Qualitative Data Analysis Strategies

Saldaña, Johnny

doi:10.1093/oxfordhb/9780190847388.013.33

Cited by 167 publications

(189 citation statements)

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“…A similar approach was adopted to identify and code the actors, actions, and mechanisms involved in the three categories of dynamic capabilities: knowledge creation and absorption, knowledge integration, and knowledge reconfiguration. These two sets of categories were then compared so as to detect interrelationships (Saldaña, 2011) and subsequently distinguish between knowledge-related and people-related processes.…”

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confidence: 99%

How Do Organizational Capabilities Sustain Continuous Innovation in a Public Setting?

Trivellato

Martini

Cavenago

2020

The American Review of Public Administration

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Just as private organizations rely on dynamic capabilities to sustain their innovative capacity and competitive advantage, the public sector may resort to them to improve its ability to address citizens’ needs. But how do innovation and organizational capabilities interact in a public setting? This analysis of the Congestion Charge Zone implemented by the Municipality of Milan in Italy explores this issue, and highlights the role played by interorganizational and cross-sector collaborative innovation. Results show that multi-actor engagement within a multilevel collaborative environment enhances the system’s ability to understand the problems to be addressed, to create and implement appropriate solutions, and to foster ownership of the innovation. They confirm that sharing knowledge and engaging in interorganizational learning are central to the development of innovation; however, they also highlight that these dynamics strengthen collective capabilities at the organizational and system’s level, thereby producing a reinforcing effect on innovative capacities at both levels. Based on these findings, a framework for continuous public innovation through collaboration is proposed which, first, provides a tool for mapping the factors and dynamics that shape collaborative innovation in a public setting and, second, explains how the process of collaborative innovation fosters organizational dynamic capabilities that, in turn, sustain the organizations’ capacity to innovate in the longer run.

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confidence: 99%

How Do Organizational Capabilities Sustain Continuous Innovation in a Public Setting?

Trivellato

Martini

Cavenago

2020

The American Review of Public Administration

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“…Researcher memos, linkages to the theoretical framework(s) and literature review, and inter-rater reliability contributed to the rigor of this study. Research analytic memos were recorded by two coders while simultaneously uncovering initial codes (Saldaña, 2011, 2016). Discussion of memos throughout the coding process promoted researcher reflexivity (Allen, 2000).…”

Section: Methodsmentioning

confidence: 99%

“…MAXQDA was used similarly to existing qualitative analyses in the family field (e.g., Daugherty, 2016; Goldfarb et al, 2018; Manoogian et al, 2015). Specifically, MAXQDA Analytics Pro 18.2.0 was used to manage and analyze the data for this study (Saldaña, 2011) and to calculate inter-coder agreement using Cohen’s kappa between the primary codes (agreed upon by the first and third authors) and the codes generated by the fourth author with input from the second author. One additional researcher reviewed all of the data and codes to serve as an audit or peer review.…”

Section: Methodsmentioning

confidence: 99%

“…Each of the four researchers read the comments and threads from the five articles multiple times and coding occurred in three phases: initial, focused, and thematic. Initial coding included line-by-line coding with an emphasis on descriptive and in vivo codes (Saldaña, 2011). The first and third authors of this article engaged in primary data analysis and coded all items independently, then used a consensus discussion for disagreement until agreement was reached.…”

Section: Methodsmentioning

confidence: 99%

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Tri-parenting or Try Parenting? Online Posts About a Potentially Stigmatized Family Structure

Yancura

Walsh

Barnett

et al. 2020

Journal of Family Issues

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This exploratory study investigates existing views on the practice of tri-parenting and perceived reasons for potential stigma towards families in tri-parenting relationships. Two themes emerged from 448 posts on five online copies of an article about tri-parenting: domains of comparison and attitudes toward family. Findings from a generic qualitative approach reveal that the majority of anonymous comments posted in response to these articles about tri-parenting were negative, thus potentially associated with stigma. Four categories of potential attitudes underlying statements toward these families also emerged from the data: tradition/slippery slope, complicated, deviance, and welfare. Further analysis suggests that in the case of tri-parenting, family unusualness is related to family stigma and that stigmatizing comparisons are made based on concerns in social and legal domains. Results are discussed in terms of future research and implications for minimizing family stigma.

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“…The qualitative research materials for the study presented in this article consisted of interview transcripts, artifacts, photographs, screenshots, and observations. Saldaña (2011) remarks of the benefits of utilizing multiple data sources which allow for a “greater spectrum” of understanding and dimension (p. 76). A pilot study was conducted 4 years prior to the start of the qualitative phase of the data collection.…”

Section: Methodsmentioning

confidence: 99%

The 21st-Century Classroom Gamer

2018

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The 21st century has given rise to gaming industry technologies that drive a new type of learner in the classroom. This article draws data from four case studies that were conducted as part of a sequential mixed-model study. The study explored the 21st-century skills students reported learning through their video game consumption and creation of intellectual property. The qualitative data analysis led to the development of five major findings: (1) the strategist: accomplishing the mission, (2) the creator: the art of gameplay, (3) the communicator: building relationships and communities, (4) the hero: to be the hero of a great adventure, and (5) I am an “elite”: a digital native. These findings attempt to create a profile of the 21st-century classroom gamer based on the data. They represent and support research trends that explore the gaming phenomenon, gamer traits, and 21st-century skills learned through playing video games.

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Qualitative Data Analysis Strategies

Cited by 167 publications

References 0 publications

How Do Organizational Capabilities Sustain Continuous Innovation in a Public Setting?

How Do Organizational Capabilities Sustain Continuous Innovation in a Public Setting?

Tri-parenting or Try Parenting? Online Posts About a Potentially Stigmatized Family Structure

The 21st-Century Classroom Gamer

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