DOCSLIB.ORG

Qualitative Content Analysis: Theoretical Foundation, Basic Procedures and Software Solution Mayring, Philipp

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Qualitative Content Analysis: Theoretical Foundation, Basic Procedures and Software Solution Mayring, Philipp www.ssoar.info Qualitative content analysis: theoretical foundation, basic procedures and software solution Mayring, Philipp Erstveröffentlichung / Primary Publication Monographie / monograph Empfohlene Zitierung / Suggested Citation: Mayring, Philipp : Qualitative content analysis: theoretical foundation, basic procedures and software solution. Klagenfurt, 2014. URN: http://nbn-resolving.de/urn:nbn:de:0168-ssoar-395173 Nutzungsbedingungen: Terms of use: Dieser Text wird unter einer CC BY-NC-ND Lizenz (Namensnennung- This document is made available under a CC BY-NC-ND Licence Nicht-kommerziell-Keine Bearbeitung) zur Verfügung gestellt. Nähere (Attribution Non Comercial-NoDerivatives). For more Information see: Auskünfte zu den CC-Lizenzen finden Sie hier: http://creativecommons.org/licenses/ http://creativecommons.org/licenses/ Qualitative Content Analysis Theoretical Foundation, Basic Procedures and Software Solution Philipp Mayring Philipp Mayring: Qualitative Content Analysis. Theoretical Foundation, Basic Procedures and Software Solution Klagenfurt, Austria, 2014 free download pdf-version for print on demand see www.beltz.de copyright Philipp Mayring 4 Table of Contents 1. Introduction: Research Methods Between Qualitative and Quantitative Paradigms ................................ 6 1.1 Science War: Conflicting Paradigms .......................................................................................................... 6 1.2 Mixed Methods as a Solution? .................................................................................................................. 8 1.3 Common Research Criteria for Qualitative and Quantitative Approaches ................................................ 9 1.4 Qualitative Content Analysis as Mixed Methods Approach, Following Common Research Standards ... 10 1.5 Basic Research Steps ................................................................................................................................ 10 2. Overview on Approaches to Text Analysis in Social Sciences ................................................................... 16 3. Theoretical Background for a Qualitative Content Analysis ..................................................................... 18 3.1 Communication Science: Quantitative Content Analysis ........................................................................ 18 3.1.1 Preliminary Phase ............................................................................................................................ 18 3.1.2 Consolidation Phase ......................................................................................................................... 19 3.1.3 Fine Developments and Interdisciplinary Expansion ....................................................................... 19 3.1.4 The Present-day Situation: “Discontent” Analysis? ......................................................................... 20 3.1.5 Basic Techniques of Quantitative Content Analyses ........................................................................ 22 3.2 Human Sciences: Hermeneutics .............................................................................................................. 27 3.3 Linguistics: The Structure of Language and Text ..................................................................................... 31 3.4 Psychology of Text Processing ................................................................................................................. 34 3.5 General Psychology: Theories of Categorization ..................................................................................... 37 4. Basics of Qualitative Content Analysis ...................................................................................................... 39 4.1 Basic Principles and Definition ................................................................................................................. 39 4.1.1 Embedding of the material within the communicative context ...................................................... 39 4.1.2 Systematic, rule-bound procedure .................................................................................................. 39 4.1.3 Categories in the focus of analysis ................................................................................................... 40 4.1.4 Object reference in place of formal techniques .............................................................................. 40 4.1.5 Testing specific instruments via pilot studies .................................................................................. 41 4.1.6 Theory-guided character of the analysis .......................................................................................... 41 4.1.7 Integrating quantitative steps of analysis ........................................................................................ 41 4.1.8 Quality criteria ................................................................................................................................. 42 4.2 Materials for Qualitative Content Analysis – What Could be Analyzed? ................................................. 43 4.3 Transcription Systems .............................................................................................................................. 45 4.4 Content-Analytical Context Model .......................................................................................................... 48 4.5 Content-Analytical Units .......................................................................................................................... 51 4.6 A General Step-by-step Model of Qualitative Content Analysis .............................................................. 53 5. Example..................................................................................................................................................... 55 5.1 Presentation of the Corpus Material ....................................................................................................... 55 5.2 Defining the Text Material ....................................................................................................................... 56 5.2.1 Determining the Material ................................................................................................................ 56 5.2.2 Analysis of the Circumstances of Origin ........................................................................................... 57 5.2.3 Formal Characteristics of the Material ............................................................................................ 57 5.2.4 Direction of Analysis ........................................................................................................................ 58 5.2.5 Theory-oriented Differentiation of the Problem ............................................................................. 59 5.2.6 Theoretical Differentiation of Sub-issues ......................................................................................... 59 6. Specific Techniques of Qualitative Content Analysis ................................................................................ 63 6.1 Basic Forms of Interpretation .................................................................................................................. 63 6.2 Summarizing ............................................................................................................................................ 65 6.3 Inductive Category Formation ................................................................................................................. 79 6.4 Explication (Context Analysis) .................................................................................................................. 88 6.5 Structuring – Deductive Category Assignment ........................................................................................ 95 6.6. Mixed Procedures ......................................................................................................................... 104 5 6.6.1 Content Structuring / Theme Analysis ........................................................................................... 104 6.6.2 Type-building content analysis ...................................................................................................... 105 6.6.3 Parallel procedures ........................................................................................................................ 106 7. Quality Criteria of Content Analysis ........................................................................................................ 107 7.1 Classical Quality Criteria ........................................................................................................................ 107 7.2 Specific Content-analytical Quality Criteria ........................................................................................... 109 7.3 Three Levels of Inter-coder Agreement ................................................................................................. 114 8. Computer Programs for Qualitative Content Analysis ............................................................................ 116 9. Related text analysis approaches............................................................................................................ 123 Appendix..........................................................................................................................................................
Load more

Recommended publications
  • Legal Pragmatism: Banal Or Beneficial As a Jurisprudential Position? Brian E
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by CommonKnowledge Essays in Philosophy Volume 3 Article 14 Issue 2 Pragmatism and Neopragmatism 6-2002 Legal Pragmatism: Banal or Beneficial as a Jurisprudential Position? Brian E. Butler The University of North Carolina at Asheville Follow this and additional works at: http://commons.pacificu.edu/eip Part of the Philosophy Commons Recommended Citation Butler, Brian E. (2002) "Legal Pragmatism: Banal or Beneficial as a Jurisprudential Position?," Essays in Philosophy: Vol. 3: Iss. 2, Article 14. Essays in Philosophy is a biannual journal published by Pacific nivU ersity Library | ISSN 1526-0569 | http://commons.pacificu.edu/eip/ Legal Pragmatism Essays in Philosophy A Biannual Journal Volume 3, Number 2 Legal Pragmatism: Banal or Beneficial as a Jurisprudential Position? I. Introduction Legal pragmatism is a visible movement in law academia today. The group advocating this stance is composed of a wide-ranging and diverse set of individuals. The list includes Daniel Farber,1 Thomas Grey,2 Margaret Radin3 and Judge Richard Posner4 among many others. Advocates of this stance insist that adoption a pragmatic conception of law practice can help law as a social tool function more effectively. More specifically legal pragmatism is advocated as a judicial stance. A glance at the group listed as legal pragmatists raises the question of whether there is a cohesive center to such a stance. If right-wing judges and leftist-feminists can advocate the same stance something is definitely suspicious. One suspects that there might not be any guts to a stance that can claim adherents from such otherwise radically opposed camps.
