Friendly URL: lib.gsu.edu/qualcoding | Presented by Dr. Mandy Swygart-Hobaugh, Georgia State University, Head of Research Data Services (RDS), aswygarthobaugh@gsu.edu
An overview talk about qualitative data types and what it means to do analytical coding of qualitative data.
LEARNING OBJECTIVES -- to explore the following questions: What is qualitative research? What ‘counts’ as qualitative data? What does it mean to ‘code’ qualitative data?
GSU offers NVivo for FREE to current GSU students, faculty, and staff-- learn more at lib.gsu.edu/nvivo-guide
IMPORTANT: Once you leave GSU, you will no longer have free NVivo access -- and it's not cheap.
Check out this video -- "What Qualitative Data Analysis Tool is right for you?" -- introduces and compares Taguette [free], QualCoder [free], Dedoose [costs], ATLAS.ti [costs], and NVivo [free while at GSU; costs otherwise].
Applies knowledge from Part 1 mini-methods talk by hands-on coding an interview transcript using NVivo qualitative data analysis (QDA) tool.
LEARNING OBJECTIVES -- to get hands-on experience using the NVivo qualitative data analysis (QDA) tool: Participants use the NVivo QDA tool to do analytical coding of an interview transcript. They also gain experience in the process of collaborative coding (wherein multiple researchers code the same data and compare the common and divergent themes found in the data) and explore the strengths and challenges of subjectivity and differential interpretation in the qualitative coding process.
A semi-structured qualitative interview was collected from one participant, identified as P1, recruited for the interview because they had indicated experiencing food insecurity throughout their childhood into young adulthood during a previous conversation with the Interviewer.
Interview questions aimed at exploring two overall research questions:
Q1: to gain detailed understanding of adults’ reflections on their experiences of food insecurity during their childhood and young adulthood.
Q2: to gain deeper understanding of experiences of stigma among those who experienced food insecurity as children and/or young adults, including potential lasting impacts into adulthood.
DATA FILES: The files below include [1] file with selected excerpts from one interview, [2-4] 3 separate files with 3 different excerpts from full response to Q1, [5] a separate file for the full response to Q2, [6] a file with the whole transcript responses to Q1 and Q2, [7] a methods memo example, and [8] a field notes example.
INTERVIEW TRANSCRIPTS - MULTIPLE VERSIONS
METHODS MEMO & FIELD NOTES EXAMPLES
NOTE: The interviewee gave permission to share their interview transcript for teaching purposes -- you also may reuse for teaching/learning purposes [but NOT for research purposes, please].
