If your primary research involves in-depth interviews, focus groups or public meetings, then the type of analysis required will be different to that for a self-completion questionnaire or a structured interview. As with quantitative analysis, one can analyse qualitative data either manually or using a computer
Figure 8.4 General points about tables
Figure 8.5 General points about charts 100 COMMUNITY PROFILING
package. Computer packages for analysing qualitative information are less common than those for use in analysing quantitative data, but the selection is growing. As a general rule, if the survey involves long, semi-structured inter-views with a large sample, then using a computer package will aid the analysis and make it more ef ficient. We describe the use of computers in the analysis of
Figure 8.6 Example of a pie chart
Figure 8.7 Example of a line graph
AN ALYS IN G TH E IN FORM ATI ON 101
qualitative data in the next section; here we describe the process of manual analysis of qualitative data. As with quantitative data analysis it is necessary to go through similar stages in the process.
Preparing and storing the data
How should one begin to analyse a range of qualitative material without using a computer? There are two initial tasks: first, the material may be in the form of handwritten notes or on tape. It is possible to analyse directly from these formats; however, it is generally much easier if notes are typed up using a word-processing package. And, second, each interview or group discussion transcript must be assigned a unique number.
The material is then annotated. This can be done by writing in the mar-gins of reports, underlining or highlighting on hard copies key phrases in interview transcripts, or highlighting sections of a document in a word proces-sor. The annotations are intended to highlight those points that you consider
Figure 8.8 Example of a bar chart 102 COMMUNITY PROFILING
are the most important, key themes or perhaps possible quotes you can use in a final report.
In another copy of the document, or using another colour on the same copy, you can then code certain key passages in a similar way to the coding process described in the section on quantitative data. A number of different coloured highlighting pens are useful for marking passages. You may already have key themes in mind and have worked out a coding frame that you will apply to the texts or you may want to develop the coding frame on the basis of an initial review of the material itself.
Analysing the data
Having read through the qualitative data, annotated and coded it, it then needs to be ‘deconstructed’. There are a number of ways in which this can be carried out; you could take each question separately or take groups of ques-tions within one theme altogether. A simple way of doing this involves the careful use of a pair of scissors to cut up the written information according to questions, main themes or issues. Make sure you use photocopied documents if they have not been transcribed on a word processor. Each piece of paper should have the respondent’s unique identification number written on it so that the source of the information can be traced back to the original. It is also useful to make a note of the respondent’s characteristics (age, gender, ethnicity, etc.) if these are not already part of the identification number.
Once the data has been sorted in this way, you should be able to read through all the material noting the key and related issues and bearing in mind the context in which particular comments have been made. Analysis can then proceed by means of grouping similar issues or themes together and then, if necessary, further dividing and subdividing these categories. Some of these emerging concepts can then be further tested with other individual or group interviews. Overall the purpose of the exercise is to explore the data in such a way that you can identify patterns of responses.
Presenting the data
Once you have identified the main themes and hierarchies of themes, and explored possible explanations for patterns of responses, you need to find clear ways of presenting your findings. One way qualitative data can be presented is through summarizing what has been said in relation to particular themes or issues and indicating what is the majority view and outlining other, alternative views.
Alternatively, or in addition, in presenting the findings from this analysis you could use particularly significant examples of individuals or groups that illustrate interesting, atypical or representative issues or themes that you have
AN ALYS IN G TH E IN FORM ATI ON 103
identified. You may for example want to highlight the actions of a particular agency that you are arguing is characteristic of other agencies or use a quote to illustrate a minority perspective. Again it is important not to take such cases out of context.
Equally important might be the judicious use of photographs and other illustrations. The adage ‘every picture tells a story’ means that one photograph can reinforce your message if not make it for you, whilst another could undermine it. Pictures therefore not only add interest to pages of script (espe-cially if they depict people) but can also be used to illustrate points in ways that words and statistics are unable to do.