Description
1
Qualitative Analysis Part 1
Name
Institution
Lecturer
Course
Date
2
Qualitative Analysis Part 1
Code Book
Code
Description of the Code
Example from Transcript
Support
To provide
Family were supportive
encouragement, to offer
A lot of social support
emotional help
Verbally supportive
They were very supportive
A lot of support
Deep support
Really felt supported
For each other
Family
A social group consisting
Come in contact with everyday your family
of parents and children,
My significant other
siblings
My significant other
One of them being my husband one of them
being my mom
Understanding
A psychological process
Really understanding
of offering sympathetic
Really understands
awareness, compassion,
Able to understand
tolerance
Encourage
Providing someone hope,
Just from encouraging me
give support, confidence,
It’s an encouragement to do
or persuade someone to
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proceed
Perseverance
To make an effort to
Keep going, you’ll make it
soldier-on despite
All hands-on deck
challenges and difficulty
Know it keeps you going
Keep going keep after it
Quitting it Wasn’t
Really trying
You can do it
One of the people that just persevered
You mentally set yourself up to be that more
that positive mental attitude you know.
Communication
Exchange, share ideas,
And communicating with
information, news
To communicate with me
And communicate really effectively
Determination
Firmness of purpose, a
This is doable
positive emotional state
That can-do attitude
characterized by
Juggle and get it done
persevering to achieve a
Really trying
difficult goal
You can do it
That belief in yourself
Just keep going
Let’s go
Sheer determination
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Drive
And my grit
Go ahead and do that
Finish that
I got a little backbone
Push forward
You mentally set yourself up to be that more
that positive mental attitude you know.
Coping
Positive attitude
Strategies for reducing
To cope
unpleasant emotions,
Coped really well
either consciously or sub-
And coping
consciously
Giving myself a night off every
Being optimistic about
Positively
interactions, situations,
Really positive
and self
To stay positive
Your positive attitude
Pretty positive
Proactive
Group
A number of people
To network
gathered, located, or
Little group
classed together for a
Reached out
united purpose
5
Belief/ Faith
Confidence, faith, trust in
Feel Better
something (or someone)
Belief In Higher Power
Being Centered
God
Staying Grounded Staying Centered
My Belief System
Belief System That Somehow
No, no, no, you’re OK you’re fine
Keep you in prayer
Church
Assurance of myself
I’ve got the skills I need to be successful
Through Christ you can do all things
And many, many prayers that I said, and others
said for me
Enjoyment
A state of taking pleasure
I enjoyed a lot of the books
in an act or something
I enjoy reading
I loved doing it
I really liked
Personal time off
Compensatory time taken
Lot of personal time
away from one?s routine
Personal downtime
such as work
Go outside take a walk just walk
Clear your mind
6
Optimism
Confidence and
It’s not going to be thrown out
hopefulness about the
Keeps you going
future or success
Keep going keep after it
Personal
The quality of making
Get ahead of the game
organization
preparations r
Stay really organized
arrangements for an
Juggle and get it done
activity of event, a quality
Ahead of time
that benefits people to
I have the discussion questions ahead of time
manage their time and
A lot of forethought
attain their goals
Go ahead and do that
Keep very on track
Gave myself deadlines and time lines
Self-paced individual thing
Let it marinate and then come back in in small
chunks where it’s manageable
Good fortune
Success (or sometimes
I was very fortunate there
failure) caused by chance,
instead of through one?s
personal actions
Personal initiative
An individual a self-
Should be doing these things
starting and active
That this stage you should be doing these
approach to work tasks
things
and goals and persist to
Time I want to be this far along this process
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overcome barriers
I want to get this thing done
A situation where
Balance between the work life
different elements are in
Try to strike that balance
correct proportions or
Some I’m going to split between the study and
equal
that and the professional part of that.
Realistic/
Having a practical and
I don’t have all the answers
Humility
sensible idea of what is
I’m not omnipotent omniscient
Balance
expected or can be
achieved; being modest
and having a low view of
one?s value/ importance
Accepting
He ability to take-in
Constructive feedback
criticism/
positive criticism/
Get a lot of feedback
feedback
feedback , withstanding
Take the feedback
pressure for positive
Take our feedback
improvement
We seek feedback
Look at the feedback
Getting the feedback
Physical fitness
A state of wellbeing and
Stay in shape
health to enable one
Exercise is important for the body
perform daily actions and
activities effectively
Focus
The quality or state of
You mentally set yourself up to be that more
8
having a clear vision
that positive mental attitude you know.
I’m going to say 95 percent of the time I knew
I would finish. I knew I had that. What you
focus on you get more of.
College of Doctoral Studies
RES-866 Qualitative Analysis Assignment Directions
In this two-part assignment, you will analyze interview (four) interview transcripts by
inductively coding the data and developing themes. This will mimic the process and feeling of
coding a large study, though on a much smaller scale. Read the following key points before
completing both parts of this assignment.
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Coding is a step in a thematic analysis approach to data. Different qualitative designs
may require different coding procedures. For example, coding in a case study may not
be the same as in phenomenological or narrative designs.
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Coding is conducted based on identifying similar topics that recur in the document
regardless of frequency of occurrence. Keep focus on the meaning of statements, not
on their frequency.
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For the purposes of this two-part assignment, you will use Braun and Clarke?s sixstep process: familiarization with the data, generating initial codes, searching for
themes, reviewing themes, defining and naming themes, and producing the report.
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Coding generally follows this progression: codes>categories>themes. Codes are the
smallest unit of meaning and are then subsumed into mid-level categories, which are
then subsumed into themes, which are phrases or sentences that directly answer the
research questions. For the purposes of Braun and Clarke?s six-steps, categories are
established in Step 3: Search for themes. All six steps are outlined in the data analysis
section below.
Components of Sample Study
Become familiar with the study components, namely the title, problem, purpose and research
questions as noted below:
Title: Perceived Resilience and Online Doctoral Success: A Case Study
Problem Statement: It was not known how nontraditional doctoral graduates perceive
resilience as having contributed to their successful online doctoral degree completion.
Purpose Statement: The purpose of this qualitative single-case study was to explore how
nontraditional doctoral graduates perceive resilience as having contributed to their online
doctoral degree completion.
Research Questions:
Overarching RQ: How do nontraditional, online, doctoral graduates perceive
resilience contributed to their successful doctoral degree completion?
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R1: What is the level of resilience of the doctoral graduates who completed the
doctoral program?
R2: How do doctoral graduates perceive that the resilience factor of social support
contributed to their online doctoral success?
R3: How do doctoral graduates perceive that the resilience factor of optimism
contributed to their online doctoral success?
R4: How do doctoral graduates perceive that the resilience factor of adaptive coping
contributed to their online doctoral success?
R5: How do doctoral graduates perceive that the resilience factor of adaptive health
behaviors contributed to their online doctoral success?
R6: What other resilience-related factors do doctoral graduates perceive that
influenced their online doctoral success?
Assignment Directions
Topic 2: Qualitative Analysis Part 1
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Hand code the data: To analyze the data, you must first identify codes and themes that
appear in the data. To accomplish this, you will use Braun and Clarke’s six-step process
(See Appendix A).
o Task 1: Code the transcript as described above, and color code the transcript
using a color for each code. Do this in Word. Keep in mind that codes may repeat.
o Task 2: Create a codebook. As a guideline, you should have 20 or 30 codes from
these four transcripts.
Table 1.
Codebook
Code
Description of the Code
Example from Transcript
Topic 4: Qualitative Analysis Part 2
o Task 3: Based on your hand coding, group the codes together into categories
based on similarities. As a guideline, you should probably have 10 or so mid-level
categories. Display as shown in Table 2.
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Table 2
Codes to Categories
Category
Category Meaning
Aligned Codes
o Task 4: Group the categories or preliminary themes into final themes. You may
only have 2-3 themes from this short set of data. Display in a phrase or sentence
as shown in Table 3.
Table 3.
Categories to Themes
Theme
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Theme Meaning
Aligned Categories
Exemplary Quote
Use MAXQDA to analyze one transcript.
o Task 5: Download and read the MAXQDA Getting Started Guide.
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Use the instructions on pages 1-8 to import the transcript documents into the
software. You can also watch a Getting Started Video Tutorial at
https://www.youtube.com/watch?v=hJhBK3CDF9U.
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Do the following:
o Import at least one transcript into MAXQDA.
o Activate all documents.
o Use the coding feature to practice assigning codes to the quotes in the
transcripts.
o Export the coding system and coded segments for one code in Excel.
o Double click on one code to activate and export the coded segments as
an Excel table.
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Create the final write-up
o Task 6: Compile and Write-up Your Findings
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Write a summary of the final themes that you identified when hand coding
your transcripts. Include the code book and the tables you created to show the
data graphically/visually.
? 2021. Grand Canyon University. All Rights Reserved.
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For each theme you identified, write a paragraph or two that clearly describes
the theme and its nature. Summarize the findings in your own words but be
sure to weave in evidence from quotes to illustrate your points.
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Include the output from your MAXQDA queries (coding system, coded
segments from one code).
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Include the code book and the tables you created to show the data
graphically/visually.
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Discuss your experience with hand coding and use of MAXQDA.
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Discuss the benefits and limitations of using MAXQDA.
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How does the software complement the hand coding you did in this
assignment?
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References
Clark, V. & Braun, V. (2013). Teaching thematic analysis. Psychologist, 26(2), 120-123.
Bernard, H. R. and Ryan, G. W. (2010). Analyzing qualitative data. New York, NY: Sage
Publications.
Grand Canyon University. (2013). Template for coding and summary tables.
Yin, R. (2014). Case study research design and methods. New York, NY: Sage Publications.
? 2021. Grand Canyon University. All Rights Reserved.
Appendix A – Braun and Clarke?s Six-Step Process
Step 1: Familiarization with data: Read each transcript several times and identify
statements that strike you as important. Mark the statements in some fashion (highlight,
circle, bold, underline). When you recognize chunks of text (words, phrases, and sentences)
that appear frequently, or that seem relevant or significant, make note of them. That is, circle
or highlight them in the text.
Step 2: Generate initial codes. After reading all transcripts several times, review the
statements you marked or wrote down and identify a list of useful codes. Create a code book
that lists your codes, definitions and examples from the transcripts. Display as shown in
Table 1.
Step 3: Search for themes. From Step 2, look over your code book and condense these
codes into a reduced number of mid-level categories (potential themes) based on similarity
and name them. Develop a table that shows the mid-level categories, aligned codes and an
exemplary quote from two interviews. Display as shown in Table 2.
Step 4: Reviewing themes. Group mid-level categories developed in Step 3 into themes
based on similarities. Themes should be complete thoughts, phrases, or complete sentences
that directly answer the RQs. Display as shown in Table 3 below.
Step 5: Defining and naming themes. In this step, you will begin to create a narrative of the
data. Check themes against that narrative to see if they fit. Go back through the transcripts to
look for other information that may not fit themes. Review themes to make sure you can
articulate what they are about. Finally, check the research questions and see if the themes you
developed directly answer the research questions. Display as shown in Table 4 below.
Step 6: Producing the report. Compile and Write-up Your Findings. Write-up a thematic
narrative of findings.
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