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.
Citations
More filters
TL;DR: In this article, the authors examine how entrepreneurs shape organizational boundaries and construct markets through an inductive, longitudinal study of five ventures and propose that power is the underlying boundary logic and indicate the "soft-power" strategies by which entrepreneurs compete in highly ambiguous markets.
Abstract: We examine how entrepreneurs shape organizational boundaries and construct markets through an inductive, longitudinal study of five ventures. Our central contribution is a framework of how successful entrepreneurs attempt to dominate nascent markets by co-constructing organizational boundaries and market niches using three processes: claiming, demarcating, and controlling a market. We propose that power is the underlying boundary logic and indicate the “soft-power” strategies by which entrepreneurs compete in highly ambiguous markets. Overall, we develop a holistic view of organizational boundaries and offer insights into institutional entrepreneurship and resource dependence theories. Our most important contribution is reinvigorating the study of interorganizational power.
953 citations
Cites methods from "Qualitative Data Analysis: An Expan..."
...We used tables and graphs to facilitate analyses (Miles & Huberman, 1994)....
[...]
...We developed tables and graphs for each case, including tracking key metrics (e.g., revenue, market share, employees, and growth rates) and changes in the composition of the executive team (Miles & Huberman, 1994)....
[...]
TL;DR: Focus group discussion is frequently used as a qualitative approach to gain an in-depth understanding of social issues as mentioned in this paper, which aims to obtain data from a purposely selected group of individuals rather than from a statistically representative sample of a broader population.
Abstract: Focus group discussion is frequently used as a qualitative approach to gain an in-depth understanding of social issues. The method aims to obtain data from a purposely selected group of individuals rather than from a statistically representative sample of a broader population. Even though the application of this method in conservation research has been extensive, there are no critical assessment of the application of the technique. In addition, there are no readily available guidelines for conservation researchers. Here, we reviewed the applications of focus group discussion within biodiversity and conservation research between 1996 and April 2017. We begin with a brief explanation of the technique for first-time users. We then discuss in detail the empirical applications of this technique in conservation based on a structured literature review (using Scopus). The screening process resulted in 170 articles, the majority of which (67, n = 114,) were published between 2011 and 2017. Rarely was the method used as a stand-alone technique. The number of participants per focus group (where reported) ranged from 3 to 21 participants with a median of 10 participants. There were seven (median) focus group meetings per study. Focus group discussion sessions lasted for 90 (median) minutes. Four main themes emerged from the review: understanding of people's perspectives regarding conservation (32), followed by the assessment of conservation and livelihoods practices (21), examination of challenges and impacts of resource management interventions (19) and documenting the value of indigenous knowledge systems (16). Most of the studies were in Africa (n=76), followed by Asia (n=44), and Europe (n=30). We noted serious gaps in the reporting of the methodological details in the reviewed papers. More than half of the studies (n=101) did not report the sample size and group size (n=93), whereas 54 studies did not mention the number of focus group discussion sessions while reporting results. Rarely have the studies provided any information on the rationale for choosing the technique. We have provided guidelines to improve the standard of reporting and future application of the technique for conservation. © 2018 The Authors. Methods in Ecology and Evolution © 2018 British Ecological Society
950 citations
TL;DR: The authors developed a simple framework for qualitative data analysis comprising three iterative questions to engage with the process of continuous meaning-making and progressive focusing inherent to analysis processes.
Abstract: The role of iteration in qualitative data analysis, not as a repetitive mechanical task but as a reflexive process, is key to sparking insight and developing meaning. In this paper the authors presents a simple framework for qualitative data analysis comprising three iterative questions. The authors developed it to analyze qualitative data and to engage with the process of continuous meaning-making and progressive focusing inherent to analysis processes. They briefly present the framework and locate it within a more general discussion on analytic reflexivity. They then highlight its usefulness, particularly for newer researchers, by showing practical applications of the framework in two very different studies.
918 citations
Cites methods from "Qualitative Data Analysis: An Expan..."
...Nonetheless, there are many well-known texts outlining general procedures for conducting qualitative data analysis (e.g., Lincoln & Guba, 1985; Miles & Huberman, 1994; Patton, 2002; Strauss & Corbin, 1998)....
[...]
...Srivastava applied a combination of existing procedures and techniques suggested by methodological texts (e.g., Lincoln & Guba, 1995; Miles & Huberman, 1994; Strauss & Corbin, 1998)....
[...]
TL;DR: It is suggested that virtual community managers should emphasize not only the content but also encourage the friendship and social support aspects as well if they wish to increase the success of their virtual community.
