCHOOL DALAM PENGEMBANGAN KEMANDIRIAN SISWA

The independence of learning is very important to apply in the environment and educational institutions through the design and implementation of a full day school learning system. Children of school age who is experiencing a period of growth and development of language and social relationships require wider to develop social concepts. This research is a Mixed Research study using Sequential Merge forms. The researcher used both studies in sequence. Primary data from this study were obtained from the results of observations and interviews with research subjects consisting of principal, vice principal of Curriculum Field, Educators, and Staff, Students, School Committees and Parents. Secondary data in this study are books, research journals, or articles related to this research, as well as supporting documents in this study. In this study the authors took a sample of 10% of the population, thus getting 50 students. Data obtained from the results of the questionnaire discussion are processed using a Likert scale. Data analysis in qualitative research is carried out when data collection takes place, and after data collection, and after completion of data collection in a certain period.
 The results of this study are: First, Islamic Senior High School 2 of Serang City combines the National Curriculum (2013 Curriculum) and Islamic School Curriculum; Secondly, Islamic Senior High School 2 has not been full day if they see the characteristics of a full day five working days, but at the level of practice the learning burden has exceeded full days, not to mention there is a teaching and learning program held at the Boarding School; Third, learning the independence of students is carried out inside and outside the classroom for competitive advantage, whereas for more cooperative excellence it is obtained in the boarding school.