qualitative case study coding

Qualitative Data Coding 101

How to code qualitative data, the smart way (with examples).

By: Jenna Crosley (PhD) | Reviewed by:Dr Eunice Rautenbach | December 2020

As we’ve discussed previously , qualitative research makes use of non-numerical data – for example, words, phrases or even images and video. To analyse this kind of data, the first dragon you’ll need to slay is  qualitative data coding  (or just “coding” if you want to sound cool). But what exactly is coding and how do you do it? 

Overview: Qualitative Data Coding

In this post, we’ll explain qualitative data coding in simple terms. Specifically, we’ll dig into:

• What exactly qualitative data coding is
• What different types of coding exist
• How to code qualitative data (the process)
• Moving from coding to qualitative analysis
• Tips and tricks for quality data coding

What is qualitative data coding?

Let’s start by understanding what a code is. At the simplest level,  a code is a label that describes the content  of a piece of text. For example, in the sentence:

“Pigeons attacked me and stole my sandwich.”

You could use “pigeons” as a code. This code simply describes that the sentence involves pigeons.

So, building onto this,  qualitative data coding is the process of creating and assigning codes to categorise data extracts.   You’ll then use these codes later down the road to derive themes and patterns for your qualitative analysis (for example, thematic analysis ). Coding and analysis can take place simultaneously, but it’s important to note that coding does not necessarily involve identifying themes (depending on which textbook you’re reading, of course). Instead, it generally refers to the process of  labelling and grouping similar types of data  to make generating themes and analysing the data more manageable. 

Makes sense? Great. But why should you bother with coding at all? Why not just look for themes from the outset? Well, coding is a way of making sure your  data is valid . In other words, it helps ensure that your  analysis is undertaken systematically  and that other researchers can review it (in the world of research, we call this transparency). In other words, good coding is the foundation of high-quality analysis.

What are the different types of coding?

Now that we’ve got a plain-language definition of coding on the table, the next step is to understand what types of coding exist. Let’s start with the two main approaches,  deductive  and  inductive   coding.

Deductive coding 101

With deductive coding, we make use of pre-established codes, which are developed before you interact with the present data. This usually involves drawing up a set of  codes based on a research question or previous research . You could also use a code set from the codebook of a previous study.

For example, if you were studying the eating habits of college students, you might have a research question along the lines of 

“What foods do college students eat the most?”

As a result of this research question, you might develop a code set that includes codes such as “sushi”, “pizza”, and “burgers”.  

Deductive coding allows you to approach your analysis with a very tightly focused lens and quickly identify relevant data . Of course, the downside is that you could miss out on some very valuable insights as a result of this tight, predetermined focus. 

Inductive coding 101 

But what about inductive coding? As we touched on earlier, this type of coding involves jumping right into the data and then developing the codes  based on what you find  within the data. 

For example, if you were to analyse a set of open-ended interviews , you wouldn’t necessarily know which direction the conversation would flow. If a conversation begins with a discussion of cats, it may go on to include other animals too, and so you’d add these codes as you progress with your analysis. Simply put, with inductive coding, you “go with the flow” of the data.

Inductive coding is great when you’re researching something that isn’t yet well understood because the coding derived from the data helps you explore the subject. Therefore, this type of coding is usually used when researchers want to investigate new ideas or concepts , or when they want to create new theories. 

A little bit of both… hybrid coding approaches

If you’ve got a set of codes you’ve derived from a research topic, literature review or a previous study (i.e. a deductive approach), but you still don’t have a rich enough set to capture the depth of your qualitative data, you can  combine deductive and inductive  methods – this is called a  hybrid  coding approach. 

To adopt a hybrid approach, you’ll begin your analysis with a set of a priori codes (deductive) and then add new codes (inductive) as you work your way through the data. Essentially, the hybrid coding approach provides the best of both worlds, which is why it’s pretty common to see this in research.

Need a helping hand?

How to code qualitative data

Now that we’ve looked at the main approaches to coding, the next question you’re probably asking is “how do I actually do it?”. Let’s take a look at the  coding process , step by step.

Both inductive and deductive methods of coding typically occur in two stages:  initial coding  and  line by line coding . 

In the initial coding stage, the objective is to get a general overview of the data by reading through and understanding it. If you’re using an inductive approach, this is also where you’ll develop an initial set of codes. Then, in the second stage (line by line coding), you’ll delve deeper into the data and (re)organise it according to (potentially new) codes. 

Step 1 – Initial coding

The first step of the coding process is to identify  the essence  of the text and code it accordingly. While there are various qualitative analysis software packages available, you can just as easily code textual data using Microsoft Word’s “comments” feature. 

Let’s take a look at a practical example of coding. Assume you had the following interview data from two interviewees:

What pets do you have?

I have an alpaca and three dogs.

Only one alpaca? They can die of loneliness if they don’t have a friend.

I didn’t know that! I’ll just have to get five more. 

I have twenty-three bunnies. I initially only had two, I’m not sure what happened. 

In the initial stage of coding, you could assign the code of “pets” or “animals”. These are just initial,  fairly broad codes  that you can (and will) develop and refine later. In the initial stage, broad, rough codes are fine – they’re just a starting point which you will build onto in the second stage. 

How to decide which codes to use

But how exactly do you decide what codes to use when there are many ways to read and interpret any given sentence? Well, there are a few different approaches you can adopt. The  main approaches  to initial coding include:

• In vivo coding 

Process coding

• Open coding

Descriptive coding

Structural coding.

• Value coding

Let’s take a look at each of these:

In vivo coding

When you use in vivo coding, you make use of a  participants’ own words , rather than your interpretation of the data. In other words, you use direct quotes from participants as your codes. By doing this, you’ll avoid trying to infer meaning, rather staying as close to the original phrases and words as possible. 

In vivo coding is particularly useful when your data are derived from participants who speak different languages or come from different cultures. In these cases, it’s often difficult to accurately infer meaning due to linguistic or cultural differences. 

For example, English speakers typically view the future as in front of them and the past as behind them. However, this isn’t the same in all cultures. Speakers of Aymara view the past as in front of them and the future as behind them. Why? Because the future is unknown, so it must be out of sight (or behind us). They know what happened in the past, so their perspective is that it’s positioned in front of them, where they can “see” it. 

In a scenario like this one, it’s not possible to derive the reason for viewing the past as in front and the future as behind without knowing the Aymara culture’s perception of time. Therefore, in vivo coding is particularly useful, as it avoids interpretation errors.

Next up, there’s process coding, which makes use of  action-based codes . Action-based codes are codes that indicate a movement or procedure. These actions are often indicated by gerunds (words ending in “-ing”) – for example, running, jumping or singing.

Process coding is useful as it allows you to code parts of data that aren’t necessarily spoken, but that are still imperative to understanding the meaning of the texts. 

An example here would be if a participant were to say something like, “I have no idea where she is”. A sentence like this can be interpreted in many different ways depending on the context and movements of the participant. The participant could shrug their shoulders, which would indicate that they genuinely don’t know where the girl is; however, they could also wink, showing that they do actually know where the girl is. 

Simply put, process coding is useful as it allows you to, in a concise manner, identify the main occurrences in a set of data and provide a dynamic account of events. For example, you may have action codes such as, “describing a panda”, “singing a song about bananas”, or “arguing with a relative”.

Descriptive coding aims to summarise extracts by using a  single word or noun  that encapsulates the general idea of the data. These words will typically describe the data in a highly condensed manner, which allows the researcher to quickly refer to the content. 

Descriptive coding is very useful when dealing with data that appear in forms other than traditional text – i.e. video clips, sound recordings or images. For example, a descriptive code could be “food” when coding a video clip that involves a group of people discussing what they ate throughout the day, or “cooking” when coding an image showing the steps of a recipe. 

Structural coding involves labelling and describing  specific structural attributes  of the data. Generally, it includes coding according to answers to the questions of “ who ”, “ what ”, “ where ”, and “ how ”, rather than the actual topics expressed in the data. This type of coding is useful when you want to access segments of data quickly, and it can help tremendously when you’re dealing with large data sets. 

For example, if you were coding a collection of theses or dissertations (which would be quite a large data set), structural coding could be useful as you could code according to different sections within each of these documents – i.e. according to the standard  dissertation structure . What-centric labels such as “hypothesis”, “literature review”, and “methodology” would help you to efficiently refer to sections and navigate without having to work through sections of data all over again. 

Structural coding is also useful for data from open-ended surveys. This data may initially be difficult to code as they lack the set structure of other forms of data (such as an interview with a strict set of questions to be answered). In this case, it would useful to code sections of data that answer certain questions such as “who?”, “what?”, “where?” and “how?”.

Let’s take a look at a practical example. If we were to send out a survey asking people about their dogs, we may end up with a (highly condensed) response such as the following: 

Bella is my best friend. When I’m at home I like to sit on the floor with her and roll her ball across the carpet for her to fetch and bring back to me. I love my dog.

In this set, we could code  Bella  as “who”,  dog  as “what”,  home  and  floor  as “where”, and  roll her ball  as “how”. 

Values coding

Finally, values coding involves coding that relates to the  participant’s worldviews . Typically, this type of coding focuses on excerpts that reflect the values, attitudes, and beliefs of the participants. Values coding is therefore very useful for research exploring cultural values and intrapersonal and experiences and actions.   

To recap, the aim of initial coding is to understand and  familiarise yourself with your data , to  develop an initial code set  (if you’re taking an inductive approach) and to take the first shot at  coding your data . The coding approaches above allow you to arrange your data so that it’s easier to navigate during the next stage, line by line coding (we’ll get to this soon). 

While these approaches can all be used individually, it’s important to remember that it’s possible, and potentially beneficial, to  combine them . For example, when conducting initial coding with interviews, you could begin by using structural coding to indicate who speaks when. Then, as a next step, you could apply descriptive coding so that you can navigate to, and between, conversation topics easily. 

Step 2 – Line by line coding

Once you’ve got an overall idea of our data, are comfortable navigating it and have applied some initial codes, you can move on to line by line coding. Line by line coding is pretty much exactly what it sounds like – reviewing your data, line by line,  digging deeper  and assigning additional codes to each line. 

With line-by-line coding, the objective is to pay close attention to your data to  add detail  to your codes. For example, if you have a discussion of beverages and you previously just coded this as “beverages”, you could now go deeper and code more specifically, such as “coffee”, “tea”, and “orange juice”. The aim here is to scratch below the surface. This is the time to get detailed and specific so as to capture as much richness from the data as possible. 

In the line-by-line coding process, it’s useful to  code everything  in your data, even if you don’t think you’re going to use it (you may just end up needing it!). As you go through this process, your coding will become more thorough and detailed, and you’ll have a much better understanding of your data as a result of this, which will be incredibly valuable in the analysis phase.

Moving from coding to analysis

Once you’ve completed your initial coding and line by line coding, the next step is to  start your analysis . Of course, the coding process itself will get you in “analysis mode” and you’ll probably already have some insights and ideas as a result of it, so you should always keep notes of your thoughts as you work through the coding.  

When it comes to qualitative data analysis, there are  many different types of analyses  (we discuss some of the  most popular ones here ) and the type of analysis you adopt will depend heavily on your research aims, objectives and questions . Therefore, we’re not going to go down that rabbit hole here, but we’ll cover the important first steps that build the bridge from qualitative data coding to qualitative analysis.

When starting to think about your analysis, it’s useful to  ask yourself  the following questions to get the wheels turning:

• What actions are shown in the data? 
• What are the aims of these interactions and excerpts? What are the participants potentially trying to achieve?
• How do participants interpret what is happening, and how do they speak about it? What does their language reveal?
• What are the assumptions made by the participants? 
• What are the participants doing? What is going on? 
• Why do I want to learn about this? What am I trying to find out? 
• Why did I include this particular excerpt? What does it represent and how?

Code categorisation

Categorisation is simply the process of reviewing everything you’ve coded and then  creating code categories  that can be used to guide your future analysis. In other words, it’s about creating categories for your code set. Let’s take a look at a practical example.

If you were discussing different types of animals, your initial codes may be “dogs”, “llamas”, and “lions”. In the process of categorisation, you could label (categorise) these three animals as “mammals”, whereas you could categorise “flies”, “crickets”, and “beetles” as “insects”. By creating these code categories, you will be making your data more organised, as well as enriching it so that you can see new connections between different groups of codes. 

Theme identification

From the coding and categorisation processes, you’ll naturally start noticing themes. Therefore, the logical next step is to  identify and clearly articulate the themes  in your data set. When you determine themes, you’ll take what you’ve learned from the coding and categorisation and group it all together to develop themes. This is the part of the coding process where you’ll try to draw meaning from your data, and start to  produce a narrative . The nature of this narrative depends on your research aims and objectives, as well as your research questions (sounds familiar?) and the  qualitative data analysis method  you’ve chosen, so keep these factors front of mind as you scan for themes. 

Tips & tricks for quality coding

Before we wrap up, let’s quickly look at some general advice, tips and suggestions to ensure your qualitative data coding is top-notch.

• Before you begin coding,  plan out the steps  you will take and the coding approach and technique(s) you will follow to avoid inconsistencies. 
• When adopting deductive coding, it’s useful to  use a codebook  from the start of the coding process. This will keep your work organised and will ensure that you don’t forget any of your codes. 
• Whether you’re adopting an inductive or deductive approach,  keep track of the meanings  of your codes and remember to revisit these as you go along.
• Avoid using synonyms  for codes that are similar, if not the same. This will allow you to have a more uniform and accurate coded dataset and will also help you to not get overwhelmed by your data.
• While coding, make sure that you  remind yourself of your aims  and coding method. This will help you to  avoid  directional drift , which happens when coding is not kept consistent. 
• If you are working in a team, make sure that everyone has  been trained and understands  how codes need to be assigned. 

Psst… there’s more (for free)

This post is part of our dissertation mini-course, which covers everything you need to get started with your dissertation, thesis or research project. 

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28 Comments

I appreciated the valuable information provided to accomplish the various stages of the inductive and inductive coding process. However, I would have been extremely satisfied to be appraised of the SPECIFIC STEPS to follow for: 1. Deductive coding related to the phenomenon and its features to generate the codes, categories, and themes. 2. Inductive coding related to using (a) Initial (b) Axial, and (c) Thematic procedures using transcribe data from the research questions

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Coding Qualitative Data: How to Code Qualitative Research

Authored by Alyona Medelyan, PhD – Natural Language Processing & Machine Learning

How many hours have you spent sitting in front of Excel spreadsheets trying to find new insights from customer feedback?

You know that asking open-ended survey questions gives you more actionable insights than asking your customers for just a numerical Net Promoter Score (NPS) . But when you ask open-ended, free-text questions, you end up with hundreds (or even thousands) of free-text responses.

How can you turn all of that text into quantifiable, applicable information about your customers’ needs and expectations? By coding qualitative data.

Keep reading to learn:

• What coding qualitative data means (and why it’s important)
• Different methods of coding qualitative data
• How to manually code qualitative data to find significant themes in your data

What is coding in qualitative research?

Coding is the process of labeling and organizing your qualitative data to identify different themes and the relationships between them.

When coding customer feedback , you assign labels to words or phrases that represent important (and recurring) themes in each response. These labels can be words, phrases, or numbers; we recommend using words or short phrases, since they’re easier to remember, skim, and organize.

Coding qualitative research to find common themes and concepts is part of thematic analysis . Thematic analysis extracts themes from text by analyzing the word and sentence structure.

Within the context of customer feedback, it's important to understand the many different types of qualitative feedback a business can collect, such as open-ended surveys, social media comments, reviews & more.

What is qualitative data analysis?

Qualitative data analysis is the process of examining and interpreting qualitative data to understand what it represents.

Qualitative data is defined as any non-numerical and unstructured data; when looking at customer feedback, qualitative data usually refers to any verbatim or text-based feedback such as reviews, open-ended responses in surveys , complaints, chat messages, customer interviews, case notes or social media posts

For example, NPS metric can be strictly quantitative, but when you ask customers why they gave you a rating a score, you will need qualitative data analysis methods in place to understand the comments that customers leave alongside numerical responses.

Methods of qualitative data analysis

• Content analysis: This refers to the categorization, tagging and thematic analysis of qualitative data. This can include combining the results of the analysis with behavioural data for deeper insights.
• Narrative analysis: Some qualitative data, such as interviews or field notes may contain a story. For example, the process of choosing a product, using it, evaluating its quality and decision to buy or not buy this product next time. Narrative analysis helps understand the underlying events and their effect on the overall outcome.
• Discourse analysis: This refers to analysis of what people say in social and cultural context. It’s particularly useful when your focus is on building or strengthening a brand.
• Framework analysis: When performing qualitative data analysis, it is useful to have a framework. A code frame (a hierarchical set of themes used in coding qualitative data) is an example of such framework.
• Grounded theory: This method of analysis starts by formulating a theory around a single data case. Therefore the theory is “grounded’ in actual data. Then additional cases can be examined to see if they are relevant and can add to the original theory.

Automatic coding software

Advances in natural language processing & machine learning have made it possible to automate the analysis of qualitative data, in particular content and framework analysis

While manual human analysis is still popular due to its perceived high accuracy, automating the analysis is quickly becoming the preferred choice. Unlike manual analysis, which is prone to bias and doesn’t scale to the amount of qualitative data that is generated today, automating analysis is not only more consistent and therefore can be more accurate, but can also save a ton of time, and therefore money.

The most commonly used software for automated coding of qualitative data is text analytics software such as Thematic .

Why is it important to code qualitative data?

Coding qualitative data makes it easier to interpret customer feedback. Assigning codes to words and phrases in each response helps capture what the response is about which, in turn, helps you better analyze and summarize the results of the entire survey.

Researchers use coding and other qualitative data analysis processes to help them make data-driven decisions based on customer feedback. When you use coding to analyze your customer feedback, you can quantify the common themes in customer language. This makes it easier to accurately interpret and analyze customer satisfaction.

Automated vs. Manual coding of qualitative data

Methods of coding qualitative data fall into two categories: automated coding and manual coding.

You can automate the coding of your qualitative data with thematic analysis software . Thematic analysis and qualitative data analysis software use machine learning, artificial intelligence (AI) , and natural language processing (NLP) to code your qualitative data and break text up into themes.

Thematic analysis software is autonomous, which means…

• You don’t need to set up themes or categories in advance.
• You don’t need to train the algorithm — it learns on its own.
• You can easily capture the “unknown unknowns” to identify themes you may not have spotted on your own.

…all of which will save you time (and lots of unnecessary headaches) when analyzing your customer feedback.

Businesses are also seeing the benefit of using thematic analysis softwares that have the capacity to act as a single data source, helping to break down data silos, unifying data across an organization. This is now being referred to as Unified Data Analytics.

What is thematic coding?

Thematic coding, also called thematic analysis, is a type of qualitative data analysis that finds themes in text by analyzing the meaning of words and sentence structure.

When you use thematic coding to analyze customer feedback for example, you can learn which themes are most frequent in feedback. This helps you understand what drives customer satisfaction in an accurate, actionable way.

To learn more about how thematic analysis software helps you automate the data coding process, check out this article .

How to manually code qualitative data

For the rest of this post, we’ll focus on manual coding. Different researchers have different processes, but manual coding usually looks something like this:

• Choose whether you’ll use deductive or inductive coding.
• Read through your data to get a sense of what it looks like. Assign your first set of codes.
• Go through your data line-by-line to code as much as possible. Your codes should become more detailed at this step.
• Categorize your codes and figure out how they fit into your coding frame.
• Identify which themes come up the most — and act on them.

Let’s break it down a little further…

Deductive coding vs. inductive coding

Before you start qualitative data coding, you need to decide which codes you’ll use.

What is Deductive Coding?

Deductive coding means you start with a predefined set of codes, then assign those codes to the new qualitative data. These codes might come from previous research, or you might already know what themes you’re interested in analyzing. Deductive coding is also called concept-driven coding.

For example, let’s say you’re conducting a survey on customer experience . You want to understand the problems that arise from long call wait times, so you choose to make “wait time” one of your codes before you start looking at the data.

The deductive approach can save time and help guarantee that your areas of interest are coded. But you also need to be careful of bias; when you start with predefined codes, you have a bias as to what the answers will be. Make sure you don’t miss other important themes by focusing too hard on proving your own hypothesis.  

What is Inductive Coding?

Inductive coding , also called open coding, starts from scratch and creates codes based on the qualitative data itself. You don’t have a set codebook; all codes arise directly from the survey responses.

Here’s how inductive coding works:

• Break your qualitative dataset into smaller samples.
• Read a sample of the data.
• Create codes that will cover the sample.
• Reread the sample and apply the codes.
• Read a new sample of data, applying the codes you created for the first sample.
• Note where codes don’t match or where you need additional codes.
• Create new codes based on the second sample.
• Go back and recode all responses again.
• Repeat from step 5 until you’ve coded all of your data.

If you add a new code, split an existing code into two, or change the description of a code, make sure to review how this change will affect the coding of all responses. Otherwise, the same responses at different points in the survey could end up with different codes.

Sounds like a lot of work, right? Inductive coding is an iterative process, which means it takes longer and is more thorough than deductive coding. But it also gives you a more complete, unbiased look at the themes throughout your data.

Categorize your codes with coding frames

Once you create your codes, you need to put them into a coding frame. A coding frame represents the organizational structure of the themes in your research. There are two types of coding frames: flat and hierarchical.

Flat Coding Frame

A flat coding frame assigns the same level of specificity and importance to each code. While this might feel like an easier and faster method for manual coding, it can be difficult to organize and navigate the themes and concepts as you create more and more codes. It also makes it hard to figure out which themes are most important, which can slow down decision making.

Hierarchical Coding Frame

Hierarchical frames help you organize codes based on how they relate to one another. For example, you can organize the codes based on your customers’ feelings on a certain topic:

In this example:

• The top-level code describes the topic (customer service)
• The mid-level code specifies whether the sentiment is positive or negative
• The third level details the attribute or specific theme associated with the topic

Hierarchical framing supports a larger code frame and lets you organize codes based on organizational structure. It also allows for different levels of granularity in your coding.

Whether your code frames are hierarchical or flat, your code frames should be flexible. Manually analyzing survey data takes a lot of time and effort; make sure you can use your results in different contexts.

For example, if your survey asks customers about customer service, you might only use codes that capture answers about customer service. Then you realize that the same survey responses have a lot of comments about your company’s products. To learn more about what people say about your products, you may have to code all of the responses from scratch! A flexible coding frame covers different topics and insights, which lets you reuse the results later on.

Tips for coding qualitative data

Now that you know the basics of coding your qualitative data, here are some tips on making the most of your qualitative research.

Use a codebook to keep track of your codes

As you code more and more data, it can be hard to remember all of your codes off the top of your head. Tracking your codes in a codebook helps keep you organized throughout the data analysis process. Your codebook can be as simple as an Excel spreadsheet or word processor document. As you code new data, add new codes to your codebook and reorganize categories and themes as needed.

Make sure to track:

• The label used for each code
• A description of the concept or theme the code refers to
• Who originally coded it
• The date that it was originally coded or updated
• Any notes on how the code relates to other codes in your analysis

How to create high-quality codes - 4 tips

1. cover as many survey responses as possible..

The code should be generic enough to apply to multiple comments, but specific enough to be useful in your analysis. For example, “Product” is a broad code that will cover a variety of responses — but it’s also pretty vague. What about the product? On the other hand, “Product stops working after using it for 3 hours” is very specific and probably won’t apply to many responses. “Poor product quality” or “short product lifespan” might be a happy medium.

2. Avoid commonalities.

Having similar codes is okay as long as they serve different purposes. “Customer service” and “Product” are different enough from one another, while “Customer service” and “Customer support” may have subtle differences but should likely be combined into one code.

3. Capture the positive and the negative.

Try to create codes that contrast with each other to track both the positive and negative elements of a topic separately. For example, “Useful product features” and “Unnecessary product features” would be two different codes to capture two different themes.

4. Reduce data — to a point.

Let’s look at the two extremes: There are as many codes as there are responses, or each code applies to every single response. In both cases, the coding exercise is pointless; you don’t learn anything new about your data or your customers. To make your analysis as useful as possible, try to find a balance between having too many and too few codes.

Group responses based on themes, not wording

Make sure to group responses with the same themes under the same code, even if they don’t use the same exact wording. For example, a code such as “cleanliness” could cover responses including words and phrases like:

• Looked like a dump
• Could eat off the floor

Having only a few codes and hierarchical framing makes it easier to group different words and phrases under one code. If you have too many codes, especially in a flat frame, your results can become ambiguous and themes can overlap. Manual coding also requires the coder to remember or be able to find all of the relevant codes; the more codes you have, the harder it is to find the ones you need, no matter how organized your codebook is.

Make accuracy a priority

Manually coding qualitative data means that the coder’s cognitive biases can influence the coding process. For each study, make sure you have coding guidelines and training in place to keep coding reliable, consistent, and accurate .

One thing to watch out for is definitional drift, which occurs when the data at the beginning of the data set is coded differently than the material coded later. Check for definitional drift across the entire dataset and keep notes with descriptions of how the codes vary across the results.

If you have multiple coders working on one team, have them check one another’s coding to help eliminate cognitive biases.

Conclusion: 6 main takeaways for coding qualitative data

Here are 6 final takeaways for manually coding your qualitative data:

• Coding is the process of labeling and organizing your qualitative data to identify themes. After you code your qualitative data, you can analyze it just like numerical data.
• Inductive coding (without a predefined code frame) is more difficult, but less prone to bias, than deductive coding.
• Code frames can be flat (easier and faster to use) or hierarchical (more powerful and organized).
• Your code frames need to be flexible enough that you can make the most of your results and use them in different contexts.
• When creating codes, make sure they cover several responses, contrast one another, and strike a balance between too much and too little information.
• Consistent coding = accuracy. Establish coding procedures and guidelines and keep an eye out for definitional drift in your qualitative data analysis.

Some more detail in our downloadable guide

If you’ve made it this far, you’ll likely be interested in our free guide: Best practises for analyzing open-ended questions.

The guide includes some of the topics covered in this article, and goes into some more niche details.

If your company is looking to automate your qualitative coding process, try Thematic !

If you're looking to trial multiple solutions, check out our free buyer's guide . It covers what to look for when trialing different feedback analytics solutions to ensure you get the depth of insights you need.

Happy coding!

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Qualitative Data Analysis: Coding

• Atlas.ti web
• R for text analysis
• Microsoft Excel & spreadsheets
• Other options
• Planning Qual Data Analysis
• Free Tools for QDA
• QDA with NVivo
• QDA with Atlas.ti
• QDA with MAXQDA
• PKM for QDA
• QDA with Quirkos
• Working Collaboratively
• Qualitative Methods Texts
• Transcription
• Data organization
• Example Publications

Coding Qualitative Data

Planning your coding strategy.

Coding is a qualitative data analysis strategy in which some aspect of the data is assigned a descriptive label that allows the researcher to identify related content across the data. How you decide to code - or whether to code- your data should be driven by your methodology. But there are rarely step-by-step descriptions, and you'll have to make many decisions about how to code for your own project.

Some questions to consider as you decide how to code your data:

What will you code? 

What aspects of your data will you code? If you are not coding all of your available data, how will you decide which elements need to be coded? If you have recordings interviews or focus groups, or other types of multimedia data, will you create transcripts to analyze and code? Or will you code the media itself (see Farley, Duppong & Aitken, 2020 on direct coding of audio recordings rather than transcripts). 

Where will your codes come from? 

Depending on your methodology, your coding scheme may come from previous research and be applied to your data (deductive). Or you my try to develop codes entirely from the data, ignoring as much as possible, previous knowledge of the topic under study, to develop a scheme grounded in your data (inductive). In practice, however, many practices will fall between these two approaches. 

How will you apply your codes to your data? 

You may decide to use software to code your qualitative data, to re-purpose other software tools (e.g. Word or spreadsheet software) or work primarily with physical versions of your data. Qualitative software is not strictly necessary, though it does offer some advantages, like: 

• Codes can be easily re-labeled, merged, or split. You can also choose to apply multiple coding schemes to the same data, which means you can explore multiple ways of understanding the same data. Your analysis, then, is not limited by how often you are able to work with physical data, such as paper transcripts. 
• Most software programs for QDA include the ability to export and import coding schemes. This means you can create a re-use a coding scheme from a previous study, or that was developed in outside of the software, without having to manually create each code. 
• Some software for QDA includes the ability to directly code image, video, and audio files. This may mean saving time over creating transcripts. Or, your coding may be enhanced by access to the richness of mediated content, compared to transcripts.
• Using QDA software may also allow you the ability to use auto-coding functions. You may be able to automatically code all of the statements by speaker in a focus group transcript, for example, or identify and code all of the paragraphs that include a specific phrase. 

What will be coded? 

Will you deploy a line-by-line coding approach, with smaller codes eventually condensed into larger categories or concepts? Or will you start with codes applied to larger segments of the text, perhaps later reviewing the examples to explore and re-code for differences between the segments? 

How will you explain the coding process? 

• Regardless of how you approach coding, the process should be clearly communicated when you report your research, though this is not always the case (Deterding & Waters, 2021).
• Carefully consider the use of phrases like "themes emerged." This phrasing implies that the themes lay passively in the data, waiting for the researcher to pluck them out. This description leaves little room for describing how the researcher "saw" the themes and decided which were relevant to the study. Ryan and Bernard (2003) offer a terrific guide to ways that you might identify themes in the data, using both your own observations as well as manipulations of the data. 

How will you report the results of your coding process? 

How you report your coding process should align with the methodology you've chosen. Your methodology may call for careful and consistent application of a coding scheme, with reports of inter-rater reliability and counts of how often a code appears within the data. Or you may use the codes to help develop a rich description of an experience, without needing to indicate precisely how often the code was applied. 

How will you code collaboratively?

If you are working with another researcher or a team, your coding process requires careful planning and implementation. You will likely need to have regular conversations about your process, particularly if your goal is to develop and consistently apply a coding scheme across your data. 

Coding Features in QDA Software Programs

• Atlas.ti (Mac)
• Atlas.ti (Windows)
• NVivo (Windows)
• NVivo (Mac)
• Coding data See how to create and manage codes and apply codes to segments of the data (known as quotations in Atlas.ti).

• Search and Code Using the search and code feature lets you locate and automatically code data through text search, regular expressions, Named Entity Recognition, and Sentiment Analysis.
• Focus Group Coding Properly prepared focus group documents can be automatically coded by speaker.
• Inter-Coder Agreement Coded text, audio, and video documents can be tested for inter-coder agreement. ICA is not available for images or PDF documents.
• Quotation Reader Once you've coded data, you can view just the data that has been assigned that code.

• Find Redundant Codings (Mac) This tool identifies "overlapping or embedded" quotations that have the same code, that are the result of manual coding or errors when merging project files.
• Coding Data in Atlas.ti (Windows) Demonstrates how to create new codes, manage codes and applying codes to segments of the data (known as quotations in Atlas.ti)
• Search and Code in Atlas.ti (Windows) You can use a text search, regular expressions, Named Entity Recognition, and Sentiment Analysis to identify and automatically code data in Atlas.ti.
• Focus Group Coding in Atlas.ti (Windows) Properly prepared focus group transcripts can be automatically coded by speaker.
• Inter-coder Agreement in Atlas.ti (Windows) Coded text, audio, and video documents can be tested for inter-coder agreement. ICA is not available for images or PDF documents.
• Quotation Reader in Atlas.ti (Windows) Once you've coded data, you can view and export the quotations that have been assigned that code.
• Find Redundant Codings in Atlas.ti (Windows) This tool identifies "overlapping or embedded" quotations that have the same code, that are the result of manual coding or errors when merging project files.
• Coding in NVivo (Windows) This page includes an overview of the coding features in NVivo.
• Automatic Coding in Documents in NVivo (Windows) You can use paragraph formatting styles or speaker names to automatically format documents.
• Coding Comparison Query in NVivo (Windows) You can use the coding comparison feature to compare how different users have coded data in NVivo.
• Review the References in a Node in NVivo (Windows) References are the term that NVivo uses for coded segments of the data. This shows you how to view references related to a code (or any node)
• Text Search Queries in NVivo (Windows) Text queries let you search for specific text in your data. The results of your query can be saved as a node (a form of auto coding).
• Coding Query in NVivo (Windows) Use a coding query to display references from your data for a single code or multiples of codes.
• Code Files and Manage Codes in NVivo (Mac) This page offers an overview of coding features in NVivo. Note that NVivo uses the concept of a node to refer to any structure around which you organize your data. Codes are a type of node, but you may see these terms used interchangeably.
• Automatic Coding in Datasets in NVivo (Mac) A dataset in NVivo is data that is in rows and columns, as in a spreadsheet. If a column is set to be codable, you can also automatically code the data. This approach could be used for coding open-ended survey data.
• Text Search Query in NVivo (Mac) Use the text search query to identify relevant text in your data and automatically code references by saving as a node.
• Review the References in a Node in NVivo (Mac) NVivo uses the term references to refer to data that has been assigned to a code or any node. You can use the reference view to see the data linked to a specific node or combination of nodes.
• Coding Comparison Query in NVivo (Mac) Use the coding comparison query to calculate a measure of inter-rater reliability when you've worked with multiple coders.

The MAXQDA interface is the same across Mac and Windows devices. 

• The "Code System" in MAXQDA This section of the manual shows how to create and manage codes in MAXQDA's code system.
• How to Code with MAXQDA

• Display Coded Segments in the Document Browser Once you've coded a document within MAXQDA, you can choose which of those codings will appear on the document, as well as choose whether or not the text is highlighted in the color linked to the code.
• Creative Coding in MAXQDA Use the creative coding feature to explore the relationships between codes in your system. If you develop a new structure to you codes that you like, you can apply the changes to your overall code scheme.
• Text Search in MAXQDA Use a Text Search to identify data that matches your search terms and automatically code the results. You can choose whether to code only the matching results, the sentence the results are in, or the paragraph the results appear in.
• Segment Retrieval in MAXQDA Data that has been coded is considered a segment. Segment retrieval is how you display the segments that match a code or combination of codes. You can use the activation feature to show only the segments from a document group, or that match a document variable.
• Intercorder Agreement in MAXQDA MAXQDA includes the ability to compare coding between two coders on a single project.
• Create Tags in Taguette Taguette uses the term tag to refer to codes. You can create single tags as well as a tag hierarchy using punctuation marks.
• Highlighting in Taguette Select text with a document (a highlight) and apply tags to code data in Taguette.

Useful Resources on Coding

Deterding, N. M., & Waters, M. C. (2021). Flexible coding of in-depth interviews: A twenty-first-century approach. Sociological Methods & Research , 50 (2), 708–739. https://doi.org/10.1177/0049124118799377

Farley, J., Duppong Hurley, K., & Aitken, A. A. (2020). Monitoring implementation in program evaluation with direct audio coding. Evaluation and Program Planning , 83 , 101854. https://doi.org/10.1016/j.evalprogplan.2020.101854

Ryan, G. W., & Bernard, H. R. (2003). Techniques to identify themes. Field Methods , 15 (1), 85–109. https://doi.org/10.1177/1525822X02239569. 

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28 Coding and Analysis Strategies

Johnny Saldaña, School of Theatre and Film, Arizona State University

• Published: 04 August 2014
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This chapter provides an overview of selected qualitative data analytic strategies with a particular focus on codes and coding. Preparatory strategies for a qualitative research study and data management are first outlined. Six coding methods are then profiled using comparable interview data: process coding, in vivo coding, descriptive coding, values coding, dramaturgical coding, and versus coding. Strategies for constructing themes and assertions from the data follow. Analytic memo writing is woven throughout the preceding as a method for generating additional analytic insight. Next, display and arts-based strategies are provided, followed by recommended qualitative data analytic software programs and a discussion on verifying the researcher’s analytic findings.

Coding and Analysis Strategies

Anthropologist Clifford Geertz (1983) charmingly mused, “Life is just a bowl of strategies” (p. 25). Strategy , as I use it here, refers to a carefully considered plan or method to achieve a particular goal. The goal in this case is to develop a write-up of your analytic work with the qualitative data you have been given and collected as part of a study. The plans and methods you might employ to achieve that goal are what this article profiles.

Some may perceive strategy as an inappropriate if not colonizing word, suggesting formulaic or regimented approaches to inquiry. I assure you that that is not my intent. My use of strategy is actually dramaturgical in nature: strategies are actions that characters in plays take to overcome obstacles to achieve their objectives. Actors portraying these characters rely on action verbs to generate belief within themselves and to motivate them as they interpret the lines and move appropriately on stage. So what I offer is a qualitative researcher’s array of actions from which to draw to overcome the obstacles to thinking to achieve an analysis of your data. But unlike the pre-scripted text of a play in which the obstacles, strategies, and outcomes have been predetermined by the playwright, your work must be improvisational—acting, reacting, and interacting with data on a moment-by-moment basis to determine what obstacles stand in your way, and thus what strategies you should take to reach your goals.

Another intriguing quote to keep in mind comes from research methodologist Robert E. Stake (1995) who posits, “Good research is not about good methods as much as it is about good thinking” (p. 19). In other words, strategies can take you only so far. You can have a box full of tools, but if you do not know how to use them well or use them creatively, the collection seems rather purposeless. One of the best ways we learn is by doing . So pick up one or more of these strategies (in the form of verbs) and take analytic action with your data. Also keep in mind that these are discussed in the order in which they may typically occur, although humans think cyclically, iteratively, and reverberatively, and each particular research project has its own unique contexts and needs. So be prepared for your mind to jump purposefully and/or idiosyncratically from one strategy to another throughout the study.

QDA (Qualitative Data Analysis) Strategy: To Foresee

To foresee in QDA is to reflect beforehand on what forms of data you will most likely need and collect, which thus informs what types of data analytic strategies you anticipate using.

Analysis, in a way, begins even before you collect data. As you design your research study in your mind and on a word processor page, one strategy is to consider what types of data you may need to help inform and answer your central and related research questions. Interview transcripts, participant observation field notes, documents, artifacts, photographs, video recordings, and so on are not only forms of data but foundations for how you may plan to analyze them. A participant interview, for example, suggests that you will transcribe all or relevant portions of the recording, and use both the transcription and the recording itself as sources for data analysis. Any analytic memos (discussed later) or journal entries you make about your impressions of the interview also become data to analyze. Even the computing software you plan to employ will be relevant to data analysis as it may help or hinder your efforts.

As your research design formulates, compose one to two paragraphs that outline how your QDA may proceed. This will necessitate that you have some background knowledge of the vast array of methods available to you. Thus surveying the literature is vital preparatory work.

QDA Strategy: To Survey

To survey in QDA is to look for and consider the applicability of the QDA literature in your field that may provide useful guidance for your forthcoming data analytic work.

General sources in QDA will provide a good starting point for acquainting you with the data analytic strategies available for the variety of genres in qualitative inquiry (e.g., ethnography, phenomenology, case study, arts-based research, mixed methods). One of the most accessible is Graham R. Gibbs’ (2007)   Analysing Qualitative Data , and one of the most richly detailed is Frederick J. Wertz et al.'s (2011)   Five Ways of Doing Qualitative Analysis . The author’s core texts for this article came from The Coding Manual for Qualitative Researchers ( Saldaña, 2009 , 2013 ) and Fundamentals of Qualitative Research ( Saldaña, 2011 ).

If your study’s methodology or approach is grounded theory, for example, then a survey of methods works by such authors as Barney G. Glaser, Anselm L. Strauss, Juliet Corbin and, in particular, the prolific Kathy Charmaz (2006) may be expected. But there has been a recent outpouring of additional book publications in grounded theory by Birks & Mills (2011) , Bryant & Charmaz (2007) , Stern & Porr (2011) , plus the legacy of thousands of articles and chapters across many disciplines that have addressed grounded theory in their studies.

Particular fields such as education, psychology, social work, health care, and others also have their own QDA methods literature in the form of texts and journals, plus international conferences and workshops for members of the profession. Most important is to have had some university coursework and/or mentorship in qualitative research to suitably prepare you for the intricacies of QDA. Also acknowledge that the emergent nature of qualitative inquiry may require you to adopt different analytic strategies from what you originally planned.

QDA Strategy: To Collect

To collect in QDA is to receive the data given to you by participants and those data you actively gather to inform your study.

QDA is concurrent with data collection and management. As interviews are transcribed, field notes are fleshed out, and documents are filed, the researcher uses the opportunity to carefully read the corpus and make preliminary notations directly on the data documents by highlighting, bolding, italicizing, or noting in some way any particularly interesting or salient portions. As these data are initially reviewed, the researcher also composes supplemental analytic memos that include first impressions, reminders for follow-up, preliminary connections, and other thinking matters about the phenomena at work.

Some of the most common fieldwork tools you might use to collect data are notepads, pens and pencils, file folders for documents, a laptop or desktop with word processing software (Microsoft Word and Excel are most useful) and internet access, a digital camera, and a voice recorder. Some fieldworkers may even employ a digital video camera to record social action, as long as participant permissions have been secured. But everything originates from the researcher himself or herself. Your senses are immersed in the cultural milieu you study, taking in and holding on to relevant details or “significant trivia,” as I call them. You become a human camera, zooming out to capture the broad landscape of your field site one day, then zooming in on a particularly interesting individual or phenomenon the next. Your analysis is only as good as the data you collect.

Fieldwork can be an overwhelming experience because so many details of social life are happening in front of you. Take a holistic approach to your entree, but as you become more familiar with the setting and participants, actively focus on things that relate to your research topic and questions. Of course, keep yourself open to the intriguing, surprising, and disturbing ( Sunstein & Chiseri-Strater, 2012 , p. 115), for these facets enrich your study by making you aware of the unexpected.

QDA Strategy: To Feel

To feel in QDA is to gain deep emotional insight into the social worlds you study and what it means to be human.

Virtually everything we do has an accompanying emotion(s), and feelings are both reactions and stimuli for action. Others’ emotions clue you to their motives, attitudes, values, beliefs, worldviews, identities, and other subjective perceptions and interpretations. Acknowledge that emotional detachment is not possible in field research. Attunement to the emotional experiences of your participants plus sympathetic and empathetic responses to the actions around you are necessary in qualitative endeavors. Your own emotional responses during fieldwork are also data because they document the tacit and visceral. It is important during such analytic reflection to assess why your emotional reactions were as they were. But it is equally important not to let emotions alone steer the course of your study. A proper balance must be found between feelings and facts.

QDA Strategy: To Organize

To organize in QDA is to maintain an orderly repository of data for easy access and analysis.

Even in the smallest of qualitative studies, a large amount of data will be collected across time. Prepare both a hard drive and hard copy folders for digital data and paperwork, and back up all materials for security from loss. I recommend that each data “chunk” (e.g., one interview transcript, one document, one day’s worth of field notes) get its own file, with subfolders specifying the data forms and research study logistics (e.g., interviews, field notes, documents, Institutional Review Board correspondence, calendar).

