View 2 excerpts, references background and methods. Ethnographic Content Analysis. An ethnographic approach to document analysis is offered based on principles of qualitative data collection and analysis.
It is proposed that numeric as well as narrative data be collected … Expand. View 2 excerpts, references methods. Three Approaches to Qualitative Content Analysis. View 3 excerpts, references background and methods.
Grounded Theory Methodology. The originators of the grounded theory approach to qualitative research now disagree on certain procedural aspects of the methodology, while agreeing on others, and dispute its epistemological … Expand.
Grounded Theory and Organizational Research. Grounded theory is an inductive, theory discovery methodology that allows the researcher to develop a theoretical account of the general features of a topic while simultaneously grounding the account … Expand.
View 1 excerpt, references background. The qualitative content analysis process. View 5 excerpts, references background and methods. Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness.
Second, I compare them with regard to the following aspects: how a priori knowledge is handled and how categories are constructed; how the resulting codings are further analyzed; and the type of results that the different variants generate.
Finally, I discuss each variant's specific characteristics and merits for realizing different research interests. Ein Arbeitsschwerpunkt besteht in der methodischen Begleitung empirischer Forschungsprojekte und Qualifikationsarbeiten, u. This work is licensed under a Creative Commons Attribution 4. We log anonymous usage statistics. Choose your method: A comparison of phenomenology, discourse analysis, and grounded theory.
Qualitative Health Research, 17 10 , Strauss, A. Grounded theory methodology. Lincoln Eds. Suddaby, R. From the editors: What grounded theory is not. Like Like. So clear, concise and well referenced — you are a lifesaver! Before that I was crying over piles of books, all purporting to be an introduction to qualitative analyses for students.
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Six areas of difference: background and philosophical base unique characteristics of each method goals and rationale data analysis process outcomes of the research evaluation of trustworthiness both have been considered equivalent approaches to interpret qualitative data e. Grounded theory was treated as a research methodology, and content analysis as a method e. Novice researchers, especially students who want to conduct qualitative research, are often confused by the characteristics of the two as result of the lack of comparative references.
Grounded Theory The proposal of grounded theory was a reaction to positivism, which followed a scientific falsification and verification positivism: belief that everything can be boiled down to a mathematical proof, rationalism is all powerful.
The empirical turn in Practical Theology was initiated by Johannes A. However, the qualitative approach is now being used more and more in Practical Theology. In this article, I am going to describe the phases of qualitative empirical research by using the Grounded Theory approach, namely, literature study, sampling, open coding of the data, selective coding of additional new data and theoretical coding to be able to construct an emerging theory of praxis using the concepts developed for this specific action in our discipline.
There is critical comment on this methodology which I will put on the table without an extensive description of every critical view. The phases of Grounded Theory research of sermons or interview documents. Grounded Theory research usually follows different phases or methodological steps during the research process. Firstly, the researcher identifies the substantive area of research - in the example, I am going to use it in the area of preaching.
This happens after a time of close observation of this area to identify the possibility of a problem. Then follows a literature study of the substantive area, in this case, homiletics. The researcher must orientate himself or herself in the prominent literature in preaching and then concentrate on the area where a problem could be identified.
Once a problem has been identified, the researcher has to formulate a theoretical framework to guide his perspective: In my research, I worked by adopting a reformed theological approach, keeping in mind that we have to work with faith as we deal with the relationship between God and humans, and the relationship of humans with each other, and also remember that during the interpretation of the text and the receiving and interpretation of it by the congregation, the Holy Spirit is at work Pieterse I also understand preaching as a Word event Long , ; Pieterse This perspective on preaching also guided the decision regarding how to collect documents to be analysed.
In my research project of preaching on poverty Pieterse , , , I needed sermons from Matthew as the sermon text. The literature study also provided sensitising concepts that help to guide the researcher in the description of the content of the documents in the inductive open coding phase for more information on these sensitising concepts refer to Pieterse Then follows the phase of sampling.
This is conducted by means of theoretical sampling Glaser :. Theoretical sampling results in an ideational sample, not a representative sample. It is about an area of interest, a conceptual about, not a numbered about. The aim of sampling in this methodology is to get enough codes of content to substantiate categories with their properties to formulate concepts that can make up a theory Pleizier The researcher must consider the variables of age, gender and education when dealing with the sample.
In the methodology of this kind of research, small samples are sufficient. The sample size used in earlier research is as follows: Pleizier had 15 respondents Pleizier , Verweij included 34 sermons from 12 pastors Verweij and Boonstra included 18 sermons Boonstra In my research, I have asked my ex-doctoral students who are now ministers in eight provinces of South Africa to identify preachers from the Dutch Reformed Church Nederduitse Gereformeerde Kerk [NG Kerk], DRC and the Uniting Reformed Church URC by means of a theoretical sample, and to ask these preachers to deliver a sermon on Matthew in their congregations, and then submit it in written or as a printout.
I visited the provinces, collected the sermons and was involved in conversations with the preachers regarding the contexts of their congregations. I collected data in two stages and analysed 26 sermons delivered by 26 preachers 12 pastors from URC and 14 pastors from DRC. After the collection of the sermons followed three cycles of content analysis using the Grounded Theory method involving open coding, selective coding and theoretical coding Boonstra ; Charmaz ; Pieterse ; Pleizier ; Verweij Coding is the process of reading carefully through your transcribed data, line by line and dividing it into meaningful analytical units.
When you locate meaningful segments, you code them. Coding is therefore defined as marking the segments of data using symbols, descriptive words or unique identifying names. It simply means that whenever you find a meaningful segment of text in a transcript, you assign a code or label to signify that particular segment Nieuwenhuis Coding is therefore the process of defining what the data are about Glaser The researcher creates codes by defining what she sees in the data.
In open coding, as a first step in the coding cycle, the researcher started with a close reading of the sermon document. Every piece of content must then be given a code using short words that capture the essence of that content.
The whole document must then be coded in this way. Researches can use the ATLASti program to help with the coding, but it is important to read every piece of content yourself and make sure that this piece of content is not overflowing with other content which is not the same. Coding is a process of interpretation of the content - therefore, the researcher must check again and again.
Coding practice entails categorising segments of data using a short name that simultaneously summarises and accounts for each piece of data Verweij ; see also Charmaz It is important to keep a list of all codes that are developed during coding.
The open coding phase usually starts with a small number of documents. In my research I proceeded with the open coding phase using the first six sermons that I received from the preachers. After this first round of open coding, I collected six more sermons and analysed their content and started to compare the content of the codes to see if there are codes that carry the same content Pieterse Constant comparison of the codes with their contents is a central part of Grounded Theory analysis Glaser Constant comparison of the data helps the researcher to conceptualise Glaser In cases where codes are representing the same content, the researcher can then combine them into a new set of codes keeping it apart from the original - and always go back, look at every code and keep on comparing.
This is important in the process of categorisation and conceptualisation keeping in mind the goal of constructing a theory for praxis. The open coding process continues with every new sermon that is analysed. A vast number of codes are established and these codes can be sorted out into code families, which eventually become categories.
At the end of the open coding process, the search for categories among the many codes is conducted. A category is a piece of content that is unique and the meaning of its contents does not overflow into other categories. This analytical step implies the selection of certain codes that have overriding significance Charmaz In this exercise, an abstraction process starts where several codes are joined into an analytical category that can become an analytical concept.
The researcher must always be aware of and sure about the link between the emerging category and the empirical data.
Now, one can focus on core categories that will emerge. The core categories may develop into core concepts in the building up of the grounded theory.
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