ASSIGNMENT 03 04

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 ASSIGNMENT 03: Interview & Transcription (5 points) THE PURPOSE of this assignment is to:  Participate in a qualitative interview.  Conduct a qualitative interview  Transcribe an interview ASSIGNMENT OBJECTIVES  Practice being a research subject  Conduct an interview of a research participant  Prepare a transcription of an interview, making the interview ready for manual coding (Assignment #4) STANDARDS I. Effective interviewee participation:  The answers you provide are the basis for future analysis. The richer, more detailed your answer the more data is being produced for your fellow participants.  Be prepared. As an interviewee you are going to be asked questions about the research topic. Be ready to have example to how and why questions.  Make every effort to be available for the interview  Answer the questions being asked with details  Answer honestly — the data generated within this course stays within the course. II. Effective interviewers should follow the criteria that Mayo established: (Mayo, The Human Problem of an Industrial Civilization 1933, p. 65).  Give your whole attention to the person interviewed, and make it evident that you are doing so.  Listen—don’t talk.  Never argue; never give advice.  Listen to:  what they want to say  what they do not want to say  what they cannot say without help  As you listen, plan on summarizing what you heard and plot out tentatively your prompts. So, from time to time summarize what has been

said and present for comment (e.g., “Is this what you are telling me?”). Always do this with the greatest caution, that is, clarify in ways that do not add or distort.  ASK FOR EXAMPLES — if they the interviewee says they like “working in teams” … follow up with what do you mean by teams, how often should teams work together, what is the best way to connect as teams. Can you provide an example of a team that worked well together, a team that didn’t work well together? Why do you like working in teams?  Remember that everything said must be considered personal and kept in confidence and not divulged to anyone outside the participants in this course. III. An effective transcription should:  Accurately represents the interview as any variances may impact the data  Thoughtfully considered when to edit the quotes from the audio when transcribing the interview. You will rely on these quotes in future assignments.  The format should be consistent throughout the transcription  Be ready a researcher to pick up the transcription and read what happened and what was said in the interview RESOURCES Readings for Interviewing:  Brinkmann, S. (2013). Qualitative Interviewing. United Kingdom: OUP USA. Readings for Transcription:  Oliver, Daniel G., Julianne M. Serovich, and Tina L. Mason. 2005. “Constraints and Opportunities with Interview Transcription: Towards Reflection in Qualitative Research.” Social Forces 84 (2): 1273–89. doi:10.1353/sof.2006.0023. Tool for MS transcription: A tool is not prescribed for this assignment. Follow this link to a mini-tutorial on how to use MS Word to transcribe: https://www.youtube.com/watch?v=9Q80QM21TrI YOUR TASK AS AN INTERVIEWEE  Be interviewed by one of the other class participants  Be on time  Actively engage and provide rich, detail filled answers. YOUR TASK AS AN INTERVIEWER

 Interview a research participant  Be on time  Ask for examples! of how and why YOUR TASK FOR TRANSCRIPTION Transcribe the audio into text.  The suggested transcription style is one that will be a lightly edited version of the original audio with the following elements removed:   Stutters  Filler speech, including “um,” “uh,” etc.  Most non-speech sounds, including coughing and throat clearing  False starts 2. Once you pick a style of transcription stay with it throughout the transcription. Format for the transcription FORMATING OF THE TRANSCRIPT ON THIS ASSIGNMENT IS VERY IMPORTANT for Assignments #4 and #5. When everyone has the same format it will be easier for your fellow participants to complete these assignments.  The transcription format is MS Word  The font will be Times New Roman 12pt and double spaced. Margins will be 1.5 inches all around, pages numbered  The transcription will be in a table format (2 columns). The table formatting will begin with the first question.  The opening, closing and consent need to be transcribed.  You do not need to put the opening, closing, and consent in a tabular format; just the interview questions and answers.  The first column will be the speaker (there will be two speakers: the interviewer and the interviewee)  The second column will be the question / answer.  Whenever there is a change in speaker you will have a new row. So, for each question, clarification comment, prompt, etc., that is made by the interviewer / interviewee -- you create a new row.  Thus, the interviewee / research subject will also have separate rows for each of their comments OPTIONS FOR TRANSCRIPT CREATION

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All McDaniel students have access to the Office365 tools listed below. To access, visit portal.office.com in any web browser, and then sign in with your McDaniel email and password. If you currently use Office for your employer, you may need to sign out of that account before you can sign in with your McDaniel credentials.  If you use MS Teams for your interview, you can enable automatic transcription  Transcribe an audio recording in Word Online  Create a Transcript in Word during a live interview  Upload a video in Stream - Did you use Zoom or another video conferencing tool for your interview? Upload your video file to Microsoft Stream to generate a transcript which you can download ❗ Please note: Machine-generated transcription services are not 100% accurate, you should carefully review the text and make corrections where needed prior to submission. Specific transcription tools are not prescribed for this assignment. A link to a YouTube video on how to use MS word is included in the resource section of this assignment UPON COMPLETION The assignment is due at the end of Module 2 Week 1, on Sunday night at 11:59 p.m. On or before the due date, post it in Blackboard by clicking on the “Submit Assignment 3” within Module 2.  MODULE 2: ASSIGNMENT 04: Codebook creation ASSIGNMENT 04: CODEBOOK CREATION (10 points) THE PURPOSE of this assignment is to build a codebook for your research project based on the interview your conducted. ASSIGNMENT OBJECTIVES  Learn how to annotate a transcript in order to identify codes  Develop the skills required for the creation of a codebook by consolidating annotations into codes  Collaborate with team members on codebook creation

STANDARDS When building a codebook a researcher should:   work the first several passes individually and subsequent passes are best done with the feedback from the team  recognize that developing a codebook is a time intensive process  keep in mind that theory plays a critical role in the creation of a codebook Creating enough codes: I expect that everyone is thinking ... How many codes are enough: These are only guidelines. Research subject, participants and subject matter influence this number. So too start, each team member should target 30 initial codes. Teams should target 100 or more And think about it this way -- 4 participants per team identifying 25 - 30 codes each will generate 100 - 120 potential codes. Nevertheless,  There can be many codes but the final number of themes/concepts should be kept to a minimum to keep analysis coherent  During this first round it is about casting a wide net. As we continue to refine the code list through future assignments the codes will be consolidated, deleted, added.  There is no magic or standardized number to achieve. Qualitative Researchers have suggested the following guidelines:  Generate 80-100 codes that will be organized into 15-20 categories which eventually synthesize into five to seven (5-7) major concepts   Lichtman, M. (2006) Qualitative research in education: A user’s guide. Thousand Oaks, CA: Sage  Begin with a short-list of five to six provisional codes to begin the process of “lean coding”. This expands to no more than 25-30 categories that then combine into five to six (5-6) major themes 

 Cresswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage  3 of anything major is a good quantity for reporting qualitative work (this is in reference to examples that could be bundled into a code)   Wolcott, H.F. (1994). Transforming qualitative data: Description, analysis, and interpretation. Thousand Oaks, CA: Sage. RESOURCES All the below resources are available to you. Select the articles and videos that helps you the most. Readings for Coding:  Adu, P . (20190405). A Step-by-Step Guide to Qualitative Data Coding. [VitalSource Bookshelf 10.0.1]. Retrieved from vbk://9781351044493 Chapter 3, Chapter 7  Adu, P WORKSHOP Qualitative Data Coding 𝑉𝐼𝐼𝐼 ? h International Eurasian Educational Research Congress ONLINE Video for Coding:  https://fb.watch/91nKNzGZNA/ Optional Articles:  DeCuir-Gunby, J. T., Marshall, P. L., & McCulloch, A. W. (2011). Developing and Using a Codebook for the Analysis of Interview Data: An Example from a Professional Development Research Project. Field Methods , 23 (2), 136–155.  Silverstein, L. B., Auerbach, C. (2003). Qualitative Data: An Introduction to Coding and Analysis. United States: NYU Press.

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 Elliott, V. (2018).Thinking about the coding process in qualitative data analysis. The Qualitative Report, 23 (11), 2850-2861. Retrieved from Retrieved from https://nsuworks.nova.edu/tqr/vol23/iss11/14  Belotto, M. J. (2018). Data Analysis Methods for Qualitative Research: Managing the Challenges of Coding, Interrater Reliability, and Thematic Analysis. The Qualitative Report , 23 (11), 2622-2633. Optional Videos:  https://www.youtube.com/watch?v=4KOpSG7myOg  https://www.youtube.com/watch?v=v_mg7OBpb2Y YOUR TASK Annotate your transcript  Use the transcript you created in Assignment #3.  Create a first pass at the identification of codes by annotating directly commenting, highlighting, making notation, etc. directly on the transcript or in the borders of the transcription.  For this assignment you will be re-submitting your transcription with the annotations Create a codebook  Per the reading and video materials you would have learned that there are many types of coding (e.g., Attribute Coding, Descriptive Coding, Structural Coding, In Vivo Coding, Analytic Coding, Process Coding, Topic Coding). Use the various types to guide and inspire your thinking. You do not have to pick just one type. Consider all of them.  Use the table format below when capturing your codes Code Name Code Definition -- a sentence or more describing the code Code - Inclusive Criteria Code - Example from the transcript Example Code 1 (Personal engagement) Direct contact from the instructor Describe what is included in the code — emails and comments on “ … the instructor replies to my emails within 24 hours …”

assignments, comments in learning logs Code 2 Code ... Note: Coding takes time. Successful codebook creation requires multiple passes over the data. THE SUBMISSION  The annotated transcription via the highlighting passages, phrases, or words from the transcription along with the insertion of comments, notes, memos.  The codebook (MS Word table containing the 5 columns) UPON COMPLETION The assignment is due at the end of Module 2 Week 2, on Sunday night at 11:59 p.m. On or before the due date, post it in Blackboard by clicking on the “Submit Assignment 4” within Module 2.