How the analysis of interviews works
This article is an excerpt from our eBook Recording, typing, analyzing - a guide to conducting interviews and transcriptions.
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Table of contents of this article
- Qualitative content analysis according to Mayring
- Quantitative content analysis
- Tools for the evaluation of transcripts
Depending on the purpose of the transcripts, they can be used in different ways once they have been created. On the one hand, the most important statements can be taken from them and embedded in the context of the study or the research question, e.g. in the form of quotations. Another type of use is content analysis.
In principle, a distinction can be made between qualitative and quantitative content analysis can be distinguished. The Mayring method is often used for qualitative analysis. This is aimed at researchers from the fields of education, psychology, sociology, communication science and similar.
The analysis can be qualitative or quantitatively. For the qualitative content analysis, Mayring Mayring is often used
Qualitative content analysis according to Mayring
In qualitative content analysis, texts such as interviews are interpreted and evaluated in a rule-based manner with regard to a specific question (cf. Mayring 2015). The basis for a qualitative content analysis according to Mayring are so-called category systems. The categories with their subcategories and respective definitions are a central component of the analysis. In general, the category system should consist of categories that are clearly distinguishable from one another.
Category systems are central to a content analysis according to Mayring - the categories should be clearly distinguishable from one another
According to Mayring, there are three different techniques for transcription:
- Phonetic transcription with the IPA to reproduce dialect and language colorations
- The literary transcription in which dialect (in the common alphabet, not in IPA) is retained
- The translation into normal written German.
According to Mayring, the latter variant is the most suitable when the focus is on thematic content. Dialect is removed, sentence structure errors are corrected and the style is smoothed. This variant corresponds to the simple transcription rules from abtipper.de.
The qualitative content analysis procedure according to Mayring comprises nine steps. Some key aspects of the procedure are briefly described below.
In a first step, the source material be determined more precisely. The central questions are:
What is being analyzed? (Only an excerpt of the text or everything?)
Who produced the material? (Who is the author and what is his/her background?)
How is the material available? (Usually as a transcript.)
This is followed by the formulation of a question. This determines the focus of the interpretation. This can be, for example, emotional reactions, opinions or intentions.
The first step is to determine the source material: What is being analyzed? Who produced the material? How is the material available? This is followed by the formulation of a question
At the heart of the process is the "process model", which distinguishes between three techniques are distinguished:
- Explicative content analysis
In the explicative content analysis, additional data, such as background information, is used. The main aim is to make unclear passages in the text easier to understand. The relevant data should be collected systematically and made transparent during the research process. - Structuring content analysis
Central to structuring content analysis is the filtering out of criteria that represent the text in its entirety. For this purpose, a category system is developed which is mainly based on previously defined criteria. This means that structuring content analysis is a "deductive" process, i.e. there are precise theoretical assumptions. With structuring content analysis, it is also possible for new content to emerge and new categories to be formed. This process is called "inductive" category formation. - Summarizing content analysis
In summarized content analysis, the texts are reduced to their essential content. This results in a short text that serves as the basis for interpretation. Categories are formed inductively, i.e. the categories are developed on the basis of the material. The means and rules of the process include paraphrasing, generalization and forms of reduction.
The process model is at the heart of the procedure. A distinction can be made here between three techniques: Explicative content analysis, structuring content analysis and summarizing content analysis
Once a category system has been created, the categories should be defined and differentiated from one another. To do this, examples should be collected from the text for each category. This is followed by the interpretation of the results with regard to the previous question.
Finally, the results are interpreted with regard to the previous question
| Steps of the qualitative content analysis (according to Mayring 2015) |
| 1. determination of the material |
| 2. analysis of the development situation |
| 3. formal characteristics of the material |
| 4. determine the direction of the analysis |
| 5 Theoretical differentiation of the research question |
| 6. determination of the analysis techniques, definition of the concrete process model |
| 7. definition of the units of analysis |
| 8. analysis steps using the category system, summary, explication, structuring, review of the category system in relation to theory and material |
| 9. interpretation of the results in the direction of the research question, application of the content analysis quality criteria |
Quantitative content analysis
Quantitative content analysis is the systematic analysis of large volumes of text in which the most objectively and systematically as objectively and systematically as possible. Here too, the formation of a category system is essential for the analysis. In principle, quantification is always required, i.e. all categories are counted according to frequency.
Quantitative content analysis is the systematic analysis of large volumes of text - working objectively and systematically
The central step in quantitative methods is the subsequent statistical evaluation of the results according to frequency and in relation to the research question.
The central step in quantitative content analysis is the statistical evaluation of the results according to frequency
Tools for the evaluation of transcripts
Another method that is particularly helpful for quantitative content analysis is computer-aided data analysis. Data can be analyzed using special software. Especially with larger amounts of data, the use of special software makes it easier to structure and organize the data. The most common software packages in the field of transcription include MAXQDA and f4analysis.
Special programs can also be used for analysis - these make it easier to structure and organize the data. The best known are MAXQDA and f4analyse.
Analyze with MAXQDA
MAXQDA offers significantly more features that go beyond text analysis:
- Read, edit and encode data
- Paraphrases
- Create memos
- Visualization options (e.g. number of codes in different documents)
- Group comparisons
- Analyze combination of codes and scope of coding
- Import and export demographic data (variables) from and to SPSS and Excel
- Import of survey results from Survey Monkey
- Import of websites or parts of a website
- Search function
- Transcribing audio and video material
- Integrated media player
- Geo references
- Coding with emoticons and symbols
- Export to text, Excel, HTML, XML
- Create frequency tables and diagrams
- Descriptive and inferential statistical analyses
- Creation of folders possible
- Encoding audio/video data without an existing transcript
- Variables for selecting specific text or code groups
- Compare code frequencies for different text groups
- Use of multiple user groups in one project
- Arrange texts, codes, memos, coded text passages and free objects on a white surface and connect them with arrows
- Display of texts as images
- Count word frequency list and word lists for counting word frequencies for texts, text groups or codes. (additional module for a fee)
- Carry out statistical evaluations (StatsPro module)
In addition MAXQDA the compatibility with considerably more file formats than with f4analysis. Not only can all common audio formats be processed, but also numerous other sources, such as PDF, XLSX, JPG, video data or tweets.
MAXQDA's compatibility is much more diverse than that of f4analyse
Analyze with f4analysis
The f4analyse software is limited to a few basic functions. F4analyse is offered in a package with f4transkript. The price varies between 50 euros (for students, for 6 months) and 500 euros (for a USB license). This software is particularly for small amounts of data (up to 30 interviews). The functions include those of f4transkript:
- Helps to read rtf files
- Structuring of the findings, interesting passages can be filtered
- Findings can be noted
- Results can be clearly exported to word and prepared as a results report
- Save notes as memos
- Comments on text and codes
- Memos can be coded
- Develop codes and assign text and memo
- Clear representation of the code system, representation with different colors
- Coded text passages can be easily filtered and compared
F4analysis is limited to the most important basic functions - the software is particularly suitable for small amounts of data
If you compare the two programs f4 and MAXQDA, it can be said that f4 is more suitable for beginners, as it has a much smaller range of functions. range of functions simplified usability. MAXQDA, on the other hand, should be used for extensive projects with many requirements or if a special file format that f4 cannot process is required. Another very special program, which is also used to evaluate transcripts, is "EXMARaLDA".
F4analyse is more suitable for beginners, it offers simplified usability. The functions in MAXQDA are more complex - the software is particularly recommended for more extensive projects
Order your transcription now at abtipper.de!
Aim of the Evaluation of an interview is to derive the information relevant to the research questions in a structured manner.
In order to be able to analyze an interview, it must first be transcribei.e. convert it into written form.
The evaluation should take place according to a generally recognized procedure. A basic distinction is made between qualitative and quantitative analysis. The analysis method should already be determined before the interviews take place, as this has a strong influence on the interview guide and the questioning technique technique.
In a qualitative content analysis the aspects relevant to the research question are derived from an understanding of the content of the interviewee's answers.
A common method is qualitative content analysis according to Mayring. The analysis is carried out in a three-step process model:
1) Explicative content analysis: Systematic collection and clarification of all information from the interview.
2) Structuring content analysis: Categorization of the content
3) Summarizing content analysis: Summary of essential aspects
In a quantitative content analysis the interview is analyzed using statistical methods. Conclusions can then be drawn from correlations between different aspects (constructs).
For the content analysis There are several computer programs that support a structured approach to content analysis.
Well-known programs include MAXQDA and f4analyse. The suitability of the transcripts varies depending on the analysis method. They should therefore be selected after choosing the method.
