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Qualitative Data Analysis: An Expanded Sourcebook

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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01 Jan 2004
TL;DR: For example, this paper pointed out that mixed methods studies have become "trendy" again after a period of disrepute does not mean the issues such methods raise have gone away.
Abstract: That mixed methods studies have become “trendy” again after a period of disrepute does not mean the issues such methods raise have gone away. Definitional, paradigmatic and methodological issues continue to be raised when researchers write about mixed methods, while design issues, issues in sampling, analysis and reporting and wide - ranging demands on researcher skills, finances and time are faced daily by those involved in a mixed methods study. Mixed methods researchers, in bringing together the benefits of both qualitative and quantitative approaches to research, often claim greater validity of results as a reason for their methodological choices, but without adequate consideration of the issues involved such validity may be more imagined than real.

422 citations


Cites background or methods from "Qualitative Data Analysis: An Expan..."

  • ...Pragmatism increasingly overruled purity (Rossman & Wilson, 1985) as the perceived benefits of mixing methods in “getting research done” came to be seen as outweighing the importance of the philosophical difficulties in their use (Miles and Huberman, 1994)....

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  • ...In a qualitative approach the researcher uses variation to illuminate developing theories and modifies theory to take account of exceptions (Barbour, 1998; Miles & Huberman, 1994)....

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Journal ArticleDOI
TL;DR: The developed solution business model framework as mentioned in this paper assists firms wishing to design solution business models by categorizing capabilities and management practices necessary for the effective management of such a business model, and integrates findings from a wide variety of research streams with the empirical data collected in an abductive research process, involving ten firms with multi-national operations.

422 citations

Journal ArticleDOI
TL;DR: The authors explored ways in which membership in student organizations, both predominantly Black and mainstream, provide space for Black identity expression and development. But they did not explore the role of race in the formation of student organizations.
Abstract: Ways in which membership in student organizations, both predominantly Black and mainstream, provide space for Black identity expression and development were explored in this study. Based on individual interviews conducted with African American male student leaders at six predominantly White universities, findings reveal a nexus between Black identity status, the selection of venues for out-of-class engagement, and the use of student organizations as platforms for racial uplift and the advocacy of racial/ethnic minority student interests. Moreover, the acquisition of cross-cultural communication skills, the development of care for other disenfranchised groups, and the pursuit of social justice via leadership and student organization membership were reported by the participants and are connected to racial identity development theories in this article.

422 citations


Cites background from "Qualitative Data Analysis: An Expan..."

  • ...This type of qualitative study usually provides full, detailed descriptions of the phenomenon under study (Miles & Huberman, 1994)....

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Journal ArticleDOI
TL;DR: Onwuegbuzie et al. as mentioned in this paper defined the four types of significance: statistical significance, practical significance, clinical significance, and economic significance in educational evaluation research, and illustrated how mixed methods analyses can be used to enhance the interpretation of significant findings.
Abstract: The present essay outlines how mixed methods research can be used to enhance the interpretation of significant findings. First, we define what we mean by significance in educational evaluation research. With regard to quantitative-based research, we define the four types of significance: statistical significance, practical significance, clinical significance, and economic significance. With respect to qualitative-based research, we define a significant finding as one that has meaning or representation. Second, we describe limitations of each of these types of significance. Finally, we illustrate how conducting mixed methods analyses can be used to enhance the interpretation of significant findings in both quantitative and qualitative educational evaluation and policy research. Consequently, mixed methods research represents the real "gold standard" for studying phenomena. Key Words: Quantitative Research, Qualitative Research, Mixed Methods, Significance, Meaning and Verstehen ********** Setting the Scene One argument posited by proponents of mixed methods studies is that they address much more comprehensive research purposes than do quantitative or qualitative research alone (Newman, Ridenour, Newman, & DeMarco, 2003). Consistent with this assertion, and expanding on Rossman and Wilson's (1985) work, Greene, Caracelli, and Graham (1989) categorized the following five general purposes of mixed-methodological studies: (a) triangulation (i.e., seeking convergence and corroboration of findings from different methods that study the same phenomenon); (b) complementarity (i.e., seeking elaboration, illustration, enhancement, and clarification of the findings from one method with results from the other method); (c) development (i.e., using the findings from one method to help inform the other method); (d) initiation (i.e., discovering paradoxes and contradictions that lead to a re-framing of the research question); and (e) expansion (i.e., seeking to expand the breadth and range of inquiry by using different methods for different inquiry components). As observed by Greene et al. (1989), every mixed methodological study can be classified as having one or more of these five purposes. In recent years, the advantages of mixed methods research have been increasingly recognized. In particular, as noted by Onwuegbuzie and Leech (in press), combining quantitative and qualitative research enables evaluation researchers to be more flexible and holistic in their investigative techniques, as they endeavor to address a range of complex research questions that arise. Further, mixed methods research helps investigators to develop a conceptual framework, to validate quantitative results by linking the information extracted from the qualitative phase of the study, and to construct indices from qualitative data that can be utilized to analyze quantitative data (Madey, 1982). Also, by conducting mixed methods studies, researchers are in a better position to combine empirical precision with descriptive precision (Onwuegbuzie, 2003a). In addition, by employing a pragmatist lens (i.e., using both quantitative and qualitative techniques), rather than using a single lens (i.e., conducting monomethod studies), investigators are able to zoom in to microscopic detail or to zoom out to indefinite scope (Willems & Raush, 1969). As such, mixed research investigations afford researchers with the opportunity to combine macro and micro levels of a study (Onwuegbuzie & Leech, in press). Compared to their monomethod counterparts, mixed methods researchers are more able to utilize quantitative research to inform the qualitative portion of research studies, and vice versa. For example, the inclusion of qualitative data can help investigators to explain relationships emerging from quantitative data. Similarly, the inclusion of quantitative data can help compensate for the fact that qualitative data typically cannot be generalized (Onwuegbuzie & Johnson, 2004). …

420 citations


Cites background from "Qualitative Data Analysis: An Expan..."

  • ...Miles and Huberman (1994) contend that the identification of categories, codes, themes, typologies, and the like are based, at least to some extent, on the frequency with which a phenomenon occurs (Miles & Huberman, 1994)....

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Journal ArticleDOI
TL;DR: It is found that each of these IT-enabled learning mechanisms enable capabilities that have a distinct effect on the exploration and exploitation learning dynamics in the organization, and this effect is dependent on organizational and environmental conditions.
Abstract: This study investigates the effects of information technology (IT) on exploration and exploitation in organizational learning (OL). We use qualitative evidence from previously published case studies of a single organization to extend an earlier computational model of organizational learning (March 1991) by introducing IT-enabled learning mechanisms: communication technology (e-mail), knowledge repositories of best practices, and groupware. We find that each of these IT-enabled learning mechanisms enable capabilities that have a distinct effect on the exploration and exploitation learning dynamics in the organization. We also find that this effect is dependent on organizational and environmental conditions, as well as on the interaction effects between the various mechanisms when used in combination with one another. We explore the implications of our results for the use of IT to support organizational learning.

419 citations


Cites methods from "Qualitative Data Analysis: An Expan..."

  • ...The results were then placed in a contentanalytic summary to facilitate analysis and provide a data structure on which to base our extensions to the model (Miles and Huberman 1994)....

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  • ...…computational models, rather than developing new ones from scratch, is an effective method for validating existing work, developing a cumulative research tradition, and enabling deeper exploration of foundational ideas than would be possible through the continual creation of new models…...

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