For small-scale qualitative studies, I have found it quite useful to maintain one large master file with all participant and field site data copied and combined with the literature review and accompanying researcher analytic memos. This master file is used to cut and paste related passages together, deleting what seems unnecessary as the study proceeds, and eventually transforming the document into the final report itself. Cosmetic devices such as font style, font size, rich text (italicizing, bolding, underlining, etc.), and color can help you distinguish between different data forms and highlight significant passages. For example, descriptive, narrative passages of field notes are logged in regular font. “Quotations, things spoken by participants, are logged in bold font.”   Observer’s comments, such as the researcher’s subjective impressions or analytic jottings, are set in italics.

QDA Strategy: To Jot

To jot in QDA is to write occasional, brief notes about your thinking or reminders for follow up.

A jot is a phrase or brief sentence that will literally fit on a standard size “sticky note.” As data are brought and documented together, take some initial time to review their contents and to jot some notes about preliminary patterns, participant quotes that seem quite vivid, anomalies in the data, and so forth.

As you work on a project, keep something to write with or to voice record with you at all times to capture your fleeting thoughts. You will most likely find yourself thinking about your research when you're not working exclusively on the project, and a “mental jot” may occur to you as you ruminate on logistical or analytic matters. Get the thought documented in some way for later retrieval and elaboration as an analytic memo.

QDA Strategy: To Prioritize

To prioritize in QDA is to determine which data are most significant in your corpus and which tasks are most necessary.

During fieldwork, massive amounts of data in various forms may be collected, and your mind can get easily overwhelmed from the magnitude of the quantity, its richness, and its management. Decisions will need to be made about the most pertinent of them because they help answer your research questions or emerge as salient pieces of evidence. As a sweeping generalization, approximately one half to two thirds of what you collect may become unnecessary as you proceed toward the more formal stages of QDA.

To prioritize in QDA is to also determine what matters most in your assembly of codes, categories, themes, assertions, and concepts. Return back to your research purpose and questions to keep you framed for what the focus should be.

QDA Strategy: To Analyze

To analyze in QDA is to observe and discern patterns within data and to construct meanings that seem to capture their essences and essentials.

Just as there are a variety of genres, elements, and styles of qualitative research, so too are there a variety of methods available for QDA. Analytic choices are most often based on what methods will harmonize with your genre selection and conceptual framework, what will generate the most sufficient answers to your research questions, and what will best represent and present the project’s findings.

Analysis can range from the factual to the conceptual to the interpretive. Analysis can also range from a straightforward descriptive account to an emergently constructed grounded theory to an evocatively composed short story. A qualitative research project’s outcomes may range from rigorously achieved, insightful answers to open-ended, evocative questions; from rich descriptive detail to a bullet-pointed list of themes; and from third-person, objective reportage to first-person, emotion-laden poetry. Just as there are multiple destinations in qualitative research, there are multiple pathways and journeys along the way.

Analysis is accelerated as you take cognitive ownership of your data. By reading and rereading the corpus, you gain intimate familiarity with its contents and begin to notice significant details as well as make new insights about their meanings. Patterns, categories, and their interrelationships become more evident the more you know the subtleties of the database.

Since qualitative research’s design, fieldwork, and data collection are most often provisional, emergent, and evolutionary processes, you reflect on and analyze the data as you gather them and proceed through the project. If preplanned methods are not working, you change them to secure the data you need. There is generally a post-fieldwork period when continued reflection and more systematic data analysis occur, concurrent with or followed by additional data collection, if needed, and the more formal write-up of the study, which is in itself an analytic act. Through field note writing, interview transcribing, analytic memo writing, and other documentation processes, you gain cognitive ownership of your data; and the intuitive, tacit, synthesizing capabilities of your brain begin sensing patterns, making connections, and seeing the bigger picture. The purpose and outcome of data analysis is to reveal to others through fresh insights what we have observed and discovered about the human condition. And fortunately, there are heuristics for reorganizing and reflecting on your qualitative data to help you achieve that goal.

QDA Strategy: To Pattern

To pattern in QDA is to detect similarities within and regularities among the data you have collected.

The natural world is filled with patterns because we, as humans, have constructed them as such. Stars in the night sky are not just a random assembly; our ancestors pieced them together to form constellations like the Big Dipper. A collection of flowers growing wild in a field has a pattern, as does an individual flower’s patterns of leaves and petals. Look at the physical objects humans have created and notice how pattern oriented we are in our construction, organization, and decoration. Look around you in your environment and notice how many patterns are evident on your clothing, in a room, and on most objects themselves. Even our sometimes mundane daily and long-term human actions are reproduced patterns in the form of roles, relationships, rules, routines, and rituals.

This human propensity for pattern making follows us into QDA. From the vast array of interview transcripts, field notes, documents, and other forms of data, there is this instinctive, hardwired need to bring order to the collection—not just to reorganize it but to look for and construct patterns out of it. The discernment of patterns is one of the first steps in the data analytic process, and the methods described next are recommended ways to construct them.

QDA Strategy: To Code

To code in QDA is to assign a truncated, symbolic meaning to each datum for purposes of qualitative analysis.

Coding is a heuristic—a method of discovery—to the meanings of individual sections of data. These codes function as a way of patterning, classifying, and later reorganizing them into emergent categories for further analysis. Different types of codes exist for different types of research genres and qualitative data analytic approaches, but this article will focus on only a few selected methods. First, a definition of a code:

A code in qualitative data analysis is most often a word or short phrase that symbolically assigns a summative, salient, essence-capturing, and/or evocative attribute for a portion of language-based or visual data. The data can consist of interview transcripts, participant observation fieldnotes, journals, documents, literature, artifacts, photographs, video, websites, e-mail correspondence, and so on. The portion of data to be coded can... range in magnitude from a single word to a full sentence to an entire page of text to a stream of moving images.... Just as a title represents and captures a book or film or poem’s primary content and essence, so does a code represent and capture a datum’s primary content and essence. [ Saldaña, 2009 , p. 3]

One helpful pre-coding task is to divide long selections of field note or interview transcript data into shorter stanzas . Stanza division “chunks” the corpus into more manageable paragraph-like units for coding assignments and analysis. The transcript sample that follows illustrates one possible way of inserting line breaks in-between self-standing passages of interview text for easier readability.

Process Coding

As a first coding example, the following interview excerpt about an employed, single, lower-middle-class adult male’s spending habits during the difficult economic times in the U.S. during 2008–2012 is coded in the right-hand margin in capital letters. The superscript numbers match the datum unit with its corresponding code. This particular method is called process coding, which uses gerunds (“-ing” words) exclusively to represent action suggested by the data. Processes can consist of observable human actions (e.g., BUYING BARGAINS), mental processes (e.g., THINKING TWICE), and more conceptual ideas (e.g., APPRECIATING WHAT YOU’VE GOT). Notice that the interviewer’s (I) portions are not coded, just the participant’s (P). A code is applied each time the subtopic of the interview shifts—even within a stanza—and the same codes can (and should) be used more than once if the subtopics are similar. The central research question driving this qualitative study is, “In what ways are middle-class Americans influenced and affected by the current [2008–2012] economic recession?”

Different researchers analyzing this same piece of data may develop completely different codes, depending on their lenses and filters. The previous codes are only one person’s interpretation of what is happening in the data, not the definitive list. The process codes have transformed the raw data units into new representations for analysis. A listing of them applied to this interview transcript, in the order they appear, reads:

BUYING BARGAINS

QUESTIONING A PURCHASE

THINKING TWICE

STOCKING UP

REFUSING SACRIFICE

PRIORITIZING

FINDING ALTERNATIVES

LIVING CHEAPLY

NOTICING CHANGES

STAYING INFORMED

MAINTAINING HEALTH

PICKING UP THE TAB

APPRECIATING WHAT YOU’VE GOT

Coding the data is the first step in this particular approach to QDA, and categorization is just one of the next possible steps.

QDA Strategy: To Categorize

To categorize in QDA is to cluster similar or comparable codes into groups for pattern construction and further analysis.

Humans categorize things in innumerable ways. Think of an average apartment or house’s layout. The rooms of a dwelling have been constructed or categorized by their builders and occupants according to function. A kitchen is designated as an area to store and prepare food and the cooking and dining materials such as pots, pans, and utensils. A bedroom is designated for sleeping, a closet for clothing storage, a bathroom for bodily functions and hygiene, and so on. Each room is like a category in which related and relevant patterns of human action occur. Of course, there are exceptions now and then, such as eating breakfast in bed rather than in a dining area or living in a small studio apartment in which most possessions are contained within one large room (but nonetheless are most often organized and clustered into subcategories according to function and optimal use of space).

The point here is that the patterns of social action we designate into particular categories during QDA are not perfectly bounded. Category construction is our best attempt to cluster the most seemingly alike things into the most seemingly appropriate groups. Categorizing is reorganizing and reordering the vast array of data from a study because it is from these smaller, larger, and meaning-rich units that we can better grasp the particular features of each one and the categories’ possible interrelationships with one another.

One analytic strategy with a list of codes is to classify them into similar clusters. Obviously, the same codes share the same category, but it is also possible that a single code can merit its own group if you feel it is unique enough. After the codes have been classified, a category label is applied to each grouping. Sometimes a code can also double as a category name if you feel it best summarizes the totality of the cluster. Like coding, categorizing is an interpretive act, for there can be different ways of separating and collecting codes that seem to belong together. The cut-and-paste functions of a word processor are most useful for exploring which codes share something in common.

Below is my categorization of the fifteen codes generated from the interview transcript presented earlier. Like the gerunds for process codes, the categories have also been labeled as “-ing” words to connote action. And there was no particular reason why fifteen codes resulted in three categories—there could have been less or even more, but this is how the array came together after my reflections on which codes seemed to belong together. The category labels are ways of answering “why” they belong together. For at-a-glance differentiation, I place codes in CAPITAL LETTERS and categories in upper and lower case Bold Font :

Category 1: Thinking Strategically

Category 2: Spending Strategically

Category 3: Living Strategically

APPRECIATING WHAT YOU'VE GOT

Notice that the three category labels share a common word: “strategically.” Where did this word come from? It came from analytic reflection on the original data, the codes, and the process of categorizing the codes and generating their category labels. It was the analyst’s choice based on the interpretation of what primary action was happening. Your categories generated from your coded data do not need to share a common word or phrase, but I find that this technique, when appropriate, helps build a sense of unity to the initial analytic scheme.

The three categories— Thinking Strategically , Spending Strategically , and Living Strategically —are then reflected upon for how they might interact and interplay. This is where the next major facet of data analysis, analytic memos, enters the scheme. But a necessary section on the basic principles of interrelationship and analytic reasoning must precede that discussion.

QDA Strategy: To Interrelate

To interrelate in QDA is to propose connections within, between, and among the constituent elements of analyzed data.

One task of QDA is to explore the ways our patterns and categories interact and interplay. I use these terms to suggest the qualitative equivalent of statistical correlation, but interaction and interplay are much more than a simple relationship. They imply interrelationship . Interaction refers to reverberative connections—for example, how one or more categories might influence and affect the others, how categories operate concurrently, or whether there is some kind of “domino” effect to them. Interplay refers to the structural and processual nature of categories—for example, whether some type of sequential order, hierarchy, or taxonomy exists; whether any overlaps occur; whether there is superordinate and subordinate arrangement; and what types of organizational frameworks or networks might exist among them. The positivist construct of “cause and effect” becomes influences and affects in QDA.

There can even be patterns of patterns and categories of categories if your mind thinks conceptually and abstractly enough. Our minds can intricately connect multiple phenomena but only if the data and their analyses support the constructions. We can speculate about interaction and interplay all we want, but it is only through a more systematic investigation of the data—in other words, good thinking—that we can plausibly establish any possible interrelationships.

QDA Strategy: To Reason

To reason in QDA is to think in ways that lead to causal probabilities, summative findings, and evaluative conclusions.

Unlike quantitative research, with its statistical formulas and established hypothesis-testing protocols, qualitative research has no standardized methods of data analysis. Rest assured, there are recommended guidelines from the field’s scholars and a legacy of analytic strategies from which to draw. But the primary heuristics (or methods of discovery) you apply during a study are deductive , inductive , abductive , and retroductive reasoning. Deduction is what we generally draw and conclude from established facts and evidence. Induction is what we experientially explore and infer to be transferable from the particular to the general, based on an examination of the evidence and an accumulation of knowledge. Abduction is surmising from the evidence that which is most likely, those explanatory hunches based on clues. “Whereas deductive inferences are certain (so long as their premises are true) and inductive inferences are probable, abductive inferences are merely plausible” ( Shank, 2008 , p. 1). Retroduction is historic reconstruction, working backwards to figure out how the current conditions came to exist.

It is not always necessary to know the names of these four ways of reasoning as you proceed through analysis. In fact, you will more than likely reverberate quickly from one to another depending on the task at hand. But what is important to remember about reasoning is:

to base your conclusions primarily on the participants’ experiences, not just your own

not to take the obvious for granted, as sometimes the expected won't always happen. Your hunches can be quite right and, at other times, quite wrong

to examine the evidence carefully and make reasonable inferences

to logically yet imaginatively think about what is going on and how it all comes together.

Futurists and inventors propose three questions when they think about creating new visions for the world: What is possible (induction)? What is plausible (abduction)? What is preferable (deduction)? These same three questions might be posed as you proceed through QDA and particularly through analytic memo writing, which is retroductive reflection on your analytic work thus far.

QDA Strategy: To Memo

To memo in QDA is to reflect in writing on the nuances, inferences, meanings, and transfer of coded and categorized data plus your analytic processes.

Like field note writing, perspectives vary among practitioners as to the methods for documenting the researcher’s analytic insights and subjective experiences. Some advise that such reflections should be included in field notes as relevant to the data. Others advise that a separate researcher’s journal should be maintained for recording these impressions. And still others advise that these thoughts be documented as separate analytic memos. I prescribe the latter as a method because it is generated by and directly connected to the data themselves.

An analytic memo is a “think piece” of reflexive free writing, a narrative that sets in words your interpretations of the data. Coding and categorizing are heuristics to detect some of the possible patterns and interrelationships at work within the corpus, and an analytic memo further articulates your deductive, inductive, abductive, and retroductive thinking processes on what things may mean. Though the metaphor is a bit flawed and limiting, think of codes and their consequent categories as separate jigsaw puzzle pieces, and their integration into an analytic memo as the trial assembly of the complete picture.