    [Show full text]
  • On Becoming a Pragmatic Researcher: the Importance of Combining Quantitative and Qualitative Research Methodologies
    DOCUMENT RESUME ED 482 462 TM 035 389 AUTHOR Onwuegbuzie, Anthony J.; Leech, Nancy L. TITLE On Becoming a Pragmatic Researcher: The Importance of Combining Quantitative and Qualitative Research Methodologies. PUB DATE 2003-11-00 NOTE 25p.; Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Biloxi, MS, November 5-7, 2003). PUB TYPE Reports Descriptive (141) Speeches/Meeting Papers (150) EDRS PRICE EDRS Price MF01/PCO2 Plus Postage. DESCRIPTORS *Pragmatics; *Qualitative Research; *Research Methodology; *Researchers ABSTRACT The last 100 years have witnessed a fervent debate in the United States about quantitative and qualitative research paradigms. Unfortunately, this has led to a great divide between quantitative and qualitative researchers, who often view themselves in competition with each other. Clearly, this polarization has promoted purists, i.e., researchers who restrict themselves exclusively to either quantitative or qualitative research methods. Mono-method research is the biggest threat to the advancement of the social sciences. As long as researchers stay polarized in research they cannot expect stakeholders who rely on their research findings to take their work seriously. The purpose of this paper is to explore how the debate between quantitative and qualitative is divisive, and thus counterproductive for advancing the social and behavioral science field. This paper advocates that all graduate students learn to use and appreciate both quantitative and qualitative research. In so doing, students will develop into what is termed "pragmatic researchers." (Contains 41 references.) (Author/SLD) Reproductions supplied by EDRS are the best that can be made from the original document. On Becoming a Pragmatic Researcher 1 Running head: ON BECOMING A PRAGMATIC RESEARCHER U.S.
    [Show full text]
  • Conversation Analysis and Institutional Talk: Analyzing Distinctive Turn-Taking Systems
    Conversation Analysis and Institutional Talk: Analyzing Distinctive Turn-Taking Systems John Heritage, UCLA In: S.Cmejrková, J.Hoffmannová, O.Müllerová and J.Svetlá (1998) (eds.) Proceedings of the 6th International Congresss of IADA (International Association for Dialog Analysis), Tubingen: Niemeyer, pp.3-17. 2 Introduction In the thirty years since its inception, conversation analysis has emerged as a major, and distinctively sociological, contribution to the analysis of discourse. During this time, discourse analysis has acquired considerable prominence as a field of inquiry. Correspondingly, conversation analysis has grown and diversified in many different directions. The sociological origins of conversation analysis are to be found in the work of two great American originators: Erving Goffman and Harold Garfinkel. With Goffman (1955; 1983), conversation analysts begin with the notion that conversational interaction represents an institutional order sui generis in which interactional rights and obligations are linked not only to personal face and identity, but also to macro-social institutions. With Garfinkel (1967), conversation analysts recognize that analyzing the institution of conversation in terms of rules and practices that impose moral obligations, in the way that Goffman stressed, needs to be supplemented by recognizing the importance of intersubjectivity. In particular, this means focusing on how interactional rules and practices are ceaselessly drawn upon by the participants in constructing shared and specific understandings of 'where they are' within a social interaction. Central to this process is a 'reflexive' dimension in social action: by their actions participants exhibit an analysis or an understanding of the event in which they are engaged, but by acting they also make an interactional contribution that moves the event itself forward on the basis of that analysis.
    [Show full text]
  • Personalizing Predictions of Video-Induced Emotions Using Personal Memories As Context
    A Blast From the Past: Personalizing Predictions of Video-Induced Emotions using Personal Memories as Context Bernd Dudzik∗ Joost Broekens Delft University of Technology Delft University of Technology Delft, South Holland, The Netherlands Delft, South Holland, The Netherlands [email protected] [email protected] Mark Neerincx Hayley Hung Delft University of Technology Delft University of Technology Delft, South Holland, The Netherlands Delft, South Holland, The Netherlands [email protected] [email protected] ABSTRACT match a viewer’s current desires, e.g., to see an "amusing" video, A key challenge in the accurate prediction of viewers’ emotional these will likely need some sensitivity for the conditions under responses to video stimuli in real-world applications is accounting which any potential video will create this experience specifically for person- and situation-specific variation. An important contex- for him/her. Therefore, addressing variation in emotional responses tual influence shaping individuals’ subjective experience of avideo by personalizing predictions is a vital step for progressing VACA is the personal memories that it triggers in them. Prior research research (see the reviews by Wang et al. [68] and Baveye et al. [7]). has found that this memory influence explains more variation in Despite the potential benefits, existing research efforts still rarely video-induced emotions than other contextual variables commonly explore incorporating situation- or person-specific context to per- used for personalizing
    [Show full text]
  • Springer Journal Collection in Humanities, Social Sciences &
    ABCD springer.com Springer Journal Collection in Humanities, Social Sciences & Law TOP QUALITY More than With over 260 journals, the Springer Humanities, and edited by internationally respected Social Sciences and Law program serves scientists, researchers and academics from 260 Journals research and academic communities around the world-leading institutions and corporations. globe, covering the fields of Philosophy, Law, Most of the journals are indexed by major Sociology, Linguistics, Education, Anthropology abstracting services. Articles are searchable & Archaeology, (Applied) Ethics, Criminology by subject, publication title, topic, author or & Criminal Justice and Population Studies. keywords on SpringerLink, the world’s most Springer journals are recognized as a source for comprehensive online collection of scientific, high-quality, specialized content across a broad technological and medical journals, books and range of interests. All journals are peer-reviewed reference works. Main Disciplines: Most Downloaded Journals in this Collection Archaeology IF 5 Year IF Education and Language 7 Journal of Business Ethics 1.125 1.603 Ethics 7 Synthese 0.676 0.783 7 Higher Education 0.823 1.249 Law 7 Early Childhood Education Journal Philosophy 7 Philosophical Studies Sociology 7 Educational Studies in Mathematics 7 ETR&D - Educational Technology Research and Development 1.081 1.770 7 Social Indicators Research 1.000 1.239 Society Partners 7 Research in Higher Education 1.221 1.585 Include: 7 Agriculture and Human Values 1.054 1.466 UNESCO 7 International Review of Education Population Association 7 Research in Science Education 0.853 1.112 of America 7 Biology & Philosophy 0.829 1.299 7 Journal of Happiness Studies 2.104 Society for Community Research and Action All Impact Factors are from 2010 Journal Citation Reports® − Thomson Reuters.
    [Show full text]
  • "Context" Within Conversation Analysis
    Raclaw: Approaches to "Context" within Conversation Analysis Approaches to "Context" within Conversation Analysis Joshua Raclaw University of Colorado This paper examines the use of "context" as both a participant’s and an analyst’s resource with conversation analytic (CA) research. The discussion focuses on the production and definition of context within two branches of CA, "traditional CA" and "institutional CA". The discussion argues against a single, monolithic understanding of "context" as the term is often used within the CA literature, instead highlighting the various ways that the term is used and understood by analysts working across the different branches of CA. The paper ultimately calls for further reflexive discussions of analytic practice among analysts, similar to those seen in other areas of sociocultural linguistic research. 1. Introduction The concept of context has been a critical one within sociocultural linguistics. The varied approaches to the study of language and social interaction – linguistic, anthropological, sociological, and otherwise – each entail the particulars for how the analyst defines the context in which language is produced. Goodwin and Duranti (1992) note the import of the term within the field of pragmatics (citing Morris 1938; Carnap 1942; Bar-Hillel 1954; Gazdar 1979; Ochs 1979; Levinson 1983; and Leech 1983), anthropological and ethnographic studies of language use (citing Malinowski 1923, 1934; Jakobson 1960; Gumperz and Hymes 1972; Hymes 1972, 1974; and Bauman and Sherzer 1974), and quantitative and variationist sociolinguistics (citing Labov 1966, 1972a, and 1972b).1 To this list we can add a number of frameworks for doing socially-oriented discourse analysis, including conversation analysis (CA), critical discourse analysis (CDA), and discursive psychology (DP).
    [Show full text]
  • Introduction
    1 Introduction he field of public health has never been as widely known or popular as T in recent years. On a global scale, the spread of HIV/AIDS beginning in the 1980s gave public health enormous impetus and visibility. Much like infectious diseases from earlier eras, HIV/AIDS was deeply enmeshed in environmental and behavioral contexts. If left unaddressed, the disease promised to engulf large portions of the world’s population. Yet today’s most enduring and pervasive public health problems are far more mundane, e.g., poor sanitation and water quality, malnutrition, and the everyday violence of grinding poverty. The 20th-century reign of the germ theory of disease etiology, with its emphasis on curing over preven- tion and laboratories over communities, has been tempered by these real- ities and by the vast increase in chronic diseases such as hypertension, diabetes, and cancer. Similarly, the dominance of quantification, in which ever-more sophisticated measures and statistics are expected to capture the full range of human experience, has given way to a more nuanced and thoughtful matching of methods with the problem at hand as well as with the people and places experiencing it (Baum, 1996; Rapkin & Trickett, 2005). Enter Qualitative Methods A colleague once astutely remarked that virtually anyone can read and appreciate qualitative research—its narrative reporting style makes it appear easy to carry out. By comparison, a quantitative study relies on complicated 1 2 QUALITATIVE AND MIXED METHODS IN PUBLIC HEALTH statistical analyses that require prior knowledge to decode their meaning. Yet the appealing end product of a qualitative study represents the culmi- nation of intense involvement and intellectual labor.
    [Show full text]
  • A Phenomenological Research*
    KURAM VE UYGULAMADA EĞİTİM BİLİMLERİ EDUCATIONAL SCIENCES: THEORY & PRACTICE Received: March 15, 2016 Revision received: September 5, 2016 Copyright © 2017 EDAM Accepted: October 26, 2016 www.estp.com.tr OnlineFirst: December 12, 2016 DOI 10.12738/estp.2017.1.0216 February 2017 17(1) 237–263 Research Article Building the Professional Identity of Research Assistants: A Phenomenological Research* Hilal Büyükgöze1 Feyza Gün2 Hacettepe University Hacettepe University Abstract This research aims to investigate the determining factors in how research assistants build their professional identity. In the study, which is a qualitative research method patterned on phenomenology, data was collected using a semi-structured interview form. Structured interviews were conducted with seven research assistants selected from a faculty of education at a state university in Ankara using the criterion sampling method. According to the research results, research assistants were determined to prefer taking faculty members as their role models in building their professional identity. They see this process as an opportunity to specialize in their field and improve themselves, feel that working at a pioneering university with prestige in its field increases their responsibilities, and are more enthusiastic about improving themselves in that direction. In relation to deficiencies in the process of building their professional identity, the participants stated that they have limited opportunities regarding practice and feel uncomfortable conducting research unrelated to their practice. The research results were discussed in the context of related literature, as well as the administrative and functional structure of the higher education system. Keywords Higher education • Professional identity • Building professional identity • Research assistant • Phenomenology * This study was conducted in partial fulfillment of the requirements for Literature Review and Report Writing course, and the authors would like to express their grateful thanks to Dr.
    [Show full text]
  • Summary of Human Subjects Protection Issues Related to Large Sample Surveys
    Summary of Human Subjects Protection Issues Related to Large Sample Surveys U.S. Department of Justice Bureau of Justice Statistics Joan E. Sieber June 2001, NCJ 187692 U.S. Department of Justice Office of Justice Programs John Ashcroft Attorney General Bureau of Justice Statistics Lawrence A. Greenfeld Acting Director Report of work performed under a BJS purchase order to Joan E. Sieber, Department of Psychology, California State University at Hayward, Hayward, California 94542, (510) 538-5424, e-mail [email protected]. The author acknowledges the assistance of Caroline Wolf Harlow, BJS Statistician and project monitor. Ellen Goldberg edited the document. Contents of this report do not necessarily reflect the views or policies of the Bureau of Justice Statistics or the Department of Justice. This report and others from the Bureau of Justice Statistics are available through the Internet — http://www.ojp.usdoj.gov/bjs Table of Contents 1. Introduction 2 Limitations of the Common Rule with respect to survey research 2 2. Risks and benefits of participation in sample surveys 5 Standard risk issues, researcher responses, and IRB requirements 5 Long-term consequences 6 Background issues 6 3. Procedures to protect privacy and maintain confidentiality 9 Standard issues and problems 9 Confidentiality assurances and their consequences 21 Emerging issues of privacy and confidentiality 22 4. Other procedures for minimizing risks and promoting benefits 23 Identifying and minimizing risks 23 Identifying and maximizing possible benefits 26 5. Procedures for responding to requests for help or assistance 28 Standard procedures 28 Background considerations 28 A specific recommendation: An experiment within the survey 32 6.
    [Show full text]
  • The Role of Qualitative Research in Science Education
    Eurasia Journal of Mathematics, Science & Technology Education, 2010, 6(1), 77-84 The Role of Qualitative Research in Science Education Iztok Devetak, Saša A. Glažar and Janez Vogrinc University of Ljubljana, Ljubljana, SLOVENIA Received 22 October 2008; accepted 21 January 2009 In the paper the qualitative research in which the researcher has been directly involved, and has himself been examining the research phenomenon in the studied environment, is presented. The aim of this qualitative study is to gather data in the form of rich content– based descriptions of people, events, and situations by using different, especially non– structural, techniques to discover the stakeholders’ views and similar, to orally analyze the gathered data, and finally to interpret the findings in the form of a concept or contextually dependent grounded theory. The main purpose of the paper is to identify research approaches used by authors who have published in respected international science education journals in the last three years. It can be concluded from the results that authors have been using qualitative and mixed research approaches in more than half of the published papers in the last three years in order to address the research questions in their studies. Keywords: Qualitative research, Science education, Document analysis, Journal analysis. INTRODUCTION should also give some clear answers or - in other words - should have a clear »take home« message (Bunce, Authors who publish papers in respected science 2008). education research journals always try to make some Research problems and research questions provide efforts to bridge the gap between science education an important guideline for the researcher in selecting the research results and conclusions and their applications appropriate research methodology or methods designs: in the educational process at all levels of education.
    [Show full text]
  • Affective Image Content Analysis: a Comprehensive Survey∗
    Proceedings of the Twenty-Seventh International Joint Conference on Artificial Intelligence (IJCAI-18) Affective Image Content Analysis: A Comprehensive Survey∗ Sicheng Zhaoy, Guiguang Dingz, Qingming Huang], Tat-Seng Chuax, Bjorn¨ W. Schuller♦ and Kurt Keutzery yDepartment of Electrical Engineering and Computer Sciences, University of California, Berkeley, USA zSchool of Software, Tsinghua University, China ]School of Computer and Control Engineering, University of Chinese Academy of Sciences, China xSchool of Computing, National University of Singapore, Singapore ♦Department of Computing, Imperial College London, UK Abstract Specifically, the task of AICA is often composed of three steps: human annotation, visual feature extraction and learn- Images can convey rich semantics and induce ing of mapping between visual features and perceived emo- strong emotions in viewers. Recently, with the ex- tions [Zhao et al., 2017a]. One main challenge for AICA is plosive growth of visual data, extensive research ef- the affective gap, which can be defined as “the lack of coinci- forts have been dedicated to affective image content dence between the features and the expected affective state in analysis (AICA). In this paper, we review the state- which the user is brought by perceiving the signal” [Hanjalic, of-the-art methods comprehensively with respect to 2006]. Recently, various hand-crafted or learning-based fea- two main challenges – affective gap and percep- tures have been designed to bridge this gap. Current AICA tion subjectivity. We begin with an introduction methods mainly assign an image with the dominant (average) to the key emotion representation models that have emotion category (DEC) with the assumption that different been widely employed in AICA.
    [Show full text]
  • Information to Users
    INFORMATION TO USERS This manuscript has been reproduced firom the microfilm master. UMT films the text directly fi’om the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter 6ce, while others may be fi’om any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing fi’om left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Ifowell Information Company 300 North Zeeb Road, Ann Arbor MI 48106-1346 USA 313/761-4700 800/521-0600 THE EMERGENCE AND DEVELOPMENT OF ARABIC RHETORICAL THEORY. 500 C £.-1400 CE. DISSERTATION Presented m Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Graduate School of The Ohio State University By Khaiid Alhelwah, M.A.
    [Show full text]