Abstract: Understanding the attraction of virtual communities is crucial to organizations that want to tap into their enormous information potential. Existing literature theorizes that people join virtual communities to exchange information and/or social support. Theories of broader Internet use have indicated both entertainment and searching for friendship as motivational forces. This exploratory study empirically examines the importance of these reasons in assessing why people come to virtual communities by directly asking virtual community members why they joined.
The responses to the open-ended question “Why did you join?” were categorized based upon the reasons suggested in the literature. Across 27 communities in 5 different broad types, 569 different reasons from 399 people indicated that most sought either friendship or exchange of information, and a markedly lower percent sought social support or recreation. The reasons were significantly dependent on the grouping of the communities into types. In all the community types information exchange was the most popular reason for joining. Thereafter, however, the reason varied depending on community type. Social support was the second most popular reason for members in communities with health/wellness and professional/occupational topics, but friendship was the second most popular reason among members in communities dealing with personal interests/hobbies, pets, or recreation. These findings suggest that virtual community managers should emphasize not only the content but also encourage the friendship and social support aspects as well if they wish to increase the success of their virtual community.
915 citations
Cites background from "Qualitative Data Analysis: An Expan..."
...The accepted threshold of Cohen�s Kappa is 0.70 (Bowers & Courtright, 1984; Landis & Koch, 1977; Miles & Huberman, 1994)....
[...]
TL;DR: Yin et al. as mentioned in this paper provided an analysis and synthesis of the differing perspectives which are held by three prominent methodologists, namely, Yin, Sharan Merriam, and Robert E. Stake, on the utilization of case study method in the field of educational research.
Abstract: Case study is one of the most frequently used qualitative research methodologies. However, it still does not have a legitimate status as a social science research strategy because it does not have well-defined and well-structured protocols (Yin, 2002), so emerging researchers who plan to utilize case study usually become confused "as to what a case study is and how it can be differentiated from other types of qualitative research" (Merriam, 1998, p. xi). Research methodologists do not have a consensus on the design and implementation of case study, which makes it a contested terrain and hampers its full evolution. In this paper, I aim to provide an analysis and synthesis of the differing perspectives which are held by three prominent methodologists, namely Robert K. Yin, Sharan Merriam, and Robert E. Stake, on the utilization of case study method in the field of educational research. I will zero in on the ensuing works: Robert K. Yin's Case Study Research: Design and Methods (2002), Sharan B. Merriam's Qualitative Research and Case Study Applications in Education (1998), and Robert E. Stake's The Art of Case Study Research (1995). I selected these three methodologists and their particular books for the following reasons. First, Yin, Merriam and Stake are the three seminal authors who provide procedures to follow when conducting case study research (Creswell, Hanson, Plano, & Morales, 2007) which aid educational researchers to construct a roadmap in their utilization of case study. They are seen as three foundational methodologists in the area of case study research whose methodological suggestions largely impact educational researchers' decisions concerning case study design. Second, previous work on case study detailed the design (Baxter & Jack, 2008), introduction (Tellis, 1997a), and application of case study methodology (Tellis, 1997b) for broader audience of novice qualitative researchers. I believe this paper would be most beneficial and fruitful by exposing novice researchers to a spectrum of different views and conceptualizations of case study that are provided by prominent research methodologists from differing vantage points. This exposure would help them construct or position their own understanding in this spectrum so that they can conduct their research with a dependable and defensible design. Therefore, I present each one of the three distinctive stances on the knotty design issues in case study methodology through points of divergence, convergence, and complementarity. Finally, I opted to concentrate on their particular books for the juxtaposition in this paper, because in these seminal volumes they conscientiously expound upon case study research in its entirety by providing valuable insights into its every step from how it is being conceptualized to how it is communicated to the readers. Thus, the readers of the current paper will have a synthesis and analysis of three complete guides to case study methods, from which they can select the tools that are most appropriate and functional for their own research purposes. In this paper, I endeavor to scrutinize the areas where these three perspectives diverge, converge and complement one another in varying dimensions of case study research. I am going to follow six categorical dimensions which the three scholars mostly converge upon in their seminal texts on case study method: Epistemological Commitments, Defining Case and Case Study, Designing Case Study, Gathering Data, Analyzing Data, and Validating Data. Researcher's Position Prior to moving on to present a comparison of three case study perspectives, I believe readers need to know my identity as a researcher, my investment in this topic, and my intentions in this project. I just completed my doctoral degree in the field of applied linguistics with a dissertation focusing on English as a second language (ESL) teacher candidates' professional identity development. …
913 citations