What follows is an example of an analytic memo based on the earlier process coded and categorized interview transcript. It is not intended as the final write-up for a publication but as an open-ended reflection on the phenomena and processes suggested by the data and their analysis thus far. As the study proceeds, however, initial and substantive analytic memos can be revisited and revised for eventual integration into the final report. Note how the memo is dated and given a title for future and further categorization, how participant quotes are occasionally included for evidentiary support, and how the category names are bolded and the codes kept in capital letters to show how they integrate or weave into the thinking:

March 18, 2012 EMERGENT CATEGORIES: A STRATEGIC AMALGAM There’s a popular saying now: “Smart is the new rich.” This participant is Thinking Strategically about his spending through such tactics as THINKING TWICE and QUESTIONING A PURCHASE before he decides to invest in a product. There’s a heightened awareness of both immediate trends and forthcoming economic bad news that positively affects his Spending Strategically . However, he seems unaware that there are even more ways of LIVING CHEAPLY by FINDING ALTERNATIVES. He dines at all-you-can-eat restaurants as a way of STOCKING UP on meals, but doesn’t state that he could bring lunch from home to work, possibly saving even more money. One of his “bad habits” is cigarettes, which he refuses to give up; but he doesn’t seem to realize that by quitting smoking he could save even more money, not to mention possible health care costs. He balks at the idea of paying $1.50 for a soft drink, but doesn’t mind paying $6.00–$7.00 for a pack of cigarettes. Penny-wise and pound-foolish. Addictions skew priorities. Living Strategically , for this participant during “scary times,” appears to be a combination of PRIORITIZING those things which cannot be helped, such as pet care and personal dental care; REFUSING SACRIFICE for maintaining personal creature-comforts; and FINDING ALTERNATIVES to high costs and excessive spending. Living Strategically is an amalgam of thinking and action-oriented strategies.

There are several recommended topics for analytic memo writing throughout the qualitative study. Memos are opportunities to reflect on and write about:

how you personally relate to the participants and/or the phenomenon

your study’s research questions

your code choices and their operational definitions

the emergent patterns, categories, themes, assertions, and concepts

the possible networks (links, connections, overlaps, flows) among the codes, patterns, categories, themes, assertions, and concepts

an emergent or related existent theory

any problems with the study

any personal or ethical dilemmas with the study

future directions for the study

the analytic memos generated thus far [labeled “metamemos”]

the final report for the study [adapted from Saldaña, 2013 , p. 49]

Since writing is analysis, analytic memos expand on the inferential meanings of the truncated codes and categories as a transitional stage into a more coherent narrative with hopefully rich social insight.

QDA Strategy: To Code—A Different Way

The first example of coding illustrated process coding, a way of exploring general social action among humans. But sometimes a researcher works with an individual case study whose language is unique, or with someone the researcher wishes to honor by maintaining the authenticity of his or her speech in the analysis. These reasons suggest that a more participant-centered form of coding may be more appropriate.

In Vivo Coding

A second frequently applied method of coding is called in vivo coding. The root meaning of “in vivo” is “in that which is alive” and refers to a code based on the actual language used by the participant ( Strauss, 1987 ). What words or phrases in the data record you select as codes are those that seem to stand out as significant or summative of what is being said.

Using the same transcript of the male participant living in difficult economic times, in vivo codes are listed in the right-hand column. I recommend that in vivo codes be placed in quotation marks as a way of designating that the code is extracted directly from the data record. Note that instead of fifteen codes generated from process coding, the total number of in vivo codes is thirty. This is not to suggest that there should be specific numbers or ranges of codes used for particular methods. In vivo codes, though, tend to be applied more frequently to data. Again, the interviewer’s questions and prompts are not coded, just the participant's responses:

The thirty in vivo codes are then extracted from the transcript and listed in the order they appear to prepare them for analytic action and reflection:

“SKYROCKETED”

“TWO-FOR-ONE”

“THE LITTLE THINGS”

“THINK TWICE”

“ALL-YOU-CAN-EAT”

“CHEAP AND FILLING”

“BAD HABITS”

“DON'T REALLY NEED”

“LIVED KIND OF CHEAP”

“NOT A BIG SPENDER”

“HAVEN'T CHANGED MY HABITS”

“NOT PUTTING AS MUCH INTO SAVINGS”

“SPENDING MORE”

“ANOTHER DING IN MY WALLET”

“HIGH MAINTENANCE”

“COUPLE OF THOUSAND”

“INSURANCE IS JUST WORTHLESS”

“PICK UP THE TAB”

“IT ALL ADDS UP”

“NOT AS BAD OFF”

“SCARY TIMES”

Even though no systematic reorganization or categorization has been conducted with the codes thus far, an analytic memo of first impressions can still be composed:

March 19, 2012 CODE CHOICES: THE EVERYDAY LANGUAGE OF ECONOMICS After eyeballing the in vivo codes list, I noticed that variants of “CHEAP” appear most often. I recall a running joke between me and a friend of mine when we were shopping for sales. We’d say, “We're not ‘cheap,’ we're frugal .” There’s no formal economic or business language is this transcript—no terms such as “recession” or “downsizing”—just the everyday language of one person trying to cope during “SCARY TIMES” with “ANOTHER DING IN MY WALLET.” The participant notes that he’s always “LIVED KIND OF CHEAP” and is “NOT A BIG SPENDER” and, due to his employment, “NOT AS BAD OFF” as others in the country. Yet even with his middle class status, he’s still feeling the monetary pinch, dining at inexpensive “ALL-YOU-CAN-EAT” restaurants and worried about the rising price of peanut butter, observing that he’s “NOT PUTTING AS MUCH INTO SAVINGS” as he used to. Of all the codes, “ANOTHER DING IN MY WALLET” stands out to me, particularly because on the audio recording he sounded bitter and frustrated. It seems that he’s so concerned about “THE LITTLE THINGS” because of high veterinary and dental charges. The only way to cope with a “COUPLE OF THOUSAND” dollars worth of medical expenses is to find ways of trimming the excess in everyday facets of living: “IT ALL ADDS UP.”

Like process coding, in vivo codes could be clustered into similar categories, but another simple data analytic strategy is also possible.

QDA Strategy: To Outline

To outline in QDA is to hierarchically, processually, and/or temporally assemble such things as codes, categories, themes, assertions, and concepts into a coherent, text-based display.

Traditional outlining formats and content provide not only templates for writing a report but templates for analytic organization. This principle can be found in several CAQDAS (Computer Assisted Qualitative Data Analysis Software) programs through their use of such functions as “hierarchies,” “trees,” and “nodes,” for example. Basic outlining is simply a way of arranging primary, secondary, and sub-secondary items into a patterned display. For example, an organized listing of things in a home might consist of:

Large appliances

Refrigerator

Stove-top oven

Microwave oven

Small appliances

Coffee maker

Dining room

In QDA, outlining may include descriptive nouns or topics but, depending on the study, it may also involve processes or phenomena in extended passages, such as in vivo codes or themes.

The complexity of what we learn in the field can be overwhelming, and outlining is a way of organizing and ordering that complexity so that it does not become complicated. The cut-and-paste and tab functions of a word processor page enable you to arrange and rearrange the salient items from your preliminary coded analytic work into a more streamlined flow. By no means do I suggest that the intricate messiness of life can always be organized into neatly formatted arrangements, but outlining is an analytic act that stimulates deep reflection on both the interconnectedness and interrelationships of what we study. As an example, here are the thirty in vivo codes generated from the initial transcript analysis, arranged in such a way as to construct five major categories:

“DON’T REALLY NEED”

“HAVEN’T CHANGED MY HABITS”

Now that the codes have been rearranged into an outline format, an analytic memo is composed to expand on the rationale and constructed meanings in progress:

March 19, 2012 NETWORKS: EMERGENT CATEGORIES The five major categories I constructed from the in vivo codes are: “SCARY TIMES,” “PRIORTY,” “ANOTHER DING IN MY WALLET,” “THE LITTLE THINGS,” and “LIVED KIND OF CHEAP.” One of the things that hit me today was that the reason he may be pinching pennies on smaller purchases is that he cannot control the larger ones he has to deal with. Perhaps the only way we can cope with or seem to have some sense of agency over major expenses is to cut back on the smaller ones that we can control. $1,000 for a dental bill? Skip lunch for a few days a week. Insulin medication to buy for a pet? Don’t buy a soft drink from a vending machine. Using this reasoning, let me try to interrelate and weave the categories together as they relate to this particular participant: During these scary economic times, he prioritizes his spending because there seems to be just one ding after another to his wallet. A general lifestyle of living cheaply and keeping an eye out for how to save money on the little things compensates for those major expenses beyond his control.

QDA Strategy: To Code—In Even More Ways

The process and in vivo coding examples thus far have demonstrated only two specific methods of thirty-two documented approaches ( Saldaña, 2013 ). Which one(s) you choose for your analysis depends on such factors as your conceptual framework, the genre of qualitative research for your project, the types of data you collect, and so on. The following sections present a few other approaches available for coding qualitative data that you may find useful as starting points.

Descriptive Coding

Descriptive codes are primarily nouns that simply summarize the topic of a datum. This coding approach is particularly useful when you have different types of data gathered for one study, such as interview transcripts, field notes, documents, and visual materials such as photographs. Descriptive codes not only help categorize but also index the data corpus’ basic contents for further analytic work. An example of an interview portion coded descriptively, taken from the participant living in tough economic times, follows to illustrate how the same data can be coded in multiple ways:

For initial analysis, descriptive codes are clustered into similar categories to detect such patterns as frequency (i.e., categories with the largest number of codes), interrelationship (i.e., categories that seem to connect in some way), and initial work for grounded theory development.

Values Coding

Values coding identifies the values, attitudes, and beliefs of a participant, as shared by the individual and/or interpreted by the analyst. This coding method infers the “heart and mind” of an individual or group’s worldview as to what is important, perceived as true, maintained as opinion, and felt strongly. The three constructs are coded separately but are part of a complex interconnected system.

Briefly, a value (V) is what we attribute as important, be it a person, thing, or idea. An attitude (A) is the evaluative way we think and feel about ourselves, others, things, or ideas. A belief (B) is what we think and feel as true or necessary, formed from our “personal knowledge, experiences, opinions, prejudices, morals, and other interpretive perceptions of the social world” ( Saldaña, 2009 , pp. 89–90). Values coding explores intrapersonal, interpersonal, and cultural constructs or ethos . It is an admittedly slippery task to code this way, for it is sometimes difficult to discern what is a value, attitude, or belief because they are intricately interrelated. But the depth you can potentially obtain is rich. An example of values coding follows:

For analysis, categorize the codes for each of the three different constructs together (i.e., all values in one group, attitudes in a second group, and beliefs in a third group). Analytic memo writing about the patterns and possible interrelationships may reveal a more detailed and intricate worldview of the participant.

Dramaturgical Coding

Dramaturgical coding perceives life as performance and its participants as characters in a social drama. Codes are assigned to the data (i.e., a “play script”) that analyze the characters in action, reaction, and interaction. Dramaturgical coding of participants examines their objectives (OBJ) or wants, needs, and motives; the conflicts (CON) or obstacles they face as they try to achieve their objectives; the tactics (TAC) or strategies they employ to reach their objectives; their attitudes (ATT) toward others and their given circumstances; the particular emotions (EMO) they experience throughout; and their subtexts (SUB) or underlying and unspoken thoughts. The following is an example of dramaturgically coded data:

Not included in this particular interview excerpt are the emotions the participant may have experienced or talked about. His later line, “that’s another ding in my wallet,” would have been coded EMO: BITTER. A reader may not have inferred that specific emotion from seeing the line in print. But the interviewer, present during the event and listening carefully to the audio recording during transcription, noted that feeling in his tone of voice.

For analysis, group similar codes together (e.g., all objectives in one group, all conflicts in another group, all tactics in a third group), or string together chains of how participants deal with their circumstances to overcome their obstacles through tactics (e.g., OBJ: SAVING MEAL MONEY > TAC: SKIPPING MEALS). Explore how the individuals or groups manage problem solving in their daily lives. Dramaturgical coding is particularly useful as preliminary work for narrative inquiry story development or arts-based research representations such as performance ethnography.

Versus Coding

Versus coding identifies the conflicts, struggles, and power issues observed in social action, reaction, and interaction as an X VS. Y code, such as: MEN VS. WOMEN, CONSERVATIVES VS. LIBERALS, FAITH VS. LOGIC, and so on. Conflicts are rarely this dichotomous. They are typically nuanced and much more complex. But humans tend to perceive these struggles with an US VS. THEM mindset. The codes can range from the observable to the conceptual and can be applied to data that show humans in tension with others, themselves, or ideologies.

What follows are examples of versus codes applied to the case study participant’s descriptions of his major medical expenses:

As an initial analytic tactic, group the versus codes into one of three categories: the Stakeholders , their Perceptions and/or Actions , and the Issues at stake. Examine how the three interrelate and identify the central ideological conflict at work as an X vs. Y category. Analytic memos and the final write-up can detail the nuances of the issues.

Remember that what has been profiled in this section is a broad brushstroke description of just a few basic coding processes, several of which can be compatibly “mixed and matched” within a single analysis (see Saldaña’s [2013]   The Coding Manual for Qualitative Researchers for a complete discussion). Certainly with additional data, more in-depth analysis can occur, but coding is only one approach to extracting and constructing preliminary meanings from the data corpus. What now follows are additional methods for qualitative analysis.

QDA Strategy: To Theme

To theme in QDA is to construct summative, phenomenological meanings from data through extended passages of text.

Unlike codes, which are most often single words or short phrases that symbolically represent a datum, themes are extended phrases or sentences that summarize the manifest (apparent) and latent (underlying) meanings of data ( Auerbach & Silverstein, 2003 ; Boyatzis, 1998 ). Themes, intended to represent the essences and essentials of humans’ lived experiences, can also be categorized or listed in superordinate and subordinate outline formats as an analytic tactic.

