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Interview_Resources

Page history last edited by Aiden Yeh 8 years, 9 months ago

Analyzing Interview Data, http://www.utexas.edu/academic/ctl/assessment/iar/programs/report/interview-Analysis.php 

                                     http://eurospheres.org/files/2010/08/Eurosphere_Working_Paper_13_Folkestad.pdf

 

Interviewing for Research, http://owll.massey.ac.nz/pdf/interviewing-for-research-and-analysing-qualitative-data.pdf 

Transcript_Format_Samples

 


Berkowitz (1997) suggests considering six questions when coding qualitative data:

  • What common themes emerge in responses about specific topics? How do these patterns (or lack thereof) help to illuminate the broader central question(s) or hypotheses?
  • Are there deviations from these patterns? If so, are there any factors that might explain these deviations?
  • How are participants' environments or past experiences related to their behavior and attitudes?
  • What interesting stories emerge from the responses? How do they help illuminate the central question(s) or hypotheses?
  • Do any of these patterns suggest that additional data may be needed? Do any of the central questions or hypotheses need to be revised?
  • Are the patterns that emerge similar to the findings of other studies on the same topic? If not, what might explain these discrepancies?

 

Bogdan and Biklin (1998) provide common types of coding categories, but emphasize that your central questions or hypotheses shape your coding scheme.

  • Setting/Context codes provide background information on the setting, topic, or subjects.
  • Defining the situation codes categorize the world view of respondents and how they see themselves in relation to a setting or your topic.
  • Respondent perspective codes capture how respondents define a particular aspect of a setting. These perspectives may be summed up in phrases they use, such as, "Say what you mean, but don't say it mean."
  • Respondents' ways of thinking about people and objects codes capture how they categorize and view each other, outsiders, and objects. For example, a dean at a private school may categorize students: "There are crackerjack kids and there are junk kids."
  • Process codes categorize sequences of events and changes over times.
  • Activity codes identify recurring informal and formal types of behavior.
  • Event codes, in contrast, are directed at infrequent or unique happenings in the setting or lives of respondents.
  • Strategy codes relate to ways people accomplish things, such as how instructors maintain students' attention during lectures.
  • Relationship and social structure codes tell you about alliances, friendships, and adversaries as well as about more formally defined relations such as social roles.
  • Method codes identify your research approaches, procedures, dilemmas, and breakthroughs.

Source: http://www.utexas.edu/academic/ctl/assessment/iar/programs/report/interview-Analysis.php 

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