Book•
Qualitative Data Analysis: An Expanded Sourcebook
12 Jan 1994-
TL;DR: This book presents a step-by-step guide to making the research results presented in reports, slideshows, posters, and data visualizations more interesting, and describes how coding initiates qualitative data analysis.
Abstract: Matthew B. Miles, Qualitative Data Analysis A Methods Sourcebook, Third Edition. The Third Edition of Miles & Huberman's classic research methods text is updated and streamlined by Johnny Saldana, author of The Coding Manual for Qualitative Researchers. Several of the data display strategies from previous editions are now presented in re-envisioned and reorganized formats to enhance reader accessibility and comprehension. The Third Edition's presentation of the fundamentals of research design and data management is followed by five distinct methods of analysis: exploring, describing, ordering, explaining, and predicting. Miles and Huberman's original research studies are profiled and accompanied with new examples from Saldana's recent qualitative work. The book's most celebrated chapter, "Drawing and Verifying Conclusions," is retained and revised, and the chapter on report writing has been greatly expanded, and is now called "Writing About Qualitative Research." Comprehensive and authoritative, Qualitative Data Analysis has been elegantly revised for a new generation of qualitative researchers. Johnny Saldana, The Coding Manual for Qualitative Researchers, Second Edition. The Second Edition of Johnny Saldana's international bestseller provides an in-depth guide to the multiple approaches available for coding qualitative data. Fully up-to-date, it includes new chapters, more coding techniques and an additional glossary. Clear, practical and authoritative, the book: describes how coding initiates qualitative data analysis; demonstrates the writing of analytic memos; discusses available analytic software; suggests how best to use the book for particular studies. In total, 32 coding methods are profiled that can be applied to a range of research genres from grounded theory to phenomenology to narrative inquiry. For each approach, Saldana discusses the method's origins, a description of the method, practical applications, and a clearly illustrated example with analytic follow-up. A unique and invaluable reference for students, teachers, and practitioners of qualitative inquiry, this book is essential reading across the social sciences. Stephanie D. H. Evergreen, Presenting Data Effectively Communicating Your Findings for Maximum Impact. This is a step-by-step guide to making the research results presented in reports, slideshows, posters, and data visualizations more interesting. Written in an easy, accessible manner, Presenting Data Effectively provides guiding principles for designing data presentations so that they are more likely to be heard, remembered, and used. The guidance in the book stems from the author's extensive study of research reporting, a solid review of the literature in graphic design and related fields, and the input of a panel of graphic design experts. Those concepts are then translated into language relevant to students, researchers, evaluators, and non-profit workers - anyone in a position to have to report on data to an outside audience. The book guides the reader through design choices related to four primary areas: graphics, type, color, and arrangement. As a result, readers can present data more effectively, with the clarity and professionalism that best represents their work.
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TL;DR: A set-theoretic analysis approach is adopted and a theoretical explanation of how implementers' responses may affect the antecedents that earlier research found to be associated with user resistance behaviors is offered.
Abstract: User resistance has long been acknowledged as a critical issue during information technology implementation. Resistance can be functional when it signals the existence of problems with the IT or with its effects; it will be dysfunctional when it leads to organizational disruption. Notwithstanding the nature of resistance, the implementers--business managers, functional managers, or IT professionals--have to address it. Although the literature recognizes the importance of user resistance, it has paid little attention to implementers' responses--and their effect--when resistance occurs. Our study focuses on this phenomenon, and addresses two questions: What are implementers' responses to user resistance? What are the effects of these responses on user resistance? To answer these questions, we conducted a case survey, which combines the richness of case studies with the benefits of analyzing large quantities of data. Our case database includes 89 cases with a total of 137 episodes of resistance. In response to our first research question, we propose a taxonomy that includes four categories of implementers' responses to user resistance: inaction, acknowledgment, rectification, and dissuasion. To answer our second question, we adopted a set-theoretic analysis approach, which we enriched with content analysis of the cases. Based on these analyses, we offer a theoretical explanation of how implementers' responses may affect the antecedents that earlier research found to be associated with user resistance behaviors.
228 citations
Cites methods from "Qualitative Data Analysis: An Expan..."
...We remained open to new codes and categories when appropriate (Miles and Huberman 1994)....
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TL;DR: The qualitative study reported here showed that students responded favourably to the elements of authentic assessment; that they had a good understanding of the content of the inte...
