Chapter 15 is written by Sharon L. Coudle and titled “Qualitative Data Analysis”. The beginning of the chapter emphasizes the importance of this type of analysis, the way of collecting materials from all possible sources and working with them.
The first stage of qualitative data analysis is pre-analysis (advantage of which is the flexibility of its process), the major elements of which are: “research design and data targeting, data collection and documentation, a data organization system, and analyst skills and knowledge” (Coudle, p. 418).
Further on the definition of qualitative analysis is given, together with the basic practices and examples that have to be considered thoroughly in the process of conducting analysis: coding (attaching a certain set of labels to received data to ease its operation and processing; is conducted by either inventing pre-codes or deriving codes from the program being evaluated), memos and remarks (any additional information attached to primary data that may influence data perception and analysis), and data displays (the analytically powerful format of data representation).
Objectivity and validity elements are also included in the description of the analytical process – there is a set of threats that the analyst team may encounter in the process of data collection and its further interpretation. They include inaccurate or incomplete data (missing some facts or considering them irrelevant); misinterpreting the data’s meaning or meanings (personal bias); discounting data (considering it irrelevant or excessive); failure to sufficiently document the chain of evidence (deep and responsible approach to the process) (Coudle, pp. 427-428). The chapter further gives out a set of possible actions that the analyst team should make to avoid or prevent these threats (Coudle, pp. 429-430).
Interpreting data and presenting the findings constitutes the main part of the qualitative data analysis process. Interpreting data results in the representation of interim findings that are the backbone of the process and serve the purpose of deriving the final results. Presenting final findings is a complex process including many elements: setting and adhering to the milestones (sticking to the homogeneity of the analysis and fitting its beginning with its end); determining the audience needs (all set of audiences taken into consideration); organizing the analytical products (make access to information easier); outlining and sequencing the report presentation (accommodating data to the particular chosen mode of representation); composing and tightening the findings (choosing relevant information and way of its presentation); identifying what objectivity and validity tests will involve the draft findings (to ensure the accuracy and relevance of data) (Coudle, pp. 431-435).
Coming to emphasizing the peculiarities of the qualitative data analysis, the author underlines the fact that the best approach to be chosen in the present context is rigorous and comprehensive (Coudle, p. 436). He adds that to achieve good results it is necessary to develop analytical knowledge, obstinate attention to research questions (concentrating on the defined aim); get prepared theoretically and contextually; insist on thick data collection and description; listen to and recycle the data as well as thoroughly collect experience (Coudle, pp. 435-437).
Since the qualitative data analysis findings are implemented in use, particular attention has to be paid to the accuracy, consistency, and relevance of data. The essence of the analysis is to prove the efficiency of some product, so putting it into use may be sufficiently affected with the results of the analysis, which has to be remembered at all stages of conducting the research.
Bibliography
Coudle, S.L. (2004). Qualitative Data Analysis. In J.S. Wholey, H.P. Hatry, K.E. Newcomer (Eds), Handbook of practical program evaluation (2nd ed., pp. 417-438). San Francisco: Jossey-Bass.