Analysis strategy

The analysis process in GT reaches its final stage once sufficient data has been gathered to create a theoretical explanation of what is happening in the area of study and what

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constitutes its key features. Allowing the theory to emerge is the objective, as opposed to achieving sample representation (Glaser and Strauss 1967). In Section 4.3, the GT data collection and analysis process was outlined; here, the actual analysis process undertaken by this investigation is described.

4.10.1 Constant comparison

The iterative character of constant comparison allows for the maintenance of a close connection between data and conceptualisation and, therefore, of the correspondence between concepts and categories, which determines when the data gathered is sufficient (Glaser 1978, Bryman 2008). That is, every time data is gathered it has to be compared with previous sets of data; when there are no new incidents, then the data gathering process ceases. The analysis of interview data, in GT, involves searching behind the actualities by looking for codes, then concepts and finally categories (Glaser and Strauss 1967); in other words, data reduction, data display and conclusion-drawing (Miles and Huberman 1994).

Data reduction involves a process of the selection, focus, simplification, abstraction and transformation of data to enable the researcher to identify categories, themes and patterns (Marshall and Rossman 1989, Miles and Huberman 1994). Once the data is reduced to these categories, themes and patterns, it is independently displayed in diagrams. According to Marshall and Rossman (1989), organising and compressing data in diagrams facilitates the emergent hypotheses to be tested against the data and alternative explanations of the data to be found. Following the data display, the operations of data analysis consist of coding, categorisation and developing propositions as illustrated in Table 4.3.

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Table 4.3 The GT data analysis process

Source: Marshall and Rossman (1989), Miles and Huberman (1994)

From Table 4.3, it can be seen that the analysis process starts with data reduction and consists of several steps that include constant comparison of data/incidents, identification of similar content (themes), to grouping similar concepts (patterns) to finally elaborate the emerging hypotheses (propositions). The development of concepts is depicted in a series of figures exemplifying the coding process as depicted in Table 4.3.

4.10.2 Phases of the analysis process

As previously explained, conceptualisation is a key process of GT. It goes beyond any descriptive methods, disregarding time, place and people. In the case of this research, the process consists of an inductive phase of building theory from the data gathered through categorisation of the broad themes, to establish a generalised model of the role of design in contributing to sustainability.

Concepts are important elements of analysis since the theory is developed from the conceptualisation of data, rather than from the actual data. This process facilitates the comparison of a situation being coded under a certain category. The phases of the Grounded Theory analysis are described below in Table 4.4.

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Table 4.4: The different phases of Grounded Theory Source: Bryman (2008)

Coding consists of adding “labels to segments of data that depict what each segment is about” (Charmaz 2006, p. 3). The coding process in this research breaks down data into paragraphs and then rearranges it into concepts. The types of coding used here are open, axial and selective (Glaser and Strauss 1967). Open coding explores the data and identifies units of analysis to code for meanings, actions and events. Codes and subcategories are developed. Axial coding seeks links between categories and codes.

Selective coding involves identifying a core code, and the relationships between that core code and other codes are explained.

A category is a theme or variable which makes sense of what an interviewee has said. It is interpreted in light of the area of study and other interviews, as well as the emerging theory. One category (occasionally more) will be found to have emerged with a high frequency and to be connected to many of the other emerging categories. This is what constitutes a core category. It is risky to identify a core category too early in the data collection process, however when it is clear that one category is mentioned with high frequency and is well-connected to other categories, it is safe to adopt this as the core category (Glaser 1978).

In collecting and interpreting data about a particular category, a point of saturation is reached: eventually the interviews add nothing to that which is already known about a category, its properties and its relationship to the core category. When this occurs, the coding for that category ceases (Charmaz 2006).

Glaser and Strauss (1967) insist that nothing should be forced on the data by looking for evidence to support established ideas: coding should be performed with an open mind.

Glaser (2001) also recommends that if a researcher is uncertain about the process, they should simply analyse the data in front of them and record what is seen; this, in GT is called

‘theoretical sensitivity’.

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Furthermore, the ability to perceive variables and relationships is termed ‘theoretical sensitivity’ and is influenced by a number of things, including one's reading of the literature and one's use of techniques designed to enhance sensitivity (Punch 2005, Charmaz 2006).

All this is done in conceptual rather than concrete terms. It is theoretical sensitivity that allows one to develop a theory that is grounded, conceptually dense, and well integrated (Charmaz 2006). Theoretical sensitivity will aid the discovery of the relationships between variables, enabling comparisons and conclusions to be drawn about the significance of certain factors in the relationship (Glaser 2001).

The method for organising the analysis is by research question (relevant for interview data collection), which implies drawing together all the relevant data for the precise issue of the research concerned, which drives the researcher back towards the main research enquiries (see Figure 4.6).

Interview questions 1, 5 and 6 are analysed in relation to research question [ A ]; its discussion is presented in Chapter [ 5 ]. Interview questions 2 and 3 are analysed in relation to research question [ B1 ] and its discussion is presented in Chapter [ 6 ]. Interview questions 4 and 8 are analysed in relation to research question [ B2 ] and their discussion is presented in Chapter [ 7 ]. Interview questions 7, 9, 10, and 11 are related to research questions [ C ] and [ D ] and their analysis is presented in Chapter [ 8 ]. Research question [ E ] is answered by the relationship of all four previous research questions, and is presented in Chapter [ 9 ].

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[ part b ]