Analysing Qualitative Data

Pope, Catherine; Ziébland, Sue; Mays, Nicholas

doi:10.1002/9780470750841.ch7

Cited by 837 publications

(903 citation statements)

References 9 publications

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“…4 It is the researcher who has to make sense of the data that have been collected by exploring and interpreting them.…”

Section: Data Collection and Data Analysismentioning

confidence: 99%

“…This involves discovering themes in the interview transcripts and attempting to verify, confirm and qualify them by search ing through the data and repeating the process to identify further themes and categories. 4 In order to do this, once the inter views have been transcribed verbatim, the researcher reads each transcript and makes notes in the margins of words, theories or short phrases that sum up what is being said in the text. This is usually known as open coding.…”

Section: Stages In the Processmentioning

confidence: 99%

“…Informed by the analytical and theoretical ideas developed during the research, these cat egories are further refined and reduced in number by grouping them together. 4 A list of several categories (perhaps up to a maximum of twelve) can then be com piled. If we consider the above example, we might eventually come up with the reduced list shown in Table 2.…”

Section: Stages In the Processmentioning

confidence: 99%

“…For example, some quantita tive researchers claim that qualitative accounts cannot be held straightfor wardly to represent the social world, thus different researchers may interpret the same data somewhat differently. 4 Consequently, this leads to the issue of the verifiability of qualitative data anal ysis.…”

Section: Verifi Cationmentioning

confidence: 99%

“…4,5 This method arose out of the approach known as grounded theory, 6 although the method can be used in a range of other types of qualitative work, including ethnography and phenomenology (see the fi rst paper in this series 7 for defi nitions). Indeed, the process of thematic content analy sis is often very similar in all types of qualitative research, in that the process involves analysing transcripts, identify ing themes within those data and gath ering together examples of those themes from the text.…”

Section: Introductionmentioning

confidence: 99%

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Analysing and presenting qualitative data

et al. 2008

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• Analysing and presenting qualitative data is one of the most confusing aspects of qualitative research.• This paper provides a pragmatic approach using a form of thematic content analysis. Approaches to presenting qualitative data are also discussed.• The process of qualitative data analysis is labour intensive and time consuming. Those who are unsure about this approach should seek appropriate advice. I N B R I E F PRACTICEThis paper provides a pragmatic approach to analysing qualitative data, using actual data from a qualitative dental public health study for demonstration purposes. The paper also critically explores how computers can be used to facilitate this process, the debate about the verification (validation) of qualitative analyses and how to write up and present qualitative research studies.

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“…4 It is the researcher who has to make sense of the data that have been collected by exploring and interpreting them.…”

Section: Data Collection and Data Analysismentioning

confidence: 99%

Section: Stages In the Processmentioning

confidence: 99%

Section: Stages In the Processmentioning

confidence: 99%

Section: Verifi Cationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Analysing and presenting qualitative data

et al. 2008

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The Sensory City

Davidson¹,

Henderson²

2016

Care and Design

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“You're on your own, kid”: A critical analysis of Australian universities' international student mental health strategies

Peterie,

Ramia,

Broom

et al. 2024

Aust J Social Issues

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Mental ill‐health is a serious and growing problem among university students in Australia. Within this cohort, international students are particularly vulnerable. International students in Australia have fewer social rights than domestic students and are at elevated risk of social isolation, exploitation in employment, precarious housing, financial insecurity, and racism and discrimination. When mental health challenges arise, international students are also less likely than their domestic counterparts to access support services. Against the backdrop of this escalating problem, this article presents a critical analysis of Australian universities' policy approaches to international student mental health. We ask: (a) How many universities have such policies publicly available, and (b) how do these policies understand and seek to address the problem of international student distress? Drawing on a documentary analysis of publicly available university mental health strategies, we find that—in the comparatively rare cases where such documents exist—international students' mental ill‐health is generally framed in these documents as an individual concern, placing the onus on individual students to develop “resilience” and/or seek out help. Leveraging theoretical insights concerning the collective production of (mental) health and illness, we caution that this individualisation of student distress naturalises and depoliticises the logics of financial exploitation and neglect that contribute to many international students' mental health problems to begin with.

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Analysing Qualitative Data

Cited by 837 publications

References 9 publications

Analysing and presenting qualitative data

Analysing and presenting qualitative data

The Sensory City

“You're on your own, kid”: A critical analysis of Australian universities' international student mental health strategies

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