How to plan and perform a qualitative study using content analysis
By Marie Bengtsson. 2016
4,123 citations recorded by the source corpus.
Abstract This paper describes the research process – from planning to presentation, with the emphasis on credibility throughout the whole process – when the methodology of qualitative content analysis is chosen in a qualitative study. The groundwork for the credibility initiates when the planning of the study begins. External and internal resources have to be identified, and the researcher must consider his or her experience of the phenomenon to be studied in order to minimize any bias of his/her own influence. The purpose of content analysis is to organize and elicit meaning from the data collected and to draw realistic conclusions from it. The researcher must choose whether the analysis should be of a broad surface structure ( a manifest analysis ) or of a deep structure ( a latent analysis). Four distinct main stages are described in this paper: the decontextualisation, the recontextualisation, the categorization, and the compilation. This description of qualitative content analysis offers one approach that shows how the general principles of the method can be used.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/e82e6c3e8a5b02e2c2db3da1e629ee31d1157610
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Citations in the corpus
- The International Trade Regime and the Quest for Free Digital Trade (2019, methodology): “To analyze the rich data obtained from the interviews, we have conducted content analysis using the transcriptions (Bengtsson 2016).”
- Climate of hope or doom and gloom? Testing the climate change hope vs. fear communications debate through online videos (2021, methodology): “…C. Open-ended responses were analyzed using a deductive thematic content analysis to identify responses related to video production aspects (Bengtsson 2016), which were subsequently analyzed inductively to code for the kinds of video production aspects respondents described and whether…”
- The Values Encoded in Machine Learning Research (2021, methodology): “, LWPR [8], standard GPR [1], sparse online Gaussian process regression (OGP) [5] and υ-support vector regression (υ-SVR) [11],”
- Challenge based learning in higher education– A systematic literature review (2021, methodology): “A content analysis, where the material was represented in the form of frequency and main categories (Bengtsson, 2016; Krippendorff, 2004) was made.”