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Qualitative Data Analysis

ECTS: 
4
Lecturer: 
dr hab. Adam Mrozowicki
Type: 
Compulsory
Classes
Number of hours: 
2h X 15 weeks = 30 hours (1 semester)
Objective: 

The goal of this module is to provide students' with an advanced knowledge of epistemic and theoretical assumptions of qualitative sociological research. A student will acquire skills at selecting and using the techniques of qualitative research design, data collection, data analysis and interpretation and reporting within an individual research project. S/he will also acquire competences related to cooperation in task-oriented small research teams.

Assessment: 

1. Assessment of the participation in group discussions during the classes
2. Assessment of the research design and the process of data collection and the partial and overall results of data analysis of individual cases
3. Assessment of the report from research based on the individual and group interpretation and analysis of the collected data

The overall mark will be composed of partial marks from the criteria 1-3 with the special emphasis on the qualitative data analysis skills and competences as demonstrated in the quality of intermediate and final reports.

Specific requirements
During the class 3-4 we will discuss the ideas for individual mini-research projects. Next, the students will be expected to collect and transcribe two semi-structured interviews (each) related to individual projects - the first one within the next 2 weeks (to be analyses during class 7-8) and the next one within the next month.

The analysis of interviews will be the basis of an individual mini report (10 pages long). The report should include following parts: introduction, a brief presentation of theoretical background, a detailed description of methodology, data analysis and conclusion. The reports will be presented during the last class.

In addition, for class 10-11 students shall bring 2-3 pictures of themselves in their family or friends context to be analyzed with the tools of visual sociology during the class. Details will be shared in advance.

Prerequisites: 

Completed course in methodology (semester 2nd or equivalent)

Contents: 

Themes and reading list

1-2. Qualitative research: multiple paradigms and historical evolution of qualitative research

Silverman, D. (2011) Interpreting qualitative data, London: Sage, pp.3-26.

Denzin, N, Lincoln, Y. (2011) Introduction. The Discipline and Practice of Qualitative Research, in: Denzin, N., Lincoln, Y. (eds.) The Sage Handbook of Qualitative Research, 4th edition, London: Sage, pp. 1-20.

3-4. Designing a qualitative research project - discussion of a common theme within a group; formulating and justifying research problems; developing research tools; ethical and practical dilemmas related to qualitative research

Rychards, L. (2015) Handling qualitative data, London: Sage, pp. 11-32 (class 3)

Kvale, S. (2007) Doing interviews, London: Sage, pp. 23-66 (class 4)

5. Methodological approaches to the analysis of qualitative (interview) data : positivism, emotionalism, constructivism

Silverman, D. (2011) Interpreting qualitative data, London: Sage, pp. 161-206.

6. Grounded theory methodology (GTM) as research style and the set of procedures

Charmaz, K. (2006) Constructing Grounded Theory: a Practical Guide, London: Sage, pp. 1-12.

Glaser, B. (1978) Theoretical Sensitivity, Mill Valley: the Sociology Press, pp. 1-17.

Optional reading

Bryant, A., Charmaz, K (2011) Grounded Theory Methods: Research and Practice, in: Bryant, A., Charmaz, K (eds.) The SAGE Handbook of Grounded Theory, London: Sage, pp. 1-28.

7-8. Qualitative data coding - a workshop based on students’ individual interviews (20 & 27.11?).

Charmaz, K. (2006) Constructing Grounded Theory: a Practical Guide, London: Sage, pp. 42-71 (class 7)

Rychards, L. (2015) Handling qualitative data, London: Sage, pp. 102-123 (optionally till 132) (class 8)

Please bring a copy of the first 2-3 pages of interview transcript for the entire group.

9-10. Introduction to the basic functions of CAQDAS software – Atlas.ti (4.12) and coding the 2nd individual interview during the class (11.12)

Please bring electronic versions of both interviews on a memory stick.

Atlas Ti: https://atlasti.com/manuals-docs/

Friese, S. (2014) Qualitative Data Analysis with Atlas.Ti, London: Sage (selected chapters)

11. Theoretical sampling, memos writing and constructing hypotheses

Charmaz, K. (2006) Constructing Grounded Theory: a Practical Guide, London: Sage, pp. 72-95.

Glaser, B., Strauss, A. (1967) The Discovery of Grounded Theory, New York, Aldine, pp. 45-77.

Please remember to download Altlas.Ti 30-days trial version: https://atlasti.com/free-trial-version/ to prepare coding of your interviews on your personal laptop and send the file along your report.

12. The analysis of visual data (students’ own family photographs): basic principles, diverse approaches

Please bring a sample of a “collection” of family photographs building a sequence to be coded and used for a group discussion of the topic: “Family in a local cultural context”

Obligatory reading

Konecki, K. (2009) Teaching Visual Grounded Theory, Qualitative Sociology

Review 5(3). available at: http://www.qualitativesociologyreview.org/ENG/Volume14/QSR_5_3_Konecki.pdf

Optional reading

Rose, G. (2011) Visual Methodologies. An Introduction to Research with Visual Materials, London: Sage, pp. 51-104

Rose, G. (2011) Visual Methodologies. An Introduction to Research with Visual Materials, London: Sage, pp. 189-226

13. Basics of the biographical narrative analysis by Fritz Schuetze (interviews provided by a teacher)

Schütze, F. (1992a) Pressure and Guilt - War Experiences of a Young German Soldier and Their Biographical Implications (part I), International Sociology 7(2): 187-208.

Schütze, F. (1992b) Pressure and Guilt - War Experiences of a Young German Soldier and Their Biographical Implications (part I), International Sociology 7(3): 347-367.

14. Quality in qualitative research: assessment criteria and methods;

Silverman, D. (2011) Interpreting qualitative data, London: Sage, pp. 351-395.

 

15. Presentations of the results of individual projects and class assessment