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List of figures | |
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List of tables | |
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List of boxes | |
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About the author | |
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Preface | |
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Software, symbols, and sample data | |
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Acknowledgements | |
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Preparing the Way: Laying the Foundations for Analysis | |
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Foundations for thinking and working qualitatively | |
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Thinking qualitatively | |
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Thinking methods (and methodology) | |
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Working qualitatively | |
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Working qualitatively - using software | |
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Foundations for working qualitatively | |
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Working qualitatively - implications for analysis | |
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Writing about foundations | |
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Exercises | |
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Further reading | |
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Designing for analysis | |
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Design: giving form to ideas Focusing the study | |
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Designing for data that can be analysed | |
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Planning for quality and credibility of conclusions | |
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Putting it all together | |
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Writing about design | |
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Exercises | |
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Further reading | |
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Managing and preparing data for analysis | |
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Before data collection | |
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Keeping organised, available, and usable data records | |
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Recording and preparing data for analysis | |
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The importance of context | |
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Recording sample details for analysis | |
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Checks and balances for data | |
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Managing relationships in the research team | |
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Writing about data management | |
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Exercises | |
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Working with Data: A Pathway into Analysis | |
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Data samples: becoming and being a researcher | |
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Read, reflect, and connect: initial explorations of data | |
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Read, and read again | |
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Write as you read | |
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Reflect in a research journal and/or memos | |
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Annotate text | |
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Purposeful play: preliminary explorations of each data source | |
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Explore the storylines | |
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Exploring context | |
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Identify relevant categories and concepts | |
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Involving participants in early analysis | |
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Refocus, ready for the next phase | |
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Writing about preliminary analysis | |
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Exercises | |
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Further reading | |
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Codes and coding: principles and practice | |
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Using codes to work with data | |
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Practical tools for coding | |
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Methods decisions in coding | |
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Issues of validity and reliability in coding | |
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Managing the process of coding | |
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A final reminder: codes and coding in context | |
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Writing about coding processes | |
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Exercises | |
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Further reading | |
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Naming, organising, and refining codes | |
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What's in a name? | |
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Naming broad topic areas | |
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Naming codes to capture substance and meaning | |
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Automating coding | |
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Developing a coding system | |
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Reviewing and refining codes and the coding structure | |
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Writing about codes | |
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Exercises | |
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Further reading | |
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Alternative approaches to breaking open and connecting data | |
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Building on cases | |
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Themes as an alternative to codes? | |
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Focus on interaction: working with focus group data | |
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Focus on stories and accounts: identifying structure, interpreting meaning | |
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Focus on discourse: the intersubjective space | |
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The value of case-based approaches | |
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Writing about your use of case-based, thematic, and narrative methods | |
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Exercises | |
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Further reading | |
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Describe, Compare, and Relate: Moving on From Codes and Themes | |
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Describing, evolving, and theorising concepts | |
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Describing categories and concepts (or themes) as a step in analysis | |
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Evolving concepts with analytic, meta-, or pattern codes | |
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Theorising concepts | |
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Writing about describing and analysing concepts | |
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Exercises | |
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Further reading | |
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Comparative analyses as a means of furthering analysis | |
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Why compare? | |
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The comparative process | |
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Managing data to make subgroup, contextual, or case comparisons | |
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Comparing concepts or categories across groups or situations | |
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Comparing cases | |
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Interpreting comparative analyses | |
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Writing about comparisons | |
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Exercises | |
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Further reading | |
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Relational analyses | |
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Coding and connecting working together | |
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Investigating relational patterns | |
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Cross-case analyses | |
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Visual strategies for cross-case analyses | |
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Identifying patterns of association between sets of related phenomena, using coded data | |
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Relating data to a theoretical model | |
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Investigating relationships between specific categories and concepts | |
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Writing about exploring and testing relationships in data | |
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Exercises | |
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Further reading | |
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Bringing it Together: Moving Toward Climax and Closure | |
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If…then…is it because? Developing explanatory models and theories | |
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Analytic progression | |
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Explanatory theory as a goal of research | |
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Foundations for explanatory theory | |
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Logic-based questioning: finding the major premise | |
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Puzzle solving with 'conjectures and refutations' | |
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Case-based strategies | |
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Theoretical development and integration in grounded theory | |
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Visual tools for theory building | |
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Writing about your developing theory | |
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Further reading | |
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Developing coherent understanding | |
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Coherent understanding? | |
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Coherence through description | |
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Theoretical coherence | |
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Coherence through display | |
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A collection of tips and tricks for bringing it together | |
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Writing about developing coherence | |
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Further reading | |
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Defending and extending: issues of quality and significance | |
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The issue of quality | |
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Generalisation and transferability | |
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Theoretical extension | |
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Audiences and representation | |
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A final reflection | |
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Writing about quality and significance | |
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Exercises | |
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Further reading | |
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After-Words | |
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References | |
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Index | |