Market and Social Research Part 8

1. 1
Qualitative Data Analysis
"We should adopt a more
holistic approach to qualitative
research, because it is as
scientific as quantitative
approaches."
Study Skills and Learning
Resources - http://www.griot.org

2. 2
Learning outcomes
To be able to:
to understand how the approach to qualitative data
differs from the approach to quantitative data.
to appreciate the responsibilities of the researcher in
collecting and analysing data.
to understand the practicalities of managing a
qualitative research project.
to understand how to reduce a mass of qualitative data
to a manageable form which is understandable.
to produce conclusions from this type of data.
Study Skills and Learning
Resources - http://www.griot.org

3. 3
Introduction
Qualitative data is frequently seen as 'second
best' by some observers, and of less value than
quantitative data.
Not true,
Problems
researchers (and others) view it as very easy
to collect and analyse.
sloppy data collection and analysis, leading to
results that are actually wrong.Study Skills and Learning
Resources - http://www.griot.org

4. 4
Qualitative data
Qualitative data can be gathered in case study
situations, in interviewing programmes
(telephone, personal and group) and via open
ended questions in questionnaires.
Study Skills and Learning
Resources - http://www.griot.org

5. 5
Proctor (2003) provides an overview of
the stages in qualitative research: -
Immersion: transcripts and
fieldnotes
Reduction: events (selections
from the above)
Categorisation: abstractions
(collections of events)
Synthesis:
proposition
Evaluation:
evidence
Data collection
Study Skills and Learning
Resources - http://www.griot.org

6. 6
Approaching qualitative
data
The collection of qualitative data can be
subjected to the same requirements as
quantitative data.
Samples should be drawn with as much
care as in other methodologies.
Qualitative data takes time to analyse.
Study Skills and Learning
Resources - http://www.griot.org

7. 7
Robson’s basic rules:
Analysis should start as soon as the data is collected. Don't
allow data to accumulate without preliminary analysis.
Make sure you file and index what you have collected.
Generate themes, categories, and codes as you go along.
Dealing with data should be reflective and analytical, not
mechanical.
Use some sort of filing system to sort your data: then sort
again, and again.
There is no one 'right' way of analysing this kind of data.
Compare what you have, to identify trends and patterns. Don't
take things at face value, but work with what you have.
Study Skills and Learning
Resources - http://www.griot.org

8. 8
Deficiencies of the
researcher
Robson’s 12 deficiencies in the human as an analyst:
1. Data overload - humans, unlike computers, easily flag when
faced with too much data
2. First impressions - first impressions are easily made, and
changed with difficulty
3. Information availability
4. Positive instances - easy to ignore information which conflicts
with what we think is the case
5. Internal consistency - there is a tendency to discount the novel
and unusual
6. Uneven reliability
7.Missing information - searching for this can be difficult and
cause bias in results
Study Skills and Learning
Resources - http://www.griot.org

9. 9
8. Revision of hypotheses - we may over or under react to new
information: it can be difficult to strike a balance.
9. Fictional base - the tendency to compare with a base or
average when no base is available
10. Confidence in judgement
11. Co-occurrence tends to be interpreted as strong evidence
for correlation
12. Inconsistency - repeated evaluations of the sample
data/situation tend to differ.
Deficiencies of the
researcher Cont
Study Skills and Learning
Resources - http://www.griot.org

10. 10
Stages in the collection and
analysis of qualitative data
1. Identify exactly what information is required.
2. Generate a topic guide, which:
Focuses the researcher's mind on the task.
Accurately reflects the objectives and aims of the research
Can be circulated, adapted and then agreed by all other parties
involved in the research
Ensures consistency of approach during an interviewing programme
can be half a dozen bullet points, or a series of questions
Gives the researcher discretion on how the topics are approached,
and in what order.
3. Always take comprehensive notes or records when carrying out
research
Study Skills and Learning
Resources - http://www.griot.org

11. 11
Stages in the collection and
analysis of qualitative data cont.
4, if meetings have been taped – transcribe.
Costs time and money
5. Look at the data
categorise the responses.
seek links, trends and patterns
good categorisation can provide the
structure for the final report.
Study Skills and Learning
Resources - http://www.griot.org

12. 12
Stages in the collection and
analysis of qualitative data cont.
.
6. ‘Filing'
may by now be complex.
No rules but three generic types of files:
processed data are organised by initial categories such
as people, places, events,
analytical files where you file by the categories you have
identified, and where you may include photocopies of
particular sections of the data;
fieldwork file, where you store material relating to the
data collection process (names/dates/times/places of
interviews).
Study Skills and Learning
Resources - http://www.griot.org

13. 13
Cont.
7. Much qualitative data is analysed manually, but it
is also possible to use computer packages for
this purpose.
standard word processing package - key words.
Database managers are quicker and more
sophisticated in their editing.
Other specialist packages are available but
researchers must be familiar with these before
collecting the data.
Study Skills and Learning
Resources - http://www.griot.org

14. 14
Matrices
Robson’s six possible matrices to reduce qualitative data to
manageable proportions
Checklist matrix
Time ordered matrix - columns are arranged in time sequence
Role-ordered matrix - data is arranged by the roles of
informants
Conceptually clustered matrix
Effects matrix (displays data on outcomes)
Case dynamics matrix (e.g. who does what and outcomes)
Study Skills and Learning
Resources - http://www.griot.org

15. 15
Drawing conclusions from
qualitative data
Ultimately, it is up to you how
It is possible to consider a number of ways of
supporting your findings.
Reduce your qualitative data to crude
quantitative terms, count the number of
occurrences - but be aware of the danger of
trying to turn qualitative data into quantitative
data.
Recurring patterns or trends
Study Skills and Learning
Resources - http://www.griot.org

16. 16
8. Whatever approach you take :
• qualitative research - use it in you final report,
• Qualitative and quantitative approaches in the
same research project should be related.
Quantitative results will provide “hard”
evidence,
qualitative research will “explain” why.
Drawing conclusions from
qualitative data
Study Skills and Learning
Resources - http://www.griot.org

17. 17
Finally…...
Good qualitative research practice provides for better
qualitative analysis.
Four requirements of good qualitative research: -
Proper problem definition: revealing an
understanding of how consumer information can
facilitate client decision-making.
Proper sampling: recruiting and interviewing the
agreed number of relevant respondents,
unambiguously defined and honestly recruited.
Study Skills and Learning
Resources - http://www.griot.org

18. 18
Finally…...
Proper interviewing: based on practical skills in
terms of wording questions, and an
understanding of the psychodynamics of the
interviewing process.
A transparent analysis process: being ready,
willing and able to demonstrate how conclusions
have been reached...
Crimp & Wright (2001)
Study Skills and Learning
Resources - http://www.griot.org