[HTM 3143]   CodingThursday, 22 September
We are glad you like these…BROAD COMMENTS                        LECTURER/TUTOR In-depth learning experience             ...
We will be pleased to improve on TheseSTRUCTURAL/ADMINISTRATIVE ASPECTS One lecturer to teach the whole subject (instead ...
We will be pleased to improve on TheseCLASSROOM TEACHING Technical/difficult/abstract terms More (detailed) examples to ...
Lecture Outline The grounded theory methodology Preparing for and doing inductive  content analysis Open, axial and sel...
Objectives By the end of this lecture, you should be  able to:  • Explain the grounded theory (or inductive)    approach ...
Grounded Theory—an introductionGlaser, B., & Strauss, A. (1967). The discovery of  grounded theory: Strategies for qualita...
Grounded Theory “Let the informant speak and don’t get in the way” Theoretical sensitivity and sensitizing concepts —  I...
Grounded Theory As a method:  • Constant comparisonthrough continuous interplay    between analysis and data collection ...
Grounded Theory       Three important features:    •     Theories are always traceable to the data that          give ris...
Grounded Theory Challenges for researchers/users  • Need to set aside as much as possible theoretical ideas    or notions...
Preparing for and doing inductive         content analysis Making sense out of the data 1. Crucial to the overall ability...
Preparing for and doing analysis Organizing the data  • Managing the data  • Expanding data files  • Preparing the analys...
Managing the data Examine how data items and the groupings of data  items generate specific and general patterns  through...
Expanding data files An expansion of the number of files will facilitate  analysis of the large amount of data that the  ...
Preparing the analysis    BibbitsPropertiesCategoriesSubstantive     theoriesGRAND THEORY    1. Bibbitsthe smallest ...
Analyzing the data Analyze data and group bibbits and properties in  such a way that categories, patterns and/or  themes ...
Analyzing the data•   Analysis within data categories the first step to consolidate    information. If some bibbits canno...
Living with data/revising analysis Step back Reflect on the analysis Move back and forth amongst bibbits,  properties, ...
Open, axial and selective coding (Strauss, 1987)[Reading] Strauss, A. (1987) Qualitative analysis for  social scientists....
Axial coding 2nd stage that involves a search for the  relationship between open codes, e.g.,  identifying open codes tha...
Selective coding third/final phase of coding which goes beyond axial  coding and involves the identification of broader  ...
Selective coding   Criteria for the core category:    1. It must be central    2. Open and axial codes pointing to the co...
Coding Frames Common classes - categories with  everyday meaning for a culture or society  e.g. age, gender, guest - so p...
Objective checklistobjective    Read through the objective of this lecture and check   YES NO                  () YES if ...
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615900072

  1. 1. [HTM 3143] CodingThursday, 22 September
  2. 2. We are glad you like these…BROAD COMMENTS LECTURER/TUTOR In-depth learning experience  Friendliness, Good for professional/research Resourceful, writing knowledgeable, Good for FYP, good for data experienced analysis and research researcher, Active class interaction enhances responsible, learning humorous, well- organized, well-CLASSROOM SPECIFICS prepared, good Good examples, lots of examples English Clear, detailed explanation Notes: clear, printed,  No mid-term test; no comprehensive exam Good design of ppt slides
  3. 3. We will be pleased to improve on TheseSTRUCTURAL/ADMINISTRATIVE ASPECTS One lecturer to teach the whole subject (instead of SHTM and AMA co-teaching) Move to a better classroom Duration (8 weeks) is too short Big class, maintain good order in class, no talking in class Mobile ringing penalty as donation to charityFORMATIVE ASSIGNMENT (PROJECT) Instruction/direction/practical guideline of project, complicated process of the project Allow us to choose our own topic for project Heavy workload, need more time, “less workload pls” Too early to hand in assignment More examples to relate to assignment
  4. 4. We will be pleased to improve on TheseCLASSROOM TEACHING Technical/difficult/abstract terms More (detailed) examples to explain abstract terms/concepts (e.g., photos, pictures, etc.); Explain in simple words… Teaching could go faster (however, …don’t speak too fast) Overlapped content with method subject “I don’t really understand this subject”; Difficult to understand; too many things Better time management, finish class punctually Post materials 3 days before lecture; Upload tutorial ppt to webct More readings should be provided Need more interactions and practice in class Consistency in lecture and tutorial sessions Accent of speaking, speak louder and more clearly, don’t speak too fast More assistance from lecturer and tutor
  5. 5. Lecture Outline The grounded theory methodology Preparing for and doing inductive content analysis Open, axial and selective coding Coding frame Examples and exercises
  6. 6. Objectives By the end of this lecture, you should be able to: • Explain the grounded theory (or inductive) approach to analyzing qualitative data • Identify and differentiate open, axial and selective coding • Apply the three coding schemes to your interview transcript
  7. 7. Grounded Theory—an introductionGlaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. New York: Aldine.[the gist] General methodology (systematic set of procedures) for developing and generating an inductively derived (grounded) theory about a phenomenon. “Theory” is grounded (i.e. based) in the data and derived from a systematic set of procedures that involves data collection and analysis pertaining to that phenomenon under study. The researcher studies the topic & its setting over time
  8. 8. Grounded Theory “Let the informant speak and don’t get in the way” Theoretical sensitivity and sensitizing concepts — It is not based on any pre-conceived or borrowed concept. Interpretation incorporates the voices and perspectives of the informants A general method for inductive analysis, widely used in social sciences disciplines
  9. 9. Grounded Theory As a method: • Constant comparisonthrough continuous interplay between analysis and data collection until “theoretical saturation”. • Uses theoretical sampling in data collection and analysis; that is, “…the process of data collection for generating theory whereby the analyst jointly collects, codes and analyzes his data and decides what data to collect next and where to find them, in order to develop his theory as it emerges” (p.45) • Systematic coding procedure: Open, axial, selective coding
  10. 10. Grounded Theory Three important features: • Theories are always traceable to the data that give rise to it • Theories are “fluid” embrace multiple actors and emphasize temporality and process • The “fitness” of a theory live with data to see whether and how (to what extent) a theory fits the situation under study
  11. 11. Grounded Theory Challenges for researchers/users • Need to set aside as much as possible theoretical ideas or notions so that the analytic, substantive theory can emerge. • Assure it is a truly systematic approach to research with specific steps in data analysis • Difficulty in determining when categories are saturated or theories are sufficiently detailed • Need to recognize that the primary outcome of using this approach is a theory with specific components:  A central phenomenon  Causal conditions  Strategies conditions and context  And consequences
  12. 12. Preparing for and doing inductive content analysis Making sense out of the data 1. Crucial to the overall ability of the researcher to describe and explain what is being studied 2. Live with the data 3. Constantly move back and forth between data and concepts to fully describe and explain what is being researched
  13. 13. Preparing for and doing analysis Organizing the data • Managing the data • Expanding data files • Preparing the analysis Understanding the Data • Analyzing the data • Living with the data and revising the analysisReading: Kirby, S., & McKenna, K. (1989). Chapter 6. Preparing for and doing analysis. In Experience research social change (pp.128-154). Toronto: Garamond Press.
  14. 14. Managing the data Examine how data items and the groupings of data items generate specific and general patterns through constant comparison of these data items until a data item goes together with other item(s) and can be identified and located together in a category file Analysis and data collection continually overlap House data in a PROCESS FILE and a CONTENT FILE
  15. 15. Expanding data files An expansion of the number of files will facilitate analysis of the large amount of data that the research process has generated…. • Identity file • Type file • Document file • Content file • Process file Software programs such as Nudist N’vivo and Atlas.ti are designed with the principles of the grounded theory approach for managing, coding and sorting, and presenting qualitative data.
