Besides, it was claimed that case studies lack in rigor and reliability and that they do not address the issue of generalizability in contrast to quantitative methods (HARTLEY, 1994, p.208). ATTESLANDER, 2003, pp.329, 355; MAYRING, 2003, pp.109-115). At the same time, qualitative content analysis uses a rule-based and methodologically controlled approach in order to deal with the complexity and gradually reduce it. Besides, papers and essays in English are crucial to help qualitative content analysis gain attention and dissemination internationally as well. ompanies. Following this criterion the material is worked through and categories are deduced tentatively and step by step. As a matter of fact, it is this kind of systematics what distinguishes content analysis from more interpretive, hermeneutic processing of text material (MAYRING, 2002, p.114). Later, the concept was extended to include all those procedures which operate with categories, but which seek at least to quantify these categories by means of a frequency survey of classifications (ibid.). He contended that the quantitative orientation neglected the particular quality of texts and that it was important to reconstruct contexts. These practices transform the world. NEUMAN (1997, pp.426ff) states that once a pattern is identified, it is interpreted in terms of a social theory or the setting in which it occurred and that the qualitative researcher moves from the description of a historical event or social setting to a more general interpretation of its meaning.
Qualitative research papers
Thus, the material is reduced and a new basis of information separate from the original text comes into existence (ibid.). Since then MAYRING's works seem to have become standard literature on qualitative content analysis and some regularly appear in new editions (e.g. Categories in the center of analysis: The aspects of text interpretation, following the research questions, are put into categories, which were carefully founded and revised within the process of analysis (feedback loops). The four conditions or tests are (cf. According to GILLHAM (2000), "[c]ase study research does not equate qualitative (descriptive, interpretative) methods and data only. Thus, a clear and concise definition of qualitative research can hardly be found. I am indebted to an anonymous reviewer for pointing out the question whether the basic methodological assumptions of the two approaches (qualitative content analysis and case study research) fit together. Since its development in the beginning of the 1980s, MAYRING's qualitative content analysis has achieved popularity (TITSCHER, MEYER, WODAK & VETTER, 2000, p.62). Its development (Section 4.2.2.1), basic ideas (Section 4.2.2.2), procedures (Section 4.2.2.3) and quality criteria (Section 4.2.3) will be presented subsequently. Within a feedback loop the categories are revised, eventually reduced to main categories and checked in respect to their reliability (MAYRING, 2000a, [12]). To fully understand what information particular parts of the paper should discuss, here's another research paper example including some key parts of the paper. TITSCHER et al. Or, put more generally: What is the contribution of using qualitative content analysis as an interpretation and analysis method for developing case studies? http://greginaltranon.exteen.com/20170313/how-to-write-a-dissertation-literature-review DENZIN & LINCOLN, 2000, p.7): qualitative researchers are called journalists, or soft scientists, and their work is termed unscientific, or only exploratory, or subjective. They contend that "coding forces the researcher to make judgments about the meanings of contiguous blocks" and that coding is "the heart and soul" of (whole) text analysis (ibid.). Section 4.2.2.3). As a final stage the results are processed. The procedures of summary, explication and structuring step-by-step reduce complexity and filter out the main points of analysis in an iterative process. This has important implications on what is perceived to be the nature of knowledge, with the qualitative paradigm negating the existence of objectively true knowledge and proposing an interpretive approach to social knowledge, which recognizes that "meaning emerges through interaction and is not standardized from place to place or person to person" (RUBIN & RUBIN, 1995, p.31). More will be said on the topic of coding in Sections 4.2.2.3 and 4.2.3. STAKE (2000, p.436) notes that a "case study is both a process of inquiry about the case and the product of that inquiry," namely the report. In fact, experts in social research recommend to conduct interpretations of results on two levels: interpretation of the results of one's own survey and comparative interpretation of results and conclusions of existing theories and research results (cf. This has led to the appearance of mixed method approaches and the use of triangulation (e.g. In fact, with its rule-based logic and methodologically controlled step-by-step procedures of analysis it manages to combine the advantages of classical quantitative content analysis with a qualitatively oriented approach taking also context and other important points into consideration. Since the category system can now be adjusted at any point of the analysis, the trial cycle becomes redundant (GLÄSER & LAUDEL, 1999, p.10, 2004, p.195). First, case study research as a research strategy within qualitative social research is briefly presented. It can certainly contribute to adding and enhancing rigor, validity and reliability of case study research. A Guide to using Qualitative Research Methodology Contents 1. What is qualitative research? Aims, uses and ethical issues a) What is qualitative research? In fact, case studies seem to be the preferred strategy when "how or "why" questions are being posed, when the investigator has little control over events, and when the focus is on a contemporary phenomenon within some real-life context (YIN, 1981, p.59, 2003a, pp.2, 5-10). However, not only the manifest content of the material is analyzed, but also so-called latent content as well as formal aspects of the material (MAYRING, 2000b, pp.468-469, 2000a, [4]).
Therefore they argue in favor of a theory-based category system, which is more open and can be changed during extraction when relevant information turns up but does not fit into the category system. MAYRING's qualitative content analysis "has achieved popularity" (p.62), while at the same time it has become difficult to separate it from other methods of text analysis, particularly those oriented towards ethnographic methods or grounded theory (p.55). HARTLEY, 2004, p.324; REMENYI, MONEY, PRICE and BANNISTER, 2002, pp.2-4; YIN, 2003a, p.2). Section 3.1). These attempts share the conception that qualitative and quantitative methods should be viewed as complementary rather than as rival camps (JICK, 1979, p.602). JICK, 1979 pp.608-609). Furthermore, qualitative or expert interviews are a very common field of application for qualitative content analysis (cf. Writers online (etc)
The presentation will focus on qualitative content analysis as it was developed by Philipp MAYRING in Germany (see Section 4.2.2), with other approaches being touched only marginally (see Section 4.2.2.3).
Besides, we also saw that case study research has a major function in generating hypotheses and build theory. Qualitative research paper is a paper in the field of social sciences based on qualitative research method. In opposite to quantitative methods qualitative ones mean Both the dimensions of existing categories can be modified and new categories can be designed. Given this purpose and the scope of the paper, this brief description can by no means serve as an introduction to case study research. Furthermore, due to the fact that qualitative content analysis first extracts the relevant parts of the (text) material and then analyzes them (cf. Writers! BRYMAN, 2004, pp.454ff.; CRESWELL, 2003, pp.208ff.; JICK, 1979, p.602; cf. He contends that any of these strategies can be used in practicing five specific techniques for analyzing case studies: pattern matching, explanation building, time-series analysis, logic models, and cross-case synthesis (YIN, 2003a, pp.109, 116-137).
According to HARTLEY (1994, 2004) data collection and analysis are "developed together in an iterative process," which can be a strength as it allows for theory development which is grounded in empirical evidence (p.220; p.329). Besides, case study research design can be used with other research strategies to address related research questions in different phases of a research project, and yet a further strategy would be to start with exploratory case study research and then to test the emerging findings in wider survey-based research (HARTLEY, 1994, p.215, 2004, pp.326-327). MAYRING, 2002, pp.9-18). Section 4.2.2), it can only be used if the text itself is not the subject of examination (cf. German-speaking countries only (p.217). The author argues in favor of both case study research as a research strategy-trying to disprove the critiques just mentioned-and qualitative content analysis as a method of examination of data material. In a final step-or a final series of steps-the results and findings of a case study need to be brought to closure. Or, put the other way round: the technique of content analytical summary can be used furthermore for an inductive category development (MAYRING, 2002, p.115). Finally, the use of qualitative content analysis for conducting case study research is examined and evaluated. The object of (qualitative) content analysis can basically be any kind of recorded communication, i.e. I indirectly argue in Section 5.2 (especially the initial part as well Sections 5.2.1 and 5.2.2) that they do. Besides, an essential feature of theory building is comparison of the emergent concepts, theory or hypotheses with the extant literature because tying the emergent theory to existing literature enhances the internal validity, generalizability, and theoretical level of theory building from case study research (EISENHARDT, 1989, pp.544-545). Click here! CASSELL and SYMON (1994, p.1) judge qualitative methods to be very appropriate to research questions focusing on organizational processes, outcomes, and trying to understand both individual and group experiences of work. However, great efforts have also been made to reconcile both sides (or, where not possible, at least to soothe the dispute), thus providing the opportunity to exploit the advantages of both approaches and opening the way for synergy effects (e.g. Or, put differently: "[c]ase study is not a methodological choice but a choice of what is to be studied. Therefore, research questions about "how" and "why" rather than "what" or "how much" are best suited to the case study strategy (ibid.). The so-called inter-coder reliability shows to what extent different coders agree in the coding of the same text and intra-coder reliability explains how stable the coding of one coder is.
Especially the combination of qualitative methods and quantitative methods seems to be appropriate in order to gain deeper insight and a more general view of the object of research (cf. Obviously, classical content analysis is essentially a quantitative method with the core and central tool being its system of categories (cf. BERELSON's book "Content analysis in communication research" (first published 1952) was the first compendium of the methods and goals of quantitative content analysis which had been developed up to that time, and which concentrated on assessment on the basis of frequency analyses (BERELSON, 1971). MAYRING (2000a, [6]) even speaks of "a superficial analysis without respecting latent contents and contexts, working with simplifying and distorting quantification." These critiques finally led to the development of qualitative approaches to content analysis (e.g. The steps of inductive category development are displayed in Figure 2. The main idea behind this concept is to discursively achieve mutual consent and accordance about the results of the analysis between the researchers and the researched. Grounded theory, ethnography and phenomenology: A comparative analysis of three qualitative strategies for marketing research This is again in order to achieve a holistic and comprehensive analysis of complex social phenomena. This rule-based approach of qualitative content analysis is supposed to guarantee that the whole empirical basis is systematically dealt with and that the analysis is reproducible to a certain extent (GLÄSER & LAUDEL, 1999, pp.2-5). buy essay without getting caught 5 mice On the first and more obvious level, data is triangulated by integrating different material and evidence (see Section 5.2.4)-often also collected by using various methods-as well as by integrating quantitative and qualitative steps of analysis (see Section 5.2.5). This step is called reporting, with numerous forms of reports being available, and the typical case study report being a lengthy narrative (YIN, 1981, p.64, 2003a, p.141). This paper tried to explore and discuss the possibilities of using qualitative content analysis in case study research. In such a setting, a case study would be an explanatory one (ibid.). Qualitative research is many things to many people" (DENZIN & LINCOLN, 2000, p.8). As was already shown in Section 3.1 the case study will provide a multi-dimensional perspective that may be used to create a shared view of the situation being studied (REMENYI et al, 2002, p.5). There is an emphasis on allowing categories to emerge out of data and on recognizing the significance for understanding the meaning of the context in which an item being analyzed (and the categories derived from it) appeared" (BRYMAN, 2004, p.542). Moreover, the combination of qualitative and quantitative analyses has also been addressed in the field of case study research (see above, Sections 3.1 and 3.2). According to TITSCHER et al. As another fundamental characteristics he puts forth that "you do not start out with a priori theoretical notions" (ibid, original emphasis).
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