Analysis of the In-Depth Interviews

4.4.5.1 Theoretical Sensitivity

Strauss and Corbin (1990, pp. 41-45) explain the importance of maintaining theoretical sensitivity throughout the research process. This is a concept that is closely associated with grounded theory. They explain that “Theoretical

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data, the capacity to understand, and capability to separate the pertinent from that which isn’t” (Strauss & Corbin, 1990, p. 42). This refers to conceptual ideas rather than concrete ones. The researcher is able to develop and enhance theoretical sensitivity by use of the literature and through professional and personal experiences. It is also something that develops throughout the research process. As the concepts are compared the researcher becomes more sensitive to the concepts being examined through analysis and creating small frameworks as the research continues.

4.4.5.2 Reliability of the Grounded Theory Approach

According to Strauss and Corbin (1990, p. 23) the criteria for judging an effective grounded theory should be based on the following: fit, understanding, generality and control. If the grounded theory has a good fit, this means that the theory has been accurately derived from and reflects the data. It should be understood by the participants and experts in the area as being a correct reflection. Generality means that the theory should be relevant to a number of other contexts and similar phenomenon. Finally control refers to the actions towards the phenomenon. This is a formulated set of hypotheses that may be relevant to other situations. It must be noted that the hypotheses are derived from the data rather than used beforehand to direct data gathering.

4.4.5.3 Ensuring Credibility

One method of ensuring credibility in the grounded theory approach occurs through what is referred to as member checking (Goulding, 2002, p. 89). This can be done by asking outside members to check the validity of the findings or

returning to participants. This was done throughout the research process in a number of ways. Firstly, transcripts and audio recordings were returned to the participants for them to listen to. They were able to change details or discuss any issues they had regarding the interviews. Secondly, when the transcripts were returned to the participants the interviewer often asked questions on the important findings. The researcher was able to ask if her ideas were correct. These were either confirmed or negated by the participants. Also, there were a two Chinese people who were not participants who were confided in for advice. They were asked questions to do with the findings and asked whether or not the ideas were

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correct in a typical Chinese setting. In this way member checking was able to occur throughout the research process.

4.4.5.4 Comparative Analysis

Once interviews had been transcribed the comparative analysis on each began. This process began with what Strauss and Corbin termed microanalysis (1998, pp. 57-106). In this process the transcripts were analysed line-by-line so that ideas emerged from individual words, phrases, sentences and even paragraphs. The new ideas that emerged were assigned properties or dimensions. These dimensions were then compared with other transcripts in order to make classifications. When these newly found concepts were able to be grouped conceptualisation was able to occur through categorisation. It was the relationships between the different

categories that then allowed theory to be developed.

4.4.5.5 Coding

Charmaz (1983, p. 111) explains that coding in qualitative research is not like that in quantitative. In quantitative research the data is put into preconceived codes. However, with qualitative research the codes are obtained and interpreted from the data. In grounded theory there are three types of codes, open coding, axial coding and selective coding (Strauss & Corbin, 1990, p. 61).

Open Coding

The first step of the analysis in grounded theory is open coding. Strauss and Corbin (1990, p. 62) explain that is “… the naming and categorizing of

phenomena through close examination of the data”. During this stage the data is closely analysed and given names. These are then compared with other codes to identify and similarities or differences. It is the foundation of the analysis and without it more could not be attempted.

Of all the qualitative methods for coding, Miles and Huberman (1994, p. 58) recommend the line-by-line analysis explained by Strauss and Corbin (1990). By examining a paragraph line-by-line there are a number of labels which are assigned to ideas within the paragraph. Once there are a number of similar labels these are assigned categories which are slightly more abstract in nature. In this research the Atlas.ti software was used for the coding process. It provides a platform to assist in the process of coding. As shown below in Figure 4.1,

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segments of text were assigned codes as the ideas emerged. At first these were very general and then refined as the number of open codes accumulated.

Figure 4.1 Coding Platform of Atlas.ti (Author’s Research)

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As shown in Figure 4.2 above, the Atlas.ti software provides four different methods of coding. The first is open coding. This allows the researcher to create their own name for the code. The second selection for coding is code in vivo. If this is chosen then the selected or highlighted text will become the new name of the code. This is more appropriate for words or short text. Code by list selects the previously assigned codes which can then be selected when the list appears. Finally, quick coding uses the code that was used in the most recent instant of coding. Moreover, as shown below in Figure 4.3, not only can photographs be assigned quotations but comments on these can also be filed. The Atlas.ti software provided a platform of analysis that assisted in the coding process.

Figure 4.3 Coding and Commenting on Quotations (Author’s Research)

4.4.5.6 Atlas.ti Exploratory Tools

In Atlas.ti software there are a number of tools that assist in the exploratory process. It is the researcher that must assign codes to quotations, identify categories and create abstract constructs. However, in this process a number of tools were used. Figure 4.4 shows the use of the tool called the Wordcruncher in Atlas.ti. Once a sizeable number of transcripts had been assigned as documents in Atlas.ti the software was able make a list of every time a single word had been

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used throughout all of the transcripts. As shown in Figure 4.4, this provided a list of words related to guanxi that had been used in the interviews. These words were then able to be examined to determine why they appeared so many, or so few times in the text. Another tool is the co-occurrence tool. This examines the number of times one code occurs at the same time as another. It can then be outputted in two formats, as a co-occurrence tree, or table. It is also colour-coded to provide quick analysis of codes that co-occur frequently. Although this does not give answers it provides the starting point for exploration. Both the

wordcruncher and co-occurrence tools were used for exploration throughout the analysis process.

Figure 4.4 The Atlas.ti Wordcruncher (Author’s Research)

Figure 4.5 below provides a demonstration on how the Atlas.ti Co-occurrence tree was used. The different ways that guanxi was demonstrated throughout the supply

Wordcruncher: Word Proportion