  16. 16. Preparing the analysis BibbitsPropertiesCategoriesSubstantive theoriesGRAND THEORY 1. Bibbitsthe smallest units of codes 2. Propertiesthe characteristics of bibbits, the themes and identifiers located within a bibbit 3. Categoriesgroups of bibbits sharing common properties and going together 4. Substantive theoriestheories developed from the categorized data that help to describe and explain the research focus 5. Grand theorysubstantive/grounded theories empirically and repeatedly verified, tested and/or falsified
  17. 17. Analyzing the data Analyze data and group bibbits and properties in such a way that categories, patterns and/or themes begin to emerge. • The analysis files of content a collection of file folders labelled with different codes representing category names. Coding refers to the identification of an idea, event, theme or common property that identifies the content of a bibbit. • The analysis files of process process files contain information about the dynamics of the research process
  18. 18. Analyzing the data• Analysis within data categories the first step to consolidate information. If some bibbits cannot be placed (or aren’t fit within a category), they are called satellites. Such bibbits sometimes indicate directions for further data collection or research• Analysis between/among data categoriesmoving bibbits or open codes from category to category for commonality or “better fit”.• Cross-referencing all bibbits placed in categories are cross- referenced, so look for ones that go together. If many are cross-referenced, it may be an indication of a strong pattern.• Hurricane thinkingThe research question is written in the centre of a page. Category names are moved about the page until those which have the strongest ties remain closest to the centre, with darker/bolder lines denoting stronger ties (if you plan to use a diagram to display your data). Patterns will eventually emerge to describe the data.
  19. 19. Living with data/revising analysis Step back Reflect on the analysis Move back and forth amongst bibbits, properties, and categories Rework the analysis as necessary
  20. 20. Open, axial and selective coding (Strauss, 1987)[Reading] Strauss, A. (1987) Qualitative analysis for social scientists. Thousand Oaks: Sage. Open coding  preliminary coding which occurs in the initial or first stage (sometimes open coding starts during data collection). It’s a systematic process of assigning labels or open codes to the transcribed raw data. May need to note recurring codes or labels for identifying categories or patterns See  seminar handouts • Tips for open coding • End-of-lecture exercise
  21. 21. Axial coding 2nd stage that involves a search for the relationship between open codes, e.g., identifying open codes that have common properties Revolves around the “axis” of one category at a time, and thus so-named “Intense” in the sorting of open codes Results in cumulative knowledge about the relationships between that category and others DO NOT DISREGARD A SPECIAL/UNIQUE (stand-alone) CODE (c.p., outliers in quantitative analysis); this could reflect the essence of qualitative research [not always frequency counts]
  22. 22. Selective coding third/final phase of coding which goes beyond axial coding and involves the identification of broader themes or categories “Code towards the core”, or coding systematically for the core category Delimit coding to only those codes that relate significantly to the core code Look for conditions, interactions, strategies and consequences that relate to the core category Memos are used as an aid in theory integration and in identifying the core Self-consciously systematic (in contrast to open coding) Generation of theory occurs around the core category
  23. 23. Selective coding Criteria for the core category: 1. It must be central 2. Open and axial codes pointing to the core must appear frequently 3. Relate easily to other categories 4. Have implications for more general theories 5. Enable a generated or grounded theory to move forward
  24. 24. Coding Frames Common classes - categories with everyday meaning for a culture or society e.g. age, gender, guest - so people can easily relate to Special classes – labels used by members of certain groups e.g. jargon. “Out-group” & “in-group” classifications Theoretical classes – emerge in the course of analysis. Borrowed from special classes & not immediately observable, but provide a key link
  25. 25. Objective checklistobjective Read through the objective of this lecture and check YES NO () YES if you feel you have achieved it. 1 Explain the grounded theory (or inductive) approach to analyzing qualitative data 2 Identify and differentiate open, axial and selective coding 2 Explain terms, e.g., bibbits, properties, categories, substantive theory, core category, etc 3 Apply coding schemes to interview transcript

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