Abstract: A problem for educators and the developers of interactive multimedia is the apparent incongruity between the demands of authentic assessment and the deliverables of computer‐based assessment. Lecturers wishing to use interactive multimedia are commonly limited to assessment using multiple choice tests which are easily marked by the computer. This article describes seven defining characteristics of authentic assessment which have been operationalized in a learning environment employing interactive multimedia. The article describes the multimedia program and its implementation with a class of pre‐service teachers. The implication of these findings for educational practice are that authentic assessment can be used within interactive multimedia learning environments, albeit not totally contained within the software itself. The qualitative study reported here showed that students responded favourably to the elements of authentic assessment; that they had a good understanding of the content of the inte...
228 citations
TL;DR: Mikes et al. as discussed by the authors show that risk experts engage in various kinds of boundary-work (Gieryn, 1983, 1999), sometimes to expand and sometimes to limit areas of activity, legitimacy, authority, and responsibility.
Abstract: For two decades, risk management has been gaining ground in banking. In light of the recent financial crisis, several commentators concluded that the continuing expansion of risk measurement is dysfunctional ( Power, 2009 , Taleb, 2007 ). This paper asks whether the expansion of measurement-based risk management in banking is as inevitable and as dangerous as Power and others speculate. Based on two detailed case studies and 53 additional interviews with risk-management staff at five other major banks over 2001–2010, this paper shows that relentless risk measurement is contingent on what I call the “calculative culture” ( Mikes, 2009a ). While the risk functions of some organizations have a culture of quantitative enthusiasm and are dedicated to risk measurement, others, with a culture of quantitative scepticism, take a different path, focusing instead on risk envisionment, aiming to provide top management with alternative future scenarios and with expert opinions on emerging risk issues. In order to explain the dynamics of these alternative plots, I show that risk experts engage in various kinds of boundary-work ( Gieryn, 1983 , 1999), sometimes to expand and sometimes to limit areas of activity, legitimacy, authority, and responsibility.
228 citations
Cites background or methods from "Qualitative Data Analysis: An Expan..."
...My cross-case analysis (Miles and Huberman, 1994) follows Yin’s (1984) replication strategy: A theoretical framework is used to study two initial contrasting cases in depth, then further cases are examined to see whether the patterns and contrasts found match those in the initial cases....
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...This approach allows the researcher to form types or families (Miles and Huberman, 1994) from quite complex configurations....
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TL;DR: This article used a tripartite survey-based experiment to compare answers to racial attitude questions under three conditions of privacy: a standard survey condition where interviewers asked all questions; a modified face-to-face condition where respondents answered a subset of racial questions in a self-administered form; and a completely noninterviewer condition where questionnaires were mailed to and returned by respondents.
Abstract: Sample survey data on white racial attitudes show a dramatic increase over time and by educational level in support for principles of racial equality, but lower levels of support, less change, and little relation to education for government policies to implement these principles. A frequent explanation is that the normative climate presently salient in the semipublic setting of a survey interview creates social desirability pressures, resulting in an overstatement of liberal racial attitudes, especially by more educated respondents. Using a tripartite survey-based experiment, the A. compares answers to racial attitude questions under three conditions of privacy: a standard survey condition where interviewers asked all questions; a modified face-to-face condition where respondents answered a subset of racial questions in a self-administered form; and a completely noninterviewer condition where questionnaires were mailed to and returned by respondents. Three hypotheses are investigated: (1) white respondents will express less liberal racial attitudes as privacy increases; (2) privacy effects are greatest for questions about the principles of racial equality and other traditional racial attitudes and least for questions about racial policies and symbolic racism; and (3) privacy effects are stronger among the highly educated, who are more aware of current norms and thus feel social desirability pressures with greater force. Results offer some support for the social desirability hypothesis, especially among more educated respondents. However, contrary to expectations, the effects occur more consistently for racial policies than traditional racial attitudes. Instead of treating privacy effects as errors in a simple sense, the A. draws on supplementary qualitative interviews to connect the survey results to the larger normative change in white racial attitudes. Other complicating factors, such as acquiescent tendencies among less educated respondents, are also considere
227 citations
TL;DR: This article explored the meanings of participating in college-based outdoor programs utilizing an innovative research methodology, and individual photo elicitation interviews were conducted with 14 part-of-speech (POP) interviews.
Abstract: This study explored the meanings of participating in college-based outdoor programs utilizing an innovative research methodology. Individual photo elicitation interviews were conducted with 14 part...
227 citations