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: In this article, the authors report the findings of a survey of sustainable procurement practices within a sample of over 280 public procurement practitioners from 20 countries and with collective responsibility for expenditure totalling $45bn p.a.
Abstract: Purpose – Public bodies are being encouraged to procure sustainably, to reduce their social and environmental footprint and in order to stimulate sustainability in the private sector. However, little is known about how public sector organisations internationally are responding to this encouragement or of the conditions that are most conducive to sustainable procurement (SP). The purpose of this paper is to address these gaps in our knowledge so as to inform policy development at the government and organisational levels.
Design/methodology/approach – The authors report the findings of a survey of SP practices within a sample of over 280 public procurement practitioners from 20 countries and with collective responsibility for expenditure totalling $45bn p.a.
Findings – The authors' analysis shows that some SP practices are evident in public sector procurement practice and that the extent and nature of SP practices varies significantly across regions. In addition, the authors highlight the main facilitators of, and barriers to, engagement with SP and investigate their importance for engagement with particular dimensions of SP.
Research limitations/implications – Survey respondents are volunteers and may to some degree be more interested in, or engaged with, SP than other public sector organisations. The analysis is cross-sectional and therefore provides only a snapshot of SP practice in the public sector organisations studied.
Practical implications – The paper identifies how policy and practice in SP vary across regions, providing practical insights into whether and how government policies are being implemented around the world.
Originality/value – The paper provides the first systematic and comprehensive insight into how public bodies are implementing SP internationally and of the major situational factors that are shaping engagement with SP. The authors evaluate the current effectiveness of policy initiatives regarding SP and highlight the organisational catalysts and inhibitors of greater involvement in SP.
Design/methodology/approach – The authors report the findings of a survey of SP practices within a sample of over 280 public procurement practitioners from 20 countries and with collective responsibility for expenditure totalling $45bn p.a.
Findings – The authors' analysis shows that some SP practices are evident in public sector procurement practice and that the extent and nature of SP practices varies significantly across regions. In addition, the authors highlight the main facilitators of, and barriers to, engagement with SP and investigate their importance for engagement with particular dimensions of SP.
Research limitations/implications – Survey respondents are volunteers and may to some degree be more interested in, or engaged with, SP than other public sector organisations. The analysis is cross-sectional and therefore provides only a snapshot of SP practice in the public sector organisations studied.
Practical implications – The paper identifies how policy and practice in SP vary across regions, providing practical insights into whether and how government policies are being implemented around the world.
Originality/value – The paper provides the first systematic and comprehensive insight into how public bodies are implementing SP internationally and of the major situational factors that are shaping engagement with SP. The authors evaluate the current effectiveness of policy initiatives regarding SP and highlight the organisational catalysts and inhibitors of greater involvement in SP.
547 citations
Cites background from "Qualitative Data Analysis: An Expan..."
...The qualitative data were coded until there was a “saturation of categories” (Miles and Huberman, 1994) and no further categories occurred....
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TL;DR: In this article, the potential of common criteria for justifying knowledge produced within interpretive approaches is examined and appropriate criteria are identified and a strategy for achieving them is proposed, based on which an interpretive study of competence in organizations is used to demonstrate how the proposed criteria and strategy can be applied to justify knowledge produced by interpretive approach.
Abstract: The use of interpretive approaches within management and organizational sciences has increased substantially. However appropriate criteria for justifying research results from interpretive approaches have not developed so rapidly alongside their adaptation. This article examines the potential of common criteria for justifying knowledge produced within interpretive approaches. Based on this investigation, appropriate criteria are identified and a strategy for achieving them is proposed. Finally, an interpretive study of competence in organizations is used to demonstrate how the proposed criteria and strategy can be applied to justify knowledge produced within interpretive approaches.
543 citations
TL;DR: This study develops an ERP implementation success framework by adapting the Ives et al. information systems research model and DeLone and McLean's IS success model to identify both critical success factors and success measures.
539 citations
Cites background or methods from "Qualitative Data Analysis: An Expan..."
...Implementing an ERP system involves reengineering the existing business processes to the best business process standard (Bingi et al., 1999; Burns and Turnipseed, 1991; Holland and Light, 1999; Mandal and Gunasekaran, 2002; Miles and Huberman, 1994; Yusuf et al., 2004)....
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...Multiple cases are suggested to increase the methodological rigor of the study through ‘‘strengthening the precision, the validity and stability of the findings’’ (Miles and Huberman, 1994)....
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TL;DR: The authors investigates how principals in two California elementary schools influenced teacher learning about and enactment of changing reading policy, and argues that principals influence teachers' enactment by shaping access to policy ideas, participating in the social process of interpretation and adaptation, and creating substantively different conditions for teacher learning in schools.
Abstract: A growing body of research has emphasized the social processes by which teachers adapt and transform policy as they enact it in their classrooms. Yet little attention has been paid to the role of school leaders in this process. Drawing on sociological theories of sensemaking, this article investigates how principals in two California elementary schools influenced teacher learning about and enactment of changing reading policy. It argues that principals influence teachers’ enactment by shaping access to policy ideas, participating in the social process of interpretation and adaptation, and creating substantively different conditions for teacher learning in schools. These actions, in turn, are influenced by principals’ understandings about reading instruction and teacher learning.
537 citations
Cites background or methods from "Qualitative Data Analysis: An Expan..."
...I created further data displays to confirm patterns, always being alert to disconfirming evidence (Miles & Huberman, 1994)....
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...I developed codes inductively through iterative coding (Miles & Huberman, 1994; Strauss & Corbin, 1990)....
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...…include intensive immersion at the research site (Eisenhart & Howe, 1992; Lofland & Lofland, 1995), efforts to explore countervailing evidence (Miles & Huberman, 1994), systematic coding of data (Miles & Huberman, 1994; Strauss & Corbin, 1990), and sharing findings with key informants at the…...
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...…(Eisenhart & Howe, 1992; Lofland & Lofland, 1995), efforts to explore countervailing evidence (Miles & Huberman, 1994), systematic coding of data (Miles & Huberman, 1994; Strauss & Corbin, 1990), and sharing findings with key informants at the school site and incorporating their insights into…...
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...Data collection and analysis occurred simultaneously throughout the study year (Miles & Huberman, 1994; Strauss & Corbin, 1990)....
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TL;DR: The authors show that conflict is not only central to community, but how teachers manage conflicts, whether they suppress or embrace their differences, defines the community borders and ultimately the potential for organizational learning and change.
Abstract: A major reform surge that began in the mid-1980s has generated a renewed interest in fostering teacher community or collaboration as a means to counter isolation, improve teacher practice and student learning, build a common vision for schooling, and foster collective action around school reform. The term community often conjures images of a culture of consensus, shared values, and social cohesion. Yet, in practice, when teachers collaborate, they run headlong into enormous conflicts over professional beliefs and practices. In their optimism about caring and supportive communities, advocates often underplay the role of diversity, dissent, and disagreement in community life, leaving practitioners ill-prepared and conceptions of collaboration underexplored. This article draws on micropolitical and organizational theory to examine teacher communities. Building from case studies of two urban, public middle schools, this article shows that when teachers enact collaborative reforms in the name of community, what emerges is often conflict. The study challenges current thinking on community by showing that conflict is not only central to community, but how teachers manage conflicts, whether they suppress or embrace their differences, defines the community borders and ultimately the potential for organizational learning and change.
536 citations