What is this saying to me? What do I see going on here? What is this an example of? What is happening here? What is trying to be conveyed? What is missing? What did I learn from these notes? Why did I include them? What strikes me? (Cresswell, 2007, p. 153) These questions were based on (2007) suggestions for data Cresswell’s interpretation. Early analysis after the initial survey presented a challenge with some key unexplained gaps in the survey data, which were later addressed with further data from the interviews, focus group workshops and Zines. At various points in this research project, I felt overwhelmed with the volume of data generated and drawing out key themes and issues and constructing the analysis has been an arduous task. I grouped and examined each data set as soon as I received its sources. I utilised qualitative data analysis “computer assisted (CAQDAS)” (Welsh, 2002, p. 2), as Welsh (2002) proposed that serves to facilitate an accurate and “this transparent data analysis process, whilst also providing a quick and simple way of counting who said what and when, which in turn may provide a reliable, general picture of the (p. 3). The tool in NVivo offered the data” ‘search’ possibility to cross-examine the data, which I felt the rigour of the “improved analysis process by validating (or not) some of my own impressions of the data” (Welsh, 2002, p. 3). In contrast, Seidel (1991) points out that using software packages may guide researchers in one particular direction. Alternatively, Hahmed Hilal and Alabri (2013) suggest that as a qualitative data “NVivo, analysis computer software package, has many advantages and may significantly improve the overall quality of (p. 182). I decided to research” embrace the of both manual and electronic tools in the qualitative data “value (Welsh, 2002, p. 3) process and aimed not to rely on one method in analysis” particular, making use of the advantages of each. The analysis used for each of the methods will be discussed in the next few sections of this chapter.
What is this saying to me? What do I see going on here? What is this an example of? What is happening here? What is trying to be conveyed? What is missing? What did I learn from these notes? Why did I include them? What strikes me? (Cresswell, 2007, p. 153) These questions were based on Cresswell’s (2007) suggestions for data interpretation. Early analysis after the initial survey presented a challenge with some key unexplained gaps in the survey data, which were later addressed with further data from the interviews, focus group workshops and Zines. At various points in this research project, I felt overwhelmed with the volume of data generated and drawing out key themes and issues and constructing the analysis has been an arduous task. I grouped and examined each data set as soon as I received its sources. I utilised “computer assisted qualitative data analysis (CAQDAS)” (Welsh, 2002, p. 2), as Welsh (2002) proposed that “this serves to facilitate an accurate and transparent data analysis process, whilst also providing a quick and simple way of counting who said what and when, which in turn may provide a reliable, general picture of the data” (p. 3). The ‘search’ tool in NVivo offered the possibility to cross-examine the data, which I felt “improved the rigour of the analysis process by validating (or not) some of my own impressions of the data” (Welsh, 2002, p. 3). In contrast, Seidel (1991) points out that using software packages may guide researchers in one particular direction. Alternatively, Hahmed Hilal and Alabri (2013) suggest that “NVivo, as a qualitative data analysis computer software package, has many advantages and may significantly improve the overall quality of research” (p. 182). I decided to embrace the “value of both manual and electronic tools in the qualitative data analysis” (Welsh, 2002, p. 3) process and aimed not to rely on one method in particular, making use of the advantages of each. The analysis used for each of the methods will be discussed in the next few sections of this chapter.
120200555%20Thesis%20Final%20Karen%20Boardman%20April%202017.docx