Below is the interview transcript example used in the coding sections above. (Hopefully you are not too fatigued at this point with the transcript, but it’s important to know how inquiry with the same data set can be approached in several different ways.) During the investigation of the ways middle-class Americans are influenced and affected by the current (2008–2012) economic recession, the researcher noticed that participants’ stories exhibited facets of what he labeled “economic intelligence” or EI (based on the formerly developed theories of Howard Gardner’s multiple intelligences and Daniel Goleman’s emotional intelligence). Notice how themeing interprets what is happening through the use of two distinct phrases—ECONOMIC INTELLIGENCE IS (i.e., manifest or apparent meanings) and ECONOMIC INTELLIGENCE MEANS (i.e., latent or underlying meanings):

Unlike the fifteen process codes and thirty in vivo codes in the previous examples, there are now fourteen themes to work with. In the order they appear, they are:

EI IS TAKING ADVANTAGE OF UNEXPECTED OPPORTUNITY

EI MEANS THINKING BEFORE YOU ACT

EI IS BUYING CHEAP

EI MEANS SACRIFICE

EI IS SAVING A FEW DOLLARS NOW AND THEN

EI MEANS KNOWING YOUR FLAWS

EI IS SETTING PRIORITIES

EI IS FINDING CHEAPER FORMS OF ENTERTAINMENT

EI MEANS LIVING AN INEXPENSIVE LIFESTYLE

EI IS NOTICING PERSONAL AND NATIONAL ECONOMIC TRENDS

EI MEANS YOU CANNOT CONTROL EVERYTHING

EI IS TAKING CARE OF ONE’S OWN HEALTH

EI MEANS KNOWING YOUR LUCK

There are several ways to categorize the themes as preparation for analytic memo writing. The first is to arrange them in outline format with superordinate and subordinate levels, based on how the themes seem to take organizational shape and structure. Simply cutting and pasting the themes in multiple arrangements on a word processor page eventually develops a sense of order to them. For example:

A second approach is to categorize the themes into similar clusters and to develop different category labels or theoretical constructs . A theoretical construct is an abstraction that transforms the central phenomenon’s themes into broader applications but can still use “is” and “means” as prompts to capture the bigger picture at work:

Theoretical Construct 1: EI Means Knowing the Unfortunate Present

Supporting Themes:

Theoretical Construct 2: EI is Cultivating a Small Fortune

Theoretical Construct 3: EI Means a Fortunate Future

What follows is an analytic memo generated from the cut-and-paste arrangement of themes into an outline and into theoretical constructs:

March 19, 2012 EMERGENT THEMES: FORTUNE/FORTUNATELY/UNFORTUNATELY I first reorganized the themes by listing them in two groups: “is” and “means.” The “is” statements seemed to contain positive actions and constructive strategies for economic intelligence. The “means” statements held primarily a sense of caution and restriction with a touch of negativity thrown in. The first outline with two major themes, LIVING AN INEXPENSIVE LIFESTYLE and YOU CANNOT CONTROL EVERYTHING also had this same tone. This reminded me of the old children’s picture book, Fortunately/Unfortunately , and the themes of “fortune” as a motif for the three theoretical constructs came to mind. Knowing the Unfortunate Present means knowing what’s (most) important and what’s (mostly) uncontrollable in one’s personal economic life. Cultivating a Small Fortune consists of those small money-saving actions that, over time, become part of one's lifestyle. A Fortunate Future consists of heightened awareness of trends and opportunities at micro and macro levels, with the understanding that health matters can idiosyncratically affect one’s fortune. These three constructs comprise this particular individual’s EI—economic intelligence.

Again, keep in mind that the examples above for coding and themeing were from one small interview transcript excerpt. The number of codes and their categorization would obviously increase, given a longer interview and/or multiple interviews to analyze. But the same basic principles apply: codes and themes relegated into patterned and categorized forms are heuristics—stimuli for good thinking through the analytic memo-writing process on how everything plausibly interrelates. Methodologists vary in the number of recommended final categories that result from analysis, ranging anywhere from three to seven, with traditional grounded theorists prescribing one central or core category from coded work.

QDA Strategy: To Assert

To assert in QDA is to put forward statements that summarize particular fieldwork and analytic observations that the researcher believes credibly represent and transcend the experiences.

Educational anthropologist Frederick Erickson (1986) wrote a significant and influential chapter on qualitative methods that outlined heuristics for assertion development . Assertions are declarative statements of summative synthesis, supported by confirming evidence from the data, and revised when disconfirming evidence or discrepant cases require modification of the assertions. These summative statements are generated from an interpretive review of the data corpus and then supported and illustrated through narrative vignettes—reconstructed stories from field notes, interview transcripts, or other data sources that provide a vivid profile as part of the evidentiary warrant.

Coding or themeing data can certainly precede assertion development as a way of gaining intimate familiarity with the data, but Erickson’s methods are a more admittedly intuitive yet systematic heuristic for analysis. Erickson promotes analytic induction and exploration of and inferences about the data, based on an examination of the evidence and an accumulation of knowledge. The goal is not to look for “proof” to support the assertions but plausibility of inference-laden observations about the local and particular social world under investigation.

Assertion development is the writing of general statements, plus subordinate yet related ones called subassertions , and a major statement called a key assertion that represents the totality of the data. One also looks for key linkages between them, meaning that the key assertion links to its related assertions, which then link to their respective subassertions. Subassertions can include particulars about any discrepant related cases or specify components of their parent assertions.

Excerpts from the interview transcript of our case study will be used to illustrate assertion development at work. By now, you should be quite familiar with the contents, so I will proceed directly to the analytic example. First, there is a series of thematically related statements the participant makes:

“Buy one package of chicken, get the second one free. Now that was a bargain. And I got some.”

“With Sweet Tomatoes I get those coupons for a few bucks off for lunch, so that really helps.”

“I don’t go to movies anymore. I rent DVDs from Netflix or Redbox or watch movies online—so much cheaper than paying over ten or twelve bucks for a movie ticket.”

Assertions can be categorized into low-level and high-level inferences . Low-level inferences address and summarize “what is happening” within the particulars of the case or field site—the “micro.” High-level inferences extend beyond the particulars to speculate on “what it means” in the more general social scheme of things—the “meso” or “macro.” A reasonable low-level assertion about the three statements above collectively might read: The participant finds several small ways to save money during a difficult economic period . A high-level inference that transcends the case to the macro level might read: Selected businesses provide alternatives and opportunities to buy products and services at reduced rates during a recession to maintain consumer spending.

Assertions are instantiated (i.e., supported) by concrete instances of action or participant testimony, whose patterns lead to more general description outside the specific field site. The author’s interpretive commentary can be interspersed throughout the report, but the assertions should be supported with the evidentiary warrant . A few assertions and subassertions based on the case interview transcript might read (and notice how high-level assertions serve as the paragraphs’ topic sentences):

Selected businesses provide alternatives and opportunities to buy products and services at reduced rates during a recession to maintain consumer spending. Restaurants, for example, need to find ways during difficult economic periods when potential customers may be opting to eat inexpensively at home rather than spending more money by dining out. Special offers can motivate cash-strapped clientele to patronize restaurants more frequently. An adult male dealing with such major expenses as underinsured dental care offers: “With Sweet Tomatoes I get those coupons for a few bucks off for lunch, so that really helps.” The film and video industries also seem to be suffering from a double-whammy during the current recession: less consumer spending on higher-priced entertainment, resulting in a reduced rate of movie theatre attendance (currently 39 percent of the American population, according to CNN); coupled with a media technology and business revolution that provides consumers less costly alternatives through video rentals and internet viewing: “I don’t go to movies anymore. I rent DVDs from Netflix or Redbox or watch movies online—so much cheaper than paying over ten or twelve bucks for a movie ticket.”

“Particularizability”—the search for specific and unique dimensions of action at a site and/or the specific and unique perspectives of an individual participant—is not intended to filter out trivial excess but to magnify the salient characteristics of local meaning. Although generalizable knowledge serves little purpose in qualitative inquiry since each naturalistic setting will contain its own unique set of social and cultural conditions, there will be some aspects of social action that are plausibly universal or “generic” across settings and perhaps even across time. To work toward this, Erickson advocates that the interpretive researcher look for “concrete universals” by studying actions at a particular site in detail, then comparing those to other sites that have also been studied in detail. The exhibit or display of these generalizable features is to provide a synoptic representation, or a view of the whole. What the researcher attempts to uncover is what is both particular and general at the site of interest, preferably from the perspective of the participants. It is from the detailed analysis of actions at a specific site that these universals can be concretely discerned, rather than abstractly constructed as in grounded theory.

In sum, assertion development is a qualitative data analytic strategy that relies on the researcher’s intense review of interview transcripts, field notes, documents, and other data to inductively formulate composite statements that credibly summarize and interpret participant actions and meanings, and their possible representation of and transfer into broader social contexts and issues.

QDA Strategy: To Display

To display in QDA is to visually present the processes and dynamics of human or conceptual action represented in the data.

Qualitative researchers use not only language but illustrations to both analyze and display the phenomena and processes at work in the data. Tables, charts, matrices, flow diagrams, and other models help both you and your readers cognitively and conceptually grasp the essence and essentials of your findings. As you have seen thus far, even simple outlining of codes, categories, and themes is one visual tactic for organizing the scope of the data. Rich text, font, and format features such as italicizing, bolding, capitalizing, indenting, and bullet pointing provide simple emphasis to selected words and phrases within the longer narrative.

“Think display” was a phrase coined by methodologists Miles and Huberman (1994) to encourage the researcher to think visually as data were collected and analyzed. The magnitude of text can be essentialized into graphics for “at-a-glance” review. Bins in various shapes and lines of various thicknesses, along with arrows suggesting pathways and direction, render the study as a portrait of action. Bins can include the names of codes, categories, concepts, processes, key participants, and/or groups.

As a simple example, Figure 28.1 illustrates the three categories’ interrelationship derived from process coding. It displays what could be the apex of this interaction, LIVING STRATEGICALLY, and its connections to THINKING STRATEGICALLY, which influences and affects SPENDING STRATEGICALLY.

Figure 28.2 represents a slightly more complex (if not playful) model, based on the five major in vivo codes/categories generated from analysis. The graphic is used as a way of initially exploring the interrelationship and flow from one category to another. The use of different font styles, font sizes, and line and arrow thicknesses are intended to suggest the visual qualities of the participant’s language and his dilemmas—a way of heightening in vivo coding even further.

Accompanying graphics are not always necessary for a qualitative report. They can be very helpful for the researcher during the analytic stage as a heuristic for exploring how major ideas interrelate, but illustrations are generally included in published work when they will help supplement and clarify complex processes for readers. Photographs of the field setting or the participants (and only with their written permission) also provide evidentiary reality to the write-up and help your readers get a sense of being there.

QDA Strategy: To Narrate

To narrate in QDA is to create an evocative literary representation and presentation of the data in the form of creative nonfiction.

All research reports are stories of one kind or another. But there is yet another approach to QDA that intentionally documents the research experience as story, in its traditional literary sense. Narrative inquiry plots and story lines the participant’s experiences into what might be initially perceived as a fictional short story or novel. But the story is carefully crafted and creatively written to provide readers with an almost omniscient perspective about the participants’ worldview. The transformation of the corpus from database to creative nonfiction ranges from systematic transcript analysis to open ended literary composition. The narrative, though, should be solidly grounded in and emerge from the data as a plausible rendering of social life.

A simple illustration of category interrelationship.

An illustration with rich text and artistic features.

The following is a narrative vignette based on interview transcript selections from the participant living through tough economic times:

Jack stood in front of the soft drink vending machine at work and looked almost worriedly at the selections. With both hands in his pants pockets, his fingers jingled the few coins he had inside them as he contemplated whether he could afford the purchase. One dollar and fifty cents for a twenty-ounce bottle of Diet Coke. One dollar and fifty cents. “I can practically get a two-liter bottle for that same price at the grocery store,” he thought. Then Jack remembered the upcoming dental surgery he needed—that would cost one thousand dollars—and the bottle of insulin and syringes he needed to buy for his diabetic, “high maintenance” cat—about one hundred and twenty dollars. He sighed, took his hands out of his pockets, and walked away from the vending machine. He was skipping lunch that day anyway so he could stock up on dinner later at the cheap-but-filling-all-you-can-eat Chinese buffet. He could get his Diet Coke there.

Narrative inquiry representations, like literature, vary in tone, style, and point of view. The common goal, however, is to create an evocative portrait of participants through the aesthetic power of literary form. A story does not always have to have a moral explicitly stated by its author. The reader reflects on personal meanings derived from the piece and how the specific tale relates to one’s self and the social world.

QDA Strategy: To Poeticize

To poeticize in QDA is to create an evocative literary representation and presentation of the data in the form of poetry.

One form for analyzing or documenting analytic findings is to strategically truncate interview transcripts, field notes, and other pertinent data into poetic structures. Like coding, poetic constructions capture the essence and essentials of data in a creative, evocative way. The elegance of the format attests to the power of carefully chosen language to represent and convey complex human experience.

In vivo codes (codes based on the actual words used by participants themselves) can provide imagery, symbols, and metaphors for rich category, theme, concept, and assertion development, plus evocative content for arts-based interpretations of the data. Poetic inquiry takes note of what words and phrases seem to stand out from the data corpus as rich material for reinterpretation. Using some of the participant’s own language from the interview transcript illustrated above, a poetic reconstruction or “found poetry” might read:

Scary Times Scary times... spending more (another ding in my wallet) a couple of thousand (another ding in my wallet) insurance is just worthless (another ding in my wallet) pick up the tab (another ding in my wallet) not putting as much into savings (another ding in my wallet) It all adds up. Think twice: don't really need skip Think twice, think cheap: coupons bargains two-for-one free Think twice, think cheaper: stock up all-you-can-eat (cheap—and filling) It all adds up.

Anna Deavere Smith, a verbatim theatre performer, attests that people speak in forms of “organic poetry” in everyday life. Thus in vivo codes can provide core material for poetic representation and presentation of lived experiences, potentially transforming the routine and mundane into the epic. Some researchers also find the genre of poetry to be the most effective way to compose original work that reflects their own fieldwork experiences and autoethnographic stories.

QDA Strategy: To Compute

To compute in QDA is to employ specialized software programs for qualitative data management and analysis.

CAQDAS is an acronym for Computer Assisted Qualitative Data Analysis Software. There are diverse opinions among practitioners in the field about the utility of such specialized programs for qualitative data management and analysis. The software, unlike statistical computation, does not actually analyze data for you at higher conceptual levels. CAQDAS software packages serve primarily as a repository for your data (both textual and visual) that enable you to code them, and they can perform such functions as calculate the number of times a particular word or phrase appears in the data corpus (a particularly useful function for content analysis) and can display selected facets after coding, such as possible interrelationships. Certainly, basic word-processing software such as Microsoft Word, Excel, and Access provide utilities that can store and, with some pre-formatting and strategic entry, organize qualitative data to enable the researcher’s analytic review. The following internet addresses are listed to help in exploriong these CAQDAS packages and obtaining demonstration/trial software and tutorials:

AnSWR: www.cdc.gov/hiv/topics/surveillance/resources/software/answr

ATLAS.ti: www.atlasti.com

Coding Analysis Toolkit (CAT): cat.ucsur.pitt.edu/

Dedoose: www.dedoose.com

HyperRESEARCH: www.researchware.com

MAXQDA: www.maxqda.com

NVivo: www.qsrinternational.com

QDA Miner: www.provalisresearch.com

Qualrus: www.qualrus.com

Transana (for audio and video data materials): www.transana.org

Weft QDA: www.pressure.to/qda/

Some qualitative researchers attest that the software is indispensable for qualitative data management, especially for large-scale studies. Others feel that the learning curve of CAQDAS is too lengthy to be of pragmatic value, especially for small-scale studies. From my own experience, if you have an aptitude for picking up quickly on the scripts of software programs, explore one or more of the packages listed. If you are a novice to qualitative research, though, I recommend working manually or “by hand” for your first project so you can focus exclusively on the data and not on the software.

QDA Strategy: To Verify

To verify in QDA is to administer an audit of “quality control” to your analysis.

After your data analysis and the development of key findings, you may be thinking to yourself, “Did I get it right?” “Did I learn anything new?” Reliability and validity are terms and constructs of the positivist quantitative paradigm that refer to the replicability and accuracy of measures. But in the qualitative paradigm, other constructs are more appropriate.

Credibility and trustworthiness ( Lincoln & Guba, 1985 ) are two factors to consider when collecting and analyzing the data and presenting your findings. In our qualitative research projects, we need to present a convincing story to our audiences that we “got it right” methodologically. In other words, the amount of time we spent in the field, the number of participants we interviewed, the analytic methods we used, the thinking processes evident to reach our conclusions, and so on should be “just right” to persuade the reader that we have conducted our jobs soundly. But remember that we can never conclusively “prove” something; we can only, at best, convincingly suggest. Research is an act of persuasion.

Credibility in a qualitative research report can be established through several ways. First, citing the key writers of related works in your literature review is a must. Seasoned researchers will sometimes assess whether a novice has “done her homework” by reviewing the bibliography or references. You need not list everything that seminal writers have published about a topic, but their names should appear at least once as evidence that you know the field’s key figures and their work.

Credibility can also be established by specifying the particular data analytic methods you employed (e.g., “Interview transcripts were taken through two cycles of process coding, resulting in five primary categories”), through corroboration of data analysis with the participants themselves (e.g., “I asked my participants to read and respond to a draft of this report for their confirmation of accuracy and recommendations for revision”) or through your description of how data and findings were substantiated (e.g., “Data sources included interview transcripts, participant observation field notes, and participant response journals to gather multiple perspectives about the phenomenon”).

Creativity scholar Sir Ken Robinson is attributed with offering this cautionary advice about making a convincing argument: “Without data, you’re just another person with an opinion.” Thus researchers can also support their findings with relevant, specific evidence by quoting participants directly and/or including field note excerpts from the data corpus. These serve both as illustrative examples for readers and to present more credible testimony of what happened in the field.

Trustworthiness , or providing credibility to the writing, is when we inform the reader of our research processes. Some make the case by stating the duration of fieldwork (e.g., “Seventy-five clock hours were spent in the field”; “The study extended over a twenty-month period”). Others put forth the amounts of data they gathered (e.g., “Twenty-seven individuals were interviewed”; “My field notes totaled approximately 250 pages”). Sometimes trustworthiness is established when we are up front or confessional with the analytic or ethical dilemmas we encountered (e.g., “It was difficult to watch the participant’s teaching effectiveness erode during fieldwork”; “Analysis was stalled until I recoded the entire data corpus with a new perspective.”).

The bottom line is that credibility and trustworthiness are matters of researcher honesty and integrity . Anyone can write that he worked ethically, rigorously, and reflexively, but only the writer will ever know the truth. There is no shame if something goes wrong with your research. In fact, it is more than likely the rule, not the exception. Work and write transparently to achieve credibility and trustworthiness with your readers.

The length of this article does not enable me to expand on other qualitative data analytic strategies, such as to conceptualize, abstract, theorize, and write. Yet there are even more subtle thinking strategies to employ throughout the research enterprise, such as to synthesize, problematize, persevere, imagine, and create. Each researcher has his or her own ways of working, and deep reflection (another strategy) on your own methodology and methods as a qualitative inquirer throughout fieldwork and writing provides you with metacognitive awareness of data analytic processes and possibilities.

Data analysis is one of the most elusive processes in qualitative research, perhaps because it is a backstage, behind-the-scenes, in-your-head enterprise. It is not that there are no models to follow. It is just that each project is contextual and case specific. The unique data you collect from your unique research design must be approached with your unique analytic signature. It truly is a learning-by-doing process, so accept that and leave yourself open to discovery and insight as you carefully scrutinize the data corpus for patterns, categories, themes, concepts, assertions, and possibly new theories through strategic analysis.

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Gibbs, G. R. ( 2007 ). Analysing qualitative data . London: Sage.

Lincoln, Y. S. , & Guba, E. G. ( 1985 ). Naturalistic inquiry . Newbury Park, CA: Sage.

Miles, M. B. , & Huberman, A. M. ( 1994 ). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage.

Saldaña, J. ( 2009 ). The coding manual for qualitative researchers . London: Sage.

Saldaña, J. ( 2011 ). Fundamentals of qualitative research . New York: Oxford University Press.

Saldaña, J. ( 2013 ). The coding manual for qualitative researchers (2nd ed.). London: Sage.

Shank, G. ( 2008 ). Abduction. In L. M. Given (Ed.), The Sage encyclopedia of qualitative research methods (pp. 1–2). Thousand Oaks, CA: Sage.

Stake, R. E. ( 1995 ). The art of case study research . Thousand Oaks, CA: Sage.

Stern, P. N. , & Porr, C. J. ( 2011 ). Essentials of accessible grounded theory . Walnut Creek, CA: Left Coast Press.

Strauss, A. L. ( 1987 ). Qualitative analysis for social scientists . Cambridge: Cambridge University Press.

Sunstein, B. S. , & Chiseri-Strater, E. ( 2012 ). FieldWorking: Reading and writing research (4th ed.). Boston: Bedford/St. Martin’s.

Wertz, F. J. , Charmaz, K. , McMullen, L. M. , Josselson, R. , Anderson, R. , & McSpadden, E. ( 2011 ). Fives ways of doing qualitative analysis: Phenomenological psychology, grounded theory, discourse analysis, narrative research, and intuitive inquiry . New York: Guilford.

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Using Software in Qualitative Research

A step-by-step guide, student resources, chapter 7 - coding (nvivo).

Chapter 7 discusses coding, coding schemes and coded retrieval as key tools of qualitative analysis. We discuss the terminology and philosophies which underpin coding processes. Specific methodologies use particular routines when coding. More general thematic analyses or less code-based methods may use coding devices in ways which include data reduction strategies, indexing and marking data. The structures of coding schemes, alternate groupings and basic retrieval mechanisms are key to moving forward with analysis. See all coloured illustrations (from the book) of software tasks and functions, numbered in chapter order

Sections included in the chapters:

Inductive, deductive and abductive approaches

Theoretical coding

Grounded Theory

Visual data, coding directly or via a transcript

Filtering devices

Horizontal or Vertical cuts

Quantitative overviews

Hierarchical and non-hierarchical coding schemes

How to escape the structures of your coding schemes

7.1 OVERVIEW – WHAT ARE ‘NODES’ ? 

Nodes can be containers (like codes) which when they are applied to data enable retrieval or further organisation; they can also be empty – for example they can act like hierarchical top-level codes with nodes underneath them which do contain or have been applied to, data. The step by step sections here are mainly about the application of thematic or reflective nodes.

7.1.1. NODES – FOR REFLECTIVE PURPOSES

Nodes (in the former case above) are containers for or links to data exemplars based on, conceptual ideas, themes, codes or more structurally (see below) for people, contexts, places etc. In this handout, the terms nodes, codes, keywords , and themes are used similarly. Node is a term which refers to a point in the NVivo database but a code label may be the name you give the node. Codes or nodes can be your ideas about the data – they can be generated inductively or deductively, and may be refined, changed, grouped or deleted at any time. Applying nodes etc., to passages of source data at a minimum, provides the basic code and retrieve actions needed to accumulate together, all the bits of data linked by common threads and themes. The term ‘references’ in this context to be data sitting at or referenced by

Each Node of any sort can be linked directly to one memo – so that relevant analytic notes are easily accessible from the node itself                             

7.1.2 NODES - FOR ORGANISATIONAL PURPOSES

These nodes (applied in the same ways as thematic nodes) facilitate interrogation across individual cases or categories of respondent. You may additionally need to apply e.g socio-demographic information to whole data files - or to e.g. a speaker within a focus group. In either case in NVivo each of those catchments of data need to be at their own node. Then to be efficient those nodes should be linked to a Node Classification (which in turn enables socio-demographic information to be applied). We describe this process in greater detail in Chapter 12 Exercises but see the Node folders below in Figure 7.1 which contain the structural nodes representing cases or respondents’ nodes for Case Study A, Young Peoples project – (these nodes are linked to a Node Classification –not illustrated which allows attributes to be assigned, based on their age, gender, nationality etc. The relevant node Classification for Case Study A is illustrated in Figure XXX in Chapter 12 exercises.

Do you have too much information i.e. complex facts, features and information to keep in your head when it will come to interrogating and comparing across and within different files and cases? If so, see Chapter 12 in the book and the Chapter 12 exercise on, Organizing data 

7.1.3 HIERARCHICAL STRUCTURES

TIP: When starting out it is easy to confuse folder hieracrhy with node hierarchy. Hierarchy folders are useful, but be sure you are creating nodes or sub nodes when you mean to be, not folders and sub folders!

A STRUCTURAL FRAMEWORK FOR NODES

It is useful to begin to think of using Nodes Folders to separate different types of Nodes. We already created folders for data in the Sources function to contribute to a useful structural framework.

HIERARCHIES OF NODES AND SUB CODES WILL APPEAR IN THE LIST PANE AND ARE A WAY OF ORGANISING CODES.

NODE FOLDERS ARE UNDER THE MAIN Nodes FOLDER IN THE NAVIGATION PANE AND ARE ALSO WAYS TO ORGANSE CODES – BUT ARE BETTER CONCEIVED AS WAYS TO SEPARATE DIFFERENT NODES WHICH HAVE DIFFERENT PURPOSES OR ORIGINS e.g. CASE Nodes, THEMATIC nodes, AUTO codes. You can also use the top “Nodes” level as a separate location and we sometimes use that area for thematic nodes – only using sub folders for the clearly different nodes.

FOLDERS: for beginners we advise not to create more than 1 level of sub folders (this is where it is useful to be sure you are clear that you are not confusing the need for sub folders with the need for sub-nodes )

NODE HIERARCHIES: if you need a bit more complexity in your node structure this is fine– a few more levels in the hierarchical structures of Nodes themselves, say in the thematic node/code areas would be appropriate, but we would suggest that more than 4 levels within the hierarchy of Nodes themselves is over complexifying the management of ideas. In TEAM projects, there might be a decision to restrict to two levels of hierarchy for reasons of simplicity when sharing data later.

7.2 CREATING NODE FOLDERS… AND NODES 

7.2.1 creating node folders.

On the left of Figure 7.1 is the Nodes Folder (yellow folder icon) -(If thinking about a project with a mixed data set as in Case Study A) create folders which allow you to store different nodes in different folders. Or ... If you are just thinking about thematic nodes, you can choose between putting all thematic nodes directly within the Nodes folder or as above create different folders to differentiate between Early inductive and (later?) thematic nodes. Remember as discussed in Chapter 7 this project used a mixture of grounded (inductive coding) and theoretical codes which were generated from the literature. The structures you create in Folders are up to you – but keep them simple. Don’t make life more difficult for yourself. As we discuss in Chapter 9 – the way you structure a coding scheme often reflects the way you like to work. An example of this is the way Ann Lewins puts all her thematic codes in the Nodes folder (she tidies up later) – whereas Christina Silver – whose project this is – likes to do some up-front tidying up!

TIP: The great thing about folders in NVivo is that you can change your mind, restructure them and move or drag nodes around between them whenever you like – really easily.

7.2.2 CREATING NODES – UP FRONT ( a priori )

• Click on the Node folder you want the node to be in
• In Create Ribbon tab Click on New Node in the List pane, OR select an existing node and right click> new node, OR R-click in the space of the List pane
• Label the node/code add a description. (Although optional, defining your nodes is strongly recommended.) A nickname is probably not necessary if you have named your node something brief
• Colour? You can now colour your codes with a limited palette – Suggestion? certain types of code or hierarchies should be related by colour. Colour can be used to filter what you see in the data later
• Consider the Aggregate option. (see more below)
• Check the information in the List pane. Note the new node has appeared in the List pane. In the table alongside, it codes no Sources and has no References to content yet, but this information will update as you proceed with coding the data

7.2.3. MAKING HIERARCHICAL SUB-NODES

• For a new top level code/node, follow any of the steps above but be sure you do not have any other code selected in the List of nodes that you can see. NVivo terminology describes hierarchical nodes in terms of their “familial” relation to each other, so a top level node would be a parent, and a node under that parent would be a “child”
• Successive layers of nodes can be viewed by hitting the plus sign next to a tree node to expand it. To hide the hierarchy hit the minus sign next to the higher level node
• Create a new child (or sub) node by R-clicking on the parent (top-level) node for the new child. If something goes somewhere you didn’t expect, simply drag and drop it to where it ought to be. (Or cut and paste.)
• Aggregation – Note that child nodes DO NOT automatically code to the parent node, and vice versa. If you want something coded to both the child node and the parent node, choose the Aggregate option when you create the node. You can also retrospectively aggregate a code. Aggregation collects from the next level down. The aggregate option has to be checked on the parent (higher)code. In a hierarchy of e.g. 4 layers – the aggregate option needs to be checked on 3 layers, then the very top node will collect the coding that happens at all 4 layers
• Configuring the table of information 

7.3 Arranging the user interface to help you code

7.3.1 CUSTOMIZE THE VIEW WHILE CODING

Although the default arrangement for the interface is shown above, you can customize what appears and where (to some extent) it is on your screen according to your needs and preferences. Experiment with the options on the View menu to find what works best for you. The following customizations (not all from the View menu) in particular you may find useful:

• Rearrange the List and Detail panes such that the Detail pane
• appears on the right and the List pane on the left
• In View tab>Detail View>choose the right option. This can be especially convenient when you are doing a lot of coding
• Resize panes Remember that all columns in the list can be resized so that the space allotted to the List pane versus the Detail pane can be adjusted by grabbing the splitter bar line in between the areas you wish to resize and dragging it of the View Ribbon tab options
• Code stripe views There are several choices to be made about how you view codes in the margin area.– note that when using NVivo 10 SP3 or later the code stripes display opens automatically ). Sometimes pro-actively varying the codes on display in the margin (against a specific selection of data) will remind you of the presence or absence of particular concepts or topics you are currently focused upon

TIP: Always use the Recently Used Nodes view, when in coding mode.

7.4 CODING AT ALREADY CREATED NODES 

Just as there are many ways to create and code to new nodes, there are multiple ways to code data at nodes you have already created. You can also using some of these methods to select more than one code to apply to the selected passage of data. We show 3 techniques – there are more!

TIP : ALWAYS use the View /Code Stripes> Recently Used Nodes view, when in coding mode 

7.4.1. Technique 1 – Drag and drop

• A favourite for many researchers, drag and drop coding allows you to drag a highlighted selection of data onto any code showing in the List pane. This, of course, necessitates the list pane be showing Nodes (as opposed to Sources or anything else from the Navigation pane)
• Simply hold down left click of mouse and and drag it onto the desired node
• IMPORTANT: One way to speed up drag and drop coding and see the most nodes possible on the screen at one time is to rearrange the windows so that the List containing the nodes is on the left side, and the Detail pane of the source is on the right side (as above)
• Do this by going to View Ribbon tab /Detail View /Right
• Then arrange vertical splitter bars to accommodate as much text on the right as possible while seeing enough of the code labels on the left     

7.4.2 Technique 2 – Right click over selected data

• Select text – Right click over text > Code at Existing Nodes/ navigate around Nodes /codes system hierarchies to find the codes that are relevant and check the relevant boxes alongside -/click OK

7.4.3 Technique 3 - Using  Quick Coding  bar at the base

• Select the data you wish to code first.
• along the Quick coding bar at the base of the detail pane Click on the Select Location  icon ... on the first (three dots) icon on the middle left of the bar at base of detail pane
• The new node will go into the Nodes folder by default if you do not change the selection at the first … icon
• Select the second … icon – opens the Select Project Items pane
• Single click the folder in which the nodes you’re interested reside
• Then, ‘tick’ or ‘check’ the node(s) you wish to use for the data you have highlighted
• Once you have checked the relevant nodes (navigate around the hierarchies by clicking on plus + signs) Click OK
• VERY IMPORTANT: Lastly, on the Coding bar, be sure to hit the green checkmark towards the righthand edge of the quick coding bar to confirm the action . The previous steps might not accomplish anything without this!

7.5. CREATE NEW GROUNDED CODES 

These are nodes which are created and attached to selected data in one operation

• Using the same Quick Coding Bar above in Figure 7.4. – allows you to create a new (inductive? grounded? ) code by overtyping or filling in the Code At bar towards the right hand side of the bottom ‘quick coding’ bar. Be sure to hit the green checkmark to confirm the action .
• See above in Figure 7.3– after selecting text you have the option to right click > Code Selection at New node – here again you will find it by default will put the new node straight under the Nodes folder unless you hit the Select button to choose EITHER another folder OR a node to hand your new node from

There are more ways to code – for instance there is a recently used list of codes available and selectable from the bottom Code-at (Quick Coding) bar. Experiment to come up with a way that best supports your preferred way to work.

There are also Uncoding actions which are possible (see Red Cross icon) and next exercises.

Remember – any coding initiated in the Quick Coding bar – needs to be confirmed by hitting the green check (tick) icon along towards the bottom right of the bar.

7.6 EXPLORE RELATIONSHIP NODES

See the online Help menu in NVivo to explore how it is possible to identify connections between nodes, to then join 2 nodes together with your defined relationships, then assign the new complex node to data where the relationship holds true. Not a vital process and one you may not have time for, but it provides an extra dimension in coding data and is exclusive to NVivo.

Chapter 8 in the book discusses the immediate results of coding processes –i.e. the ability to retrieve all that coded data along particular lines and then to enhance and focus retrieval - to filter – manipulate- recode – export. See next exercises in the section related to Chapter 8

7.7. MULTIMEDIA FILES – FURTHER BASIC HANDLING IN NVIVO

This section is necessarily brief but provides basic familiarisation with some useful data handling, annotation and coding devices for multi-media (note that for sound only the devices are similar to those illustrating video). Mostly, other sample data is used in the illustrations.

7.7.1 GRAPHICS/PICTURES - MAKING LINKED NOTES AND CODING 

• With the picture on view, click to edit.
• Make a selection within the graphic/right click/ Insert a row – and write notes.
• Make a selection/right click /Code selection.
• Code the notes instead

7.7.2. CODING AUDIO/VIDEO DATA

Coding multimedia data is very similar to coding textual data. For either audio or video sources, you can select transcript text and code per usual, or you can select a segment on the progress bar and code that directly as if you’d highlighted text.

See also basic transcription multimedia pages Section 5.5.2 .  (synchronised transcription, notes etc) The difference is not in how the coding works, but how passages are selected and how coding stripes are displayed.

• To select a passage – (see Exercise4, F7 to start play, F7 to pause, F8 to stop – or see Play Back area in Media Ribbon tab). Once play has started hit F11 function key to start the selection, Hit F12 to finish the selection
• To code the passage – right click over the blue rectangle now showing along the Progress bar. Code as you would text (see coding exercises 7.D. and 7.E.)
• You can also code the transcript, as you would text
• If synchronous transcripts or notes (i.e. the text were coded), coding stripes appear solidly alongside the transcript, and “shadow coding”, analogous to the solid coding stripe, will appear alongside the video progress bar. (Or vice versa if coding has been done on the play bar) Shadow coding looks like coding stripes with hatch marks which give it a slightly lighter colored look. Any annotations and links (more on these later) will appear above the progress bar as light blue (annotations) or reddish (links) coding stripes

You have been coding in order to make collections of segments of data along particular topic and concept based lines of discovery and enquiry. See next the exercises about retrieval of those topic based collections in the section related to Chapter 8.

Ann Lewins, Christina Silver and Jen Patashnick. 2014

Research Writing and Analysis

• NVivo Group and Study Sessions
• SPSS This link opens in a new window
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• Using Qualtrics
• Dissertation and Data Analysis Group Sessions
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• Research Alignment This link opens in a new window
• Step 1: Seek Out Evidence
• Step 2: Explain
• Step 3: The Big Picture
• Step 4: Own It
• Step 5: Illustrate
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• How to Synthesize and Analyze
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• Problem Statement
• Purpose Statement
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• Qualitative Research Questions
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• Analysis and Coding Example- Qualitative Data
• Thematic Data Analysis in Qualitative Design
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• Journal of Research in Innovative Teaching & Learning (JRIT&L) This link opens in a new window

Jump to DSE Guide

Analysis and coding example: qualitative data.

The following is an example of how to engage in a three step analytic process of coding, categorizing, and identifying themes within the data presented. Note that different researchers would come up with different results based on their specific research questions, literature review findings, and theoretical perspective.

There are many ways cited in the literature to analyze qualitative data. The specific analytic plan in this exercise involved a constant comparative (Glaser & Strauss, 1967) approach that included a three-step process of open coding, categorizing, and synthesizing themes. The constant comparative process involved thinking about how these comments were interrelated. Intertwined within this three step process, this example engages in content analysis techniques as described by Patton (1987) through which coherent and salient themes and patterns are identified throughout the data. This is reflected in the congruencies and incongruencies reflected in the memos and relational matrix.

Step 1: Open Coding

Codes for the qualitative data are created through a line by line analysis of the comments. Codes would be based on the research questions, literature review, and theoretical perspective articulated. Numbering the lines is helpful so that the researcher can make notes regarding which comments they might like to quote in their report.

It is also useful to include memos to remind yourself of what you were thinking and allow you to reflect on the initial interpretations as you engage in the next two analytic steps. In addition, memos will be a reminder of issues that need to be addressed if there is an opportunity for follow up data collection. This technique allows the researcher time to reflect on how his/her biases might affect the analysis. Using different colored text for memos makes it easy to differentiate thoughts from the data.

Many novice researchers forgo this step.  Rather, they move right into arranging the entire statements into the various categories that have been pre-identified. There are two problems with the process. First, since the categories have been listed open coding, it is unclear from where the categories have been derived. Rather, when a researcher uses the open coding process, he/she look at each line of text individually and without consideration for the others. This process of breaking the pieces down and then putting them back together through analysis ensures that the researcher consider all for the data equally and limits the bias that might introduced. In addition, if a researcher is coding interviews or other significant amounts of qualitative data it will likely become overwhelming as the researcher tries to organize and remember from which context each piece of data came.

Step 2: Categorizing

To categorize the codes developed in Step 1 , list the codes and group them by similarity.  Then, identify an appropriate label for each group. The following table reflects the result of this activity.

Step 3: Identification of Themes

In this step, review the categories as well as the memos to determine the themes that emerge.   In the discussion below, three themes emerged from the synthesis of the categories. Relevant quotes from the data are included that exemplify the essence of the themes.These can be used in the discussion of findings. The relational matrix demonstrates the pattern of thinking of the researcher as they engaged in this step in the analysis. This is similar to an axial coding strategy.

Note that this set of data is limited and leaves some questions in mind. In a well-developed study, this would just be a part of the data collected and there would be other data sets and/or opportunities to clarify/verify some of the interpretations made below.  In addition, since there is no literature review or theoretical statement, there are no reference points from which to draw interferences in the data. Some assumptions were made for the purposes of this demonstration in these areas.

T h eme 1:  Professional Standing

Individual participants have articulated issues related to their own professional position. They are concerned about what and when they will teach, their performance, and the respect/prestige that they have within the school. For example, they are concerned about both their physical environment and the steps that they have to take to ensure that they have the up to date tools that they need. They are also concerned that their efforts are being acknowledged, sometimes in relation to their peers and their beliefs that they are more effective.

Selected quotes:

• Some teachers are carrying the weight for other teachers. (demonstrates that they think that some of their peers are not qualified.)
• We need objective observations and feedback from the principal (demonstrates that they are looking for acknowledgement for their efforts.  Or this could be interpreted as a belief that their peers who are less qualified should be acknowledged).
• There is a lack of support for individual teachers

Theme 2:  Group Dynamics and Collegiality

Rationale: There are groups or clicks that have formed. This seems to be the basis for some of the conflict.  This conflict is closely related to the status and professional standing themes. This theme however, has more to do with the group issues while the first theme is an individual perspective. Some teachers and/or subjects are seen as more prestigious than others.  Some of this is related to longevity. This creates jealously and inhibits collegiality. This affects peer-interaction, instruction, and communication.

• Grade level teams work against each other rather than together.
• Each team of teachers has stereotypes about the other teams.
• There is a division between the old and new teachers

Theme 3:  Leadership Issues

Rationale: There seems to be a lack of leadership and shared understanding of the general direction in which the school will go. This is also reflected in a lack of two way communications.  There doesn’t seem to be information being offered by the leadership of the school, nor does there seem to be an opportunity for individuals to share their thoughts, let alone decision making. There seems to be a lack of intervention in the conflict from leadership.

• Decisions are made on inaccurate information.
• We need consistent decisions about school rules

Glaser, B.G., & Strauss, A.  (1967).   The discovery of grounded theory:  Strategies for qualitative research . Chicago, IL: Aldine.

Patton, M. Q.  (1987).   How to use qualitative methods in evaluation .  Newbury Park, CA:  Sage Publications.

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Mannion R, Freeman T, Millar R, et al. Effective board governance of safe care: a (theoretically underpinned) cross-sectioned examination of the breadth and depth of relationships through national quantitative surveys and in-depth qualitative case studies. Southampton (UK): NIHR Journals Library; 2016 Jan. (Health Services and Delivery Research, No. 4.4.)

Effective board governance of safe care: a (theoretically underpinned) cross-sectioned examination of the breadth and depth of relationships through national quantitative surveys and in-depth qualitative case studies.

Appendix 4 coding frameworks used in the case study analysis.

• Example of coding framework: board-level interviews

For the interviews with board members, our analysis built on a literature review (see Millar et al. 17 ) that highlighted a number of issues for boards in relation to the governance of patient safety. These would form the central codes for the analysis (deductive); however, our analysis was also open to a variety of emerging themes that occurred during the course of the fieldwork (inductive). The response to the Francis Inquiry findings was an example of a code that emerged from the interview data.

Coding framework

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Excerpt from transcript: Code of Internal Oversight and Dynamics (anonymised)

≤ Internals\\Medical Director ≥ – § 5 references coded (12.69% Coverage)

Reference 1 – 3.86% Coverage

I think things have moved on. I think the board . . . Boards are interesting because they . . . This board, the board in this organisation, has three doctors? . . . when I was made director, I had a limited clinical practice. So those people understand all of these aspects of practice. The rest of the board have no more knowledge of it than any layperson coming into hospital for a procedure. I, personally, feel that there should be more board to ward communication. Some of the board members do make time to do walkabouts and that kind of thing – many of them to it quite assiduously . . . does it pretty regularly. Others of them find it very difficult to do that because of external commitments and time constraints. And some of them, I think, don’t actually . . . They’re a bit frightened of it. The way we set it up, I or one of the senior nursing staff . . . would go with them, so they wouldn’t be sent to a ward . . . They’d go with somebody who knew the organisation and knew what questions should be asked and so on. But I think some of them feel out of place. It’s a bit like putting a barrister in an operating theatre – they‘re fine in a courtroom, but you put them in an operating theatre and it’s a different ball game. And it’s the same thing – if I had to go and give evidence in a court of law, the barrister’s very comfortable, but I’m pretty uncomfortable. So it’s the same thing when the board members go into clinical environments.

• Example of NVivo node summary table

Included under terms of UK Non-commercial Government License .

• Cite this Page Mannion R, Freeman T, Millar R, et al. Effective board governance of safe care: a (theoretically underpinned) cross-sectioned examination of the breadth and depth of relationships through national quantitative surveys and in-depth qualitative case studies. Southampton (UK): NIHR Journals Library; 2016 Jan. (Health Services and Delivery Research, No. 4.4.) Appendix 4, Coding frameworks used in the case study analysis.
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