Qualitative Content Analysis

Philipp Mayring, born in 1952, studied psychology, education and sociology at Ludwigs-Maximilians University Munich. He is now retired professor for psychological methodology at Alps-Adria University Klagenfurt, was president of the German Association of Evaluation DeGEval and head of the Center for Evaluation and Research Consulting ZEF. He is now head of the Association for Supporting Qualitative Research ASQ, Klagenfurt.

• Introduction: Why Should we be Concerned With Qualitative Content Analysis?Part I: Foundations of Text AnalysisChapter 1: The Methodological Debate of Qualitative vs. Quantitative ResearchHistorical BackgroundTheory of Science Background of the ControversyIs Mixed Methods a Solution?Common Research Criteria for Qualitative and Quantitative ApproachesChapter 2: Importance of Text Analysis in Social SciencesTexts and Numerical Data as Material in Social SciencesMethods of Collecting Textual Material in Social Sciences ProjectsChapter 3: Different Approaches of Text AnalysisA comparison of Five Qualitative Text Analysis ApproachesSocial-Hermeneutic ParaphrasePsychoanalytic Text InterpretationObjective HermeneuticsGrounded Theory CodingQualitative Content AnalysisComparison of the Approaches and Quality CriteriaChapter 4: A Short History of Content AnalysisPreliminary PhaseConsolidation PhaseFine Developments and Interdisciplinary ExpansionStagnation and “Discontent” with Content AnalysisNew quantitative approaches in computational linguistics, complex algorithms and text miningApproaches to Qualitative Content AnalysisChapter 5: Basic Principles of Qualitative Content AnalysisEmbedding the Material within its Communication ContextCategories in the Focus of AnalysisDefining content analytical unitsSystematic, Rule-bound ProcedureObject Reference in Place of Formal TechniquesTheory-guided Character of the AnalysisTesting Specific Instruments via Pilot StudiesIntegrating Quantitative Steps of AnalysisQuality CriteriaChapter 6: Procedures of Qualitative Content AnalysisSummarizing Qualitative Content AnalysisInductive Category FormationExplication: Narrow and Broad Context AnalysisStructuring: Deductive Category AssignmentMixed ProceduresChapter 7: Computer Programs for Supporting Qualitative Content AnalysisThe Merits of Computer Assistance in Text AnalysisQCAmap Software for Qualitative Content AnalysisPart II: The 8 Step Qualitative Content Analysis Research ProcessChapter 8 Step 1: Forming the Research QuestionFrom Themes to QuestionsHow to Formulate a Research QuestionExample for Step 1: Forming the Research QuestionChapter 9 Step 2: Establishing the Theoretical Background of the StudyDifferent Levels of Theory BackgroundExample for Step 2: Establishing the Theoretical Background of the StudyChapter 10 Step 3: Designing the StudyBasic Designs for Qualitative (and Quantitative) ResearchExample for Step 3: Designing the StudyEthical Aspects of a Qualitative Content Analysis StudyChapter 11 Step 4: Gathering Textual Material, SamplingThe Quality of the Sample: Establishing a Sampling StrategyRecommendations for Sample SizeDescribing the Text Corpus for Qualitative Content AnalysisTranscription RulesExample for Step 4 (Textual Material)Chapter 12 Step 5: Choosing and Constructing Adequate MethodsSummarizing: Procedure and ExampleInductive Category Formation: Procedure and ExampleExplicating (Context Analysis): Procedure and ExampleStructuring (Deductive Category Assignment): Procedure and ExampleMixed Procedures: Theme Analysis, Type Analysis, Parallel ProceduresChapter 13 Step 6: Conducting the Study and Presenting the ResultsDescription of ResultsPresenting Studies with Summarizing Content AnalysisPresenting Inductive Category FormationPresenting Deductive Category AssignmentAnswering the Research QuestionChapter 14 Step 7: Discussing Quality CriteriaClassical Quality CriteriaSpecific Content-analytical Quality CriteriaSoftware Example: Three Levels of Intercoder AgreementChapter 15 Step 8: Reflecting on Research ImplicationsTheoretical ImplicationsPractical ImplicationsPart III: Indications and Limitations of Qualitative Content AnalysisChapter 16: Indications and LimitationsSimilar Conceptions of a Qualitative Content AnalysisCriticism and MisunderstandingsStrengths and Weaknesses of Qualitative Content AnalysisFurther Developments

Philip Mayring offers a clear, systematic, step-by-step formula for both undergraduate and postgraduate students and novice researchers interested in using qualitative content analysis. The book offers significant context, elaborate detail, and supplements this with clear examples of research in the everyday practice.