Qualitative Analysis
Dr. James Lani

Characteristics of Qualitative Data Analysis
Inductive Simultaneous
Iterative Interpretive

TheProcessofDataAnalysis • Interviews
• Field Notes
• Scanned Material
Collecting
Data
• Transcription of the data
Preparing
Data
• To get general sense of the dataReading
Data
• Identifying segments of text
• Assigning a label or "code" to them
Coding Data
• Identifying text with descriptive
value for report
Coding for
Description
• Identifying text with thematic value for
report
Coding for
Themes
Simultaneous
and Iterative
Process
[Creswell,
2005]

Case Study
Studies one or more cases bounded by a
uniting factor
Case(s) studied over time for in-depth
analysis
Employs multiple data collection
methods
Generates a rich description of the cases
of study
Examines themes which emerge from
the study of each case

Phenomenology
Explores the “lived experiences” of
participants
Describes the meaning that individuals assign
to their experience
Illuminates commonalities of experience
between individuals
Distills descriptions to find the “essence of the
phenomenon of study

Grounded Theory
Aims to generate theory
Is emergent and dynamic in nature
Researcher derives theory which is based or “grounded”
in data
Produces a broad explanation of a process, action, or
interaction.
Theory is formed from the collective perspectives of a cast
number of participants.

Collecting Data
Data Collection
Methods
Observations
Documents
Interviews and
Questionnaires Focus
Groups

Transcribing Data
Performed by Researcher or Transcriptionist
Use detailed descriptive information
Time, setting, participant, session type
Use wise margins to enable note-talking
Clearly distinguish between speakers
Clearly demarcate interview/survey questions
Make note of incidental noises
Pauses, inaudible remarks, laughter, crying, or
other noises that occur during the interview

Organizing Data
Data Storage
Computer files, filing folders, or index cards
Data Grouping
By type of document, participant, location, or data
source
File Naming
Systematic naming of files for easy identification
Data Back-Up
Duplicate physical and/or digital copies of data

Analyzing Data by Hand
More helpful for smaller
data sets
Uses hard copies of data
Organization of data occurs
on paper
Margins used for note-
taking
Retain original copies of
data

Analyzing Data with Computer Assisted
Qualitative Data Analysis Software (CAQDAS)
Assists with organization and management of data.
Enables researcher to sort data, assign labels or
codes to data, and search data.
Process entails:
 Uploading data into software.
 Selecting data within a test to sort under a chosen code, or category.
 Searching for text within all data sources that correspond to code.
 Reviewing coded data.
Variety of CAQDAS programs exist including: Nvivo,
Atlas.ti, HyperRESEARCH, and MAXQDA.

Using Codes to Build Themes
 Process by which the researcher
makes sense of the data.
 Coding process begins with
repeated readings of the data.
 The data is segmented into text
or image fragments.
 Each fragment is labeled with a
short, descriptive word or phrase
(code).
 The identified codes are refined
to eliminate redundancy.
 Codes are combined to form
broad themes.
I really wasn’t happy with the outcome. I
almost started to cry when I found out. I had
worked so hard to get a good grade in the
class. I felt bad that all my hard work was for
nothing. I knew that this would have a big
impact on my GPA. I had to get and get myself
together before anyone from class saw me. I
didn’t want them asking why I was misty-eyed
all of a sudden.
Codes Theme
Tearfulness
Disappointment
Sadness

Representing Findings
Narrative form
Comparison tables
Figures
Maps
Diagrams
Demographic Tables
Methods of Representing
Findings

Report Findings: Narrative Form
Chief form of reporting in most qualitative
research designs.
Includes supportive excerpts from the
dialogue.
Includes multiple perspectives, and negative-
case examples.
Explore within-participant contradiction.

Example of Narrative Reporting
Environmental factors
All 11 students noted subject eating habits due to environmental factors, such as cultural upbringing
and religious affiliation. Student 1 indicated their cultural perception of rice as a norm in the
household, “We’ve always had rice in the house. My mom, my uncles, [and] everyone else I knew just
ate rice. That’s how I was brought up and we eat it every day.” Student 2 also demonstrated support
for this theme by stating, “We are Hispanic people and we like meat: pork, lamb, [and] beef. You
name it… I know it’s fatty, but that’s what makes it delicious. I grew up on loving it and it’s not
goanna [sic] change.” Student 2 mentioned their eating habit due to their religious affiliation, “…so,
on every Sunday we made sure to not eat any meat. Fish was ok, but that’s all. I think it’s kinda [sic]
stuck with us, and we just started eating healthier because of our faith; we practiced it.” ….
Coping mechanism
Three students indicated using food as a tool to help cope, manage, and deal with stressful situations.
Student 2 stated that they ran to food when their parents would argue, “I’d see them fight and I felt
so useless. I guess, I kinda [sic[ just ate to shut them out. Just ran to the cupboard. I was crying a lot
then [and] the food helped.” Student 1 however had a different take on food as a coping tool: I hated
food. The idea of it made me sick. My friends used to say that I was letting him [boyfriend] take
control over me like that. But I didn’t care. I loved him and wanted him to like me….wanted to be a
supermodel or something, but it wasn’t going to happen. I just avoided food like I avoided my issues
and hurt.

Reporting Findings: Grounded Theory
Interview Question 1. “What have your experiences been like in feeding your twins?”
Open coding revealed three sets of theme related information based on planning, level of
difficulty, and type of blood. The majority of participants cited the level of difficulty associated with
feeding their twins. Level of difficulty was related to overall feeding and difficulty of individual
children. Plans for feeding and the types of food the twins were fed were also noted. See Table 1 for
details.
Table 1
Feeding Interview Question 1 Open Coding Responses

Reporting Findings: Grounded Theory Cont.

Trustworthiness
Lincoln and Guba (1981) suggest four criteria for
evaluating trustworthiness:
Credibility
How “true” are the findings?
Transferability
Can the findings be generalized?
Dependability
Can the study and findings be replicated?
Confirmability
How free are the results from researcher bias?

Pitfalls in Qualitative Research
Study Design
Choosing an Inappropriate Design
Lack of Research Focus
Data Collection
Not Achieving Saturation
Interview Design
Unclear or Irrelevant Interview Questions
Leading Interview Questions
Data Analysis and Interpretation
Superficial Analysis

Questions
&
Answers

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