Lesson Report:
# Lesson Report: Introduction to Qualitative Data Analysis Techniques
## Synopsis:
This session focused on introducing students to key qualitative data analysis techniques, particularly content analysis. Given that most students are engaging with qualitative rather than quantitative research, the lecture provided an overview of content analysis, case studies, and discourse analysis. The class also included a hands-on workshop where students practiced manual content analysis using Ronald Reagan’s “Evil Empire” speech. The goal was to ensure that students could effectively code their data and identify thematic patterns, an essential skill for their upcoming paper submission.
—
## Attendance:
– Several students were absent or late, though only a few students were explicitly mentioned as missing (e.g., Emmerbek and Bobur).
– The instructor noted that the low attendance could make activities more challenging.
—
## Topics Covered:
### **1. Overview of Data Analysis Methods**
– