The&first&stage&of&data&analysis&is&therefore&to&find&rela,onships&within&the&en,re&body&of&data,&and& this&is&the&process&by&which&data&can&become&‘informa,on’.&The&way&we&find&rela,onships&in&a&set&of& data&depends&on&whether&it&is&qualita,ve&or&quan,ta,ve.&&
The&first&stage&of&data&analysis&is&therefore&to&find&rela,onships&within&the&en,re&body&of&data,&and& this&is&the&process&by&which&data&can&become&‘informa,on’.&The&way&we&find&rela,onships&in&a&set&of& data&depends&on&whether&it&is&qualita,ve&or&quan,ta,ve.&&
Type Key%Rela,onships Qualita,ve: Are&there&key&themes&or&categories&of&responses?
Quan,ta,ve: Where&does&the&bulk&of&the&data&lie?&(Central&Tendency)& How&variable&is&the&data?&(Variance/Variability)
!!
Key relationships in qualitative data can be found by analysing responses for obvious themes (affinities). For example, consider responses to the following question:
Key%rela,onships%in%qualita,ve%data:%can&be&found&by&analysing&responses&for&obvious&themes& (affini(es).&For&example,&consider&responses&to&the&following&ques,on.&&
Key%rela,onships%in%qualita,ve%data:%can&be&found&by&analysing&responses&for&obvious&themes& (affini(es).&For&example,&consider&responses&to&the&following&ques,on.&&
What%did%you%hope%to%gain%from%a2ending%this% course?
“a7job” “I7just7wanted7to7know7more7about7this” “be>er7prospects” “I7would7like7to7go7to7university” “I7really7like7coming7to7the7college”
“I7expected7to7be7able7to7understand7the7subject7 be>er7and7be7able7to7explain7it7to7others” “be>er7pay7at7work” “I7would7like7to7do7my7own7research7around7this”
The&expecta,ons&of&students&in&this&study&would&seem&to&cluster&around&some&key&themes&and&is& •
The&expecta,ons&of&students&in&this&study&would&seem&to&cluster&around&some&key&themes&and&is& therefore&possible&to&group&responses&that&share&the&following&‘affini,es’:&
“I7enjoy7working7with7people7who7are7into7the7 same7things7as7me”&
* Most qualitative data can be grouped around 5 or 6 categories including one for ‘any others’ that are less frequently occurring and more diverse. •
therefore&possible&to&group&responses&that&share&the&following&‘affini,es’:& •
career&devel pment&
Sometimes, coding into simple categories such as “positive”, “negative” or “neutral” may be all that is required.
• career&development& • knowledge&for&knowledge’s&sake& • progression&opportuni,es&
knowledge&for&knowledge’s&sake& progression&opportuni,es&
• anything other*
The expectations of students in this study would seem to cluster around some key themes and is therefore possible to group responses that share the following ‘affinities’:
• • • • career development knowledge for knowledge’s sake progression opportunities social aspects of being a student Method e.g.&Affinity&Diagram
measures&of&average& measures&of&range
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