Book•
Qualitative analysis for social scientists
01 Jan 1987-
TL;DR: This book presents a meta-coding pedagogical architecture grounded in awareness contexts that helps practitioners and students understand one another better and take responsibility for one another's learning.
Abstract: The teaching of qualitative analysis in the social sciences is rarely undertaken in a structured way. This handbook is designed to remedy that and to present students and researchers with a systematic method for interpreting qualitative data', whether derived from interviews, field notes, or documentary materials. The special emphasis of the book is on how to develop theory through qualitative analysis. The reader is provided with the tools for doing qualitative analysis, such as codes, memos, memo sequences, theoretical sampling and comparative analysis, and diagrams, all of which are abundantly illustrated by actual examples drawn from the author's own varied qualitative research and research consultations, as well as from his research seminars. Many of the procedural discussions are concluded with rules of thumb that can usefully guide the researchers' analytic operations. The difficulties that beginners encounter when doing qualitative analysis and the kinds of persistent questions they raise are also discussed, as is the problem of how to integrate analyses. In addition, there is a chapter on the teaching of qualitative analysis and the giving of useful advice during research consultations, and there is a discussion of the preparation of material for publication. The book has been written not only for sociologists but for all researchers in the social sciences and in such fields as education, public health, nursing, and administration who employ qualitative methods in their work.
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01 Feb 2009
TL;DR: In this paper, the authors describe the process of inducting theory using case studies from specifying the research questions to reaching closure, which is a process similar to hypothesis-testing research.
Abstract: Building Theories From Case Study Research - This paper describes the process of inducting theory using case studies from specifying the research questions to reaching closure. Some features of the process, such as problem definition and construct validation, are similar to hypothesis-testing research. Others, such as within-case analysis and replication logic, are unique to the inductive, case-oriented process. Overall, the process described here is highly iterative and tightly linked to data. This research approach is especially appropriate in new topic areas. The resultant theory is often novel, testable, and empirically valid. Finally, framebreaking insights, the tests of good theory (e.g., parsimony, logical coherence), and convincing grounding in the evidence are the key criteria for evaluating this type of research.
40,005 citations
Book•
05 Mar 2009TL;DR: This chapter discusses writing Analytic Memos About Narrative and Visual Data and exercises for Coding and Qualitative Data Analytic Skill Development.
Abstract: An Introduction to Codes and Coding Chapter Summary Purposes of the Manual What Is a Code? Codifying and Categorizing What Gets Coded? The Mechanics of Coding The Numbers of Codes Manual and CAQDAS Coding Solo and Team Coding Necessary Personal Attributes for Coding On Method Writing Analytic Memos Chapter Summary The Purposes of Analytic Memo-Writing What Is an Analytic Memo? Examples of Analytic Memos Coding and Categorizing Analytic Memos Grounded Theory and Its Coding Canon Analytic Memos on Visual Data First-Cycle Coding Methods Chapter Summary The Coding Cycles Selecting the Appropriate Coding Method(s) Overview of First-Cycle Coding Methods The Coding Methods Profiles Grammatical Methods Elemental Methods Affective Methods Literary and Language Methods Exploratory Methods Forms for Additional First-Cycle Coding Methods Theming the Data Procedural Methods After First-Cycle Coding Chapter Summary Post-Coding Transitions Eclectic Coding Code Mapping and Landscaping Operational Model Diagramming Additional Transition Methods Transitioning to Second-Cycle Coding Methods Second-Cycle Coding Methods Chapter Summary The Goals of Second-Cycle Methods Overview of Second-Cycle Coding Methods Second-Cycle Coding Methods Forms for Additional Second-Cycle Coding Methods After Second-Cycle Coding Chapter Summary Post-Coding and Pre-Writing Transitions Focusing Strategies From Coding to Theorizing Formatting Matters Writing about Coding Ordering and Re-Ordering Assistance from Others Closure Appendix A: A Glossary of Coding Methods Appendix B: A Glossary of Analytic Recommendations Appendix C: Field Note, Interview Transcript and Document Samples for Coding Appendix D: Exercises and Activities for Coding and Qualitative Data Analytic Skill Development References Index
22,890 citations
TL;DR: In this paper, the authors define a leadership event as a perceived segment of action whose meaning is created by the interactions of actors involved in producing it, and present a set of innovative methods for capturing and analyzing these contextually driven processes.
Abstract: �Traditional, hierarchical views of leadership are less and less useful given the complexities of our modern world. Leadership theory must transition to new perspectives that account for the complex adaptive needs of organizations. In this paper, we propose that leadership (as opposed to leaders) can be seen as a complex dynamic process that emerges in the interactive “spaces between” people and ideas. That is, leadership is a dynamic that transcends the capabilities of individuals alone; it is the product of interaction, tension, and exchange rules governing changes in perceptions and understanding. We label this a dynamic of adaptive leadership, and we show how this dynamic provides important insights about the nature of leadership and its outcomes in organizational fields. We define a leadership event as a perceived segment of action whose meaning is created by the interactions of actors involved in producing it, and we present a set of innovative methods for capturing and analyzing these contextually driven processes. We provide theoretical and practical implications of these ideas for organizational behavior and organization and management theory.
22,673 citations
Cites background from "Qualitative analysis for social sci..."
...One is the work on grounded theory building by Glaser and Strauss (1967) and, more recently, Strauss (1987)....
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...Third, particularly in comparison with Strauss (1987) and Van Maanen (1988), the process described here adopts a positivist view of research....
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...Glaser and Strauss (1967) and more recently Strauss (1987) have outlined pieces of the process, but theirs is a prescribed formula, and new ideas have emerged from methodologists (e.g., Yin, 1984; Miles & Huberman, 1984) and researchers conducting this type of research (e.g., Gersick, 1988; Harris…...
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TL;DR: In this paper, the authors describe a variety of techniques for theme discovery in qualitative research, ranging from quick word counts to laborious, in-depth, line-by-line scrutiny.
Abstract: Theme identification is one of the most fundamental tasks in qualitative research. It also is one of the most mysterious. Explicit descriptions of theme discovery are rarely found in articles and reports, and when they are, they are often relegated to appendices or footnotes. Techniques are shared among small groups of social scientists, but sharing is impeded by disciplinary or epistemological boundaries. The techniques described here are drawn from across epistemological and disciplinary boundaries. They include both observational and manipulative techniques and range from quick word counts to laborious, in-depth, line-by-line scrutiny. Techniques are compared on six dimensions: (1) appropriateness for data types, (2) required labor, (3) required expertise, (4) stage of analysis, (5) number and types of themes to be generated, and (6) issues of reliability and validity.
4,921 citations
Cites background from "Qualitative analysis for social sci..."
...…come from the characteristics of the phenomenon being studied; from already agreed on professional definitions found in literature reviews; from local, commonsense constructs; and from researchers’ values, theoretical orientations, and personal experiences (Bulmer 1979; Strauss 1987; Maxwell 1996)....
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...Grounded theorists refer to the process of identifying local terms as in vivo coding (Strauss 1987:28; Strauss and Corbin 1990:61–74)....
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...A priori themes come from the characteristics of the phenomenon being studied; from already agreed on professional definitions found in literature reviews; from local, commonsense constructs; and from researchers’ values, theoretical orientations, and personal experiences (Bulmer 1979; Strauss 1987; Maxwell 1996)....
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TL;DR: In this article, an Ansatz systematischer, regelgeleiteter qualitativer Analyse von Text, der methodische Starken der quantitativen Inhaltsanalyse teilweise ubernimmt and zu einem qualITativ orientierten Instrumentarium ausweitet.
Abstract: Der Beitrag beschreibt einen Ansatz systematischer, regelgeleiteter qualitativer Analyse von Text, der methodische Starken der quantitativen Inhaltsanalyse teilweise ubernimmt und zu einem qualitativ orientierten Instrumentarium ausweitet. Dazu werden historische Entwicklungslinien der Inhaltsanalyse aufgezeigt und die Grundlagen der Technik (Analyseeinheiten, Schrittmodelle, Arbeiten mit Kategoriensystemen, Gutekriterien) expliziert. Schlieslich werden an Techniken Qualitativer Inhaltsanalyse die induktive Kategorienentwicklung und die deduktive Kategorienanwendung naher dargestellt. Es wird gezeigt, wo Computerprogramme diese qualitativen Analyseschritte unterstutzen konnen, es werden Ansatzpunkte quantitativer Auswertungsschritte festgemacht und abschliesend die Moglichkeiten und Grenzen des Ansatzes diskutiert.
URN: urn:nbn:de:0114-fqs0002204
4,204 citations
Cites background from "Qualitative analysis for social sci..."
...Inductive category formation is a central process within the approach of Grounded Theory (Strauss, 1987; Strauss & Corbin, 1990), which in this context is called "open coding"....
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References
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Book•
01 Jan 1967
TL;DR: In this paper, the discovery of grounded theory is discussed and grounded theory can be found in the form of a grounded theory discovery problem, where the root cause of the problem is identified.
Abstract: The discovery of grounded theory , The discovery of grounded theory , کتابخانه مرکزی دانشگاه علوم پزشکی تهران
22,245 citations
Book•
[...]
01 Jan 1980
TL;DR: Lakoff and Johnson as mentioned in this paper suggest that these basic metaphors not only affect the way we communicate ideas, but actually structure our perceptions and understandings from the beginning, and they offer an intriguing and surprising guide to some of the most common metaphors and what they can tell us about the human mind.
Abstract: People use metaphors every time they speak. Some of those metaphors are literary - devices for making thoughts more vivid or entertaining. But most are much more basic than that - they're "metaphors we live by", metaphors we use without even realizing we're using them. In this book, George Lakoff and Mark Johnson suggest that these basic metaphors not only affect the way we communicate ideas, but actually structure our perceptions and understandings from the beginning. Bringing together the perspectives of linguistics and philosophy, Lakoff and Johnson offer an intriguing and surprising guide to some of the most common metaphors and what they can tell us about the human mind. And for this new edition, they supply an afterword both extending their arguments and offering a fascinating overview of the current state of thinking on the subject of the metaphor.
17,091 citations
[...]
TL;DR: Lakoff and Johnson as mentioned in this paper suggest that these basic metaphors not only affect the way we communicate ideas, but actually structure our perceptions and understandings from the beginning, and they offer an intriguing and surprising guide to some of the most common metaphors and what they can tell us about the human mind.
Abstract: People use metaphors every time they speak. Some of those metaphors are literary - devices for making thoughts more vivid or entertaining. But most are much more basic than that - they're \"metaphors we live by\", metaphors we use without even realizing we're using them. In this book, George Lakoff and Mark Johnson suggest that these basic metaphors not only affect the way we communicate ideas, but actually structure our perceptions and understandings from the beginning. Bringing together the perspectives of linguistics and philosophy, Lakoff and Johnson offer an intriguing and surprising guide to some of the most common metaphors and what they can tell us about the human mind. And for this new edition, they supply an afterword both extending their arguments and offering a fascinating overview of the current state of thinking on the subject of the metaphor.
11,114 citations
Book•
01 Jan 1983TL;DR: Features include the selection and sampling of cases, the problems of access, observation and interviewing, recording and filing data, and the process of data analysis.
Abstract: Acknowledgements Preface 1. What is ethnography? 2. Research design: problems, cases, and samples 3. Access 4. Field relations 5. Insider Accounts: listening and asking questions 6. Documents 7. Recording and organizing data 8. The process of Analysis 9. Writing Ethnography 10. Ethics References Index
9,547 citations