1 / 10

Obj. 2.3

Obj. 2.3. Explain how researchers use inductive content analysis (thematic analysis) on interview transcripts. GENERAL. KNOWLEDGE. Inductive content analysis (thematic analysis) aims to systematically generate theory grounded in specific instances of empirical observation.

tmaritza
Télécharger la présentation

Obj. 2.3

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Obj. 2.3 Explain how researchers use inductive content analysis (thematic analysis) on interview transcripts.

  2. GENERAL KNOWLEDGE • Inductive content analysis (thematic analysis) aims to systematically generate theory grounded in specific instances of empirical observation. • As such it sharply contrasts with hypothesis grounded/deductive methodology in which a conceptual and theoretical structure is constructed prior to, and is tested through, observation.

  3. KNOWLEDGE GENERAL The primary purpose of the inductive approach is to allow research findings to emerge from the frequent, dominant or significant themes inherent in raw data, without the restraints imposed by structured methodologies.

  4. I.C.D. IS USED HOW • The following procedures are used for inductive analysis of qualitative data. 1. Preparation of raw data files (“data cleaning”) Format the raw data files in a common format (e.g., font size, margins, questions or interviewer comments highlighted) if required. Print and/or make a backup of each raw data file (e.g., each interview). 2. Close reading of text Once text has been prepared, the raw text should be read in detail so the researcher is familiar with the content and gains an understanding of the "themes" and details in the text.

  5. I.C.D. IS USED HOW 3. Creation of categories • The researcher identifies and defines categories or themes. The upper level or more general categories are likely to be derived from the research aims. • The lower level or specific categories will be derived from multiple readings of the raw data.

  6. I.C.D. IS USED HOW 4. Revision and refinement of themes • Within each category, search for subtopics, including contradictory points of view and new insights. (This is why verifying with respondents is important) • Select appropriate quotes that convey the core theme or essence of a category. The categories may be combined or linked under a subordinate category when the meanings are similar.

  7. I.C.D. IS USED HOW The intended outcome of the process is to create summary categories, which in the researcher’s view captures the key aspects of the themes in the raw data and which are assessed to be the most important themes given the research objectives. Inductive coding which finishes up with a large number of themes can be seen as incomplete. In this case some of the categories may need combining or the coder has not made the hard decisions about which themes or categories are most important.

  8. Example of content analysis

  9. Example of content analysis

  10. Content Analysis Activity! Pair up into groups of two.

More Related