Stage Three Data Analysis

The entire data was now subjected to a more detached, objective and specific process of analysis, which involved coding the data within each case study. Codes represented units that reflected actions, concepts, roles. They were both specific and general. Codes could be nouns, verbs or adjectives. They could be defined by events or opinion. Therefore, the first task was to establish a definition for each code. The definitions were subject to constant amendment as the process unfolded. See Appendix 4 Definitions and Meanings of Codes. One’s skills in coding improved with practise; it is an expertise that is acknowledged to require time and development (Bell, 2005: 20). The codes were defined from the data.

Stage Three comprised four approaches which are presented in Table 3.14 Stage Three Data Analysis.

Stage Three Action Purpose

Code the data in its entirety, using the text from objectives, summary statements and any new, distinctive findings to create the code titles;

To create manageable units of analysis. These can be verified, re-analysed and re-defined in the process of analysis;

Create block graphs which register the frequency with which each of the codes appear within individual cases;

To create a visual representation of each director’s practice, referencing the frequency with which codes appear in generic and discrete practice;

Create categories and concepts from the block graphs;

To envisage and connect categories and draw conclusions;

Create new theory. To contribute to knowledge.

Table 3.14 Stage Three Data Analysis

The process was systematic and rule-based. It provided specific and tangible evidence of trends and patterns. The use of codes made it possible to re-consider previous findings and identify data which might have been overlooked or missed.

The approach recognised that each of the five cases reflected a discrete identity; the coding began with the data not a set of pre-determined codes imposed on directors. I began with Case 1, moved to Case 2, Case 3, Case 4 and Case 5. In this way, the individuality of the case was identified by the coding and the discrete identity of the practice became evident. The codes from Case 1 were initially used for Case 2, but new ones needed to be added as distinct and unique features of practice became apparent. Some codes rarely featured in some case studies, whereas in other cases new codes needed to be created.

In this way, each case was analysed in its own right. Codes were transferred to each case to enable the researcher to identify any patterns. Some codes, as anticipated, were more relevant for certain directors than others. Once new codes had been created, say for Case 3, I returned to Case 1 and 2 and re-analysed the data in respect of the

newly created codes. The whole process of creating and merging codes was slightly ‘messy’, sometimes requiring what appeared to be relevant codes being changed from verb to noun, title to role, or occasionally subsumed by other codes. It was a positive process in which data needed to be re-visited and re-examined as codes were developed and refined (Denscombe, 1998: 292).

The practicalities of recording the process were straight forward. Data was given a simple mark to identify the code, with no qualitative judgement of any kind.

Denscombe’s (1998) model of qualitative analysis outlines a clear approach and development to coding; see Figure 3.3 Qualitative data. It offers a progressive structure which transforms the first point of gathering raw data into concepts and theory. The model offered a suitable framework for the culmination of the analysis.

Figure 3.3 Qualitative Data (Denscombe, 1998: 294)

Once the creation of codes reached a point of saturation, the five block graphs were created from the codes as evident in each case study. The graphs offered a visual representation of the frequency each code was

referenced across the entirety of the data; interview transcripts, observations, artists’ conversation and documents were all searched. They began to indicate both generic and discrete practice. The graphs provided the basis for the creation of categories and concepts.

‘Categories’ is a term which denotes a number of codes which share something in common. The creation of categories is not dissimilar to the process of creating codes. They can also be changed, amended, added to and even deleted (Denscombe, 1998). They are holding devices, created by the researcher, for the purpose of furthering theory. Like codes, categories can be specific or general. Some categories were immediately apparent, such as Directorial Intervention. Some of the codes constituted categories, such as Ensemble or Participation. The following codes: Learning; Pedagogy; Theoretician, Philosophy, Questioning; were eventually judged to constitute one category named Social Change.

All 36 Codes were eventually allocated to 7 categories on the basis of the concepts, tasks, actions or theories they represented. There remained codes that required amendment and re-definition even after the categories had been created.

The three stages of analysis are presented in their totality in Appendix 3 Three Stages of Data Analysis.

3.3.5 Chapter summary

The three sections of this chapter, Research Design Methodology, Stages of Data Gathering and The Approaches to Data Analysis, present a design which recognises the ephemeral nature of directorial intervention. The design seeks to discover the true nature and actuality of the director’s role, through qualitative research methodology. The chapter indicates how theory emerged from the various approaches to

analysis: colour coding data; locating data text; constructing summary- statements; coding the data; block graphs of each case; creating categories; forming conceptual theory on the basis of the categories.

The raw data was the direct source for the culminating categories and concepts.

The most frequent criticism of theory from qualitative research concerns ‘validity and credibility’ (Denscombe, 1997: 298). If this research is to result in valid theory, then the reliability of the evidence and the rigours of the process need to be transparent and clearly demonstrated. In an attempt to achieve validity and credibility the data was collated systematically and categories and concepts were defined from the entirety of the raw data.

Triangulation ensured that the quintain was informed by multiple approaches and that findings were supported by adequate and relevant data. Triangulation from five case studies should provide the levels of data to give the research validity and produce an authentic articulation of the quintain.

The design borrowed from Yin’s (2003) case study ‘protocol’ and from the theories of education research articulated by Cohen, Manion and Morrison (2007). Densombe’s (1997) approach to qualitative research was also significant. Although I did not maintain a ‘case study data base’ in the design, brief notes, or memos, were recorded and conversations, readings and meetings which were relevant to the quintain provided additional data to further inform and influence the research perspective.

I remained cautious about ‘early decision-making’ and endeavoured to approach the data armed with experiences from the fieldwork, remaining open to new possibilities and discoveries.

The findings from the research were subjected to a number of quality assurance measures which ensured the process was rigorous. A substantial amount of evidence remains available: the raw data from the seven stages of data-gathering in Research Log and Data from Five Case Studies; the collated data text according to objectives; and the summary-statements. In addition, the following analyses are available: codes and categories as evidenced in the analysis; block graphs analysing discrete and generic practice. All findings and conclusions can be traced back to the raw data and transcriptions of interviews and artists’ conversations were transcribed and verified.

Chapter 4 presents the five directors and the projects in detail. It identifies the potential knowledge and insight which each director could contribute to the research. The unique features of the projects and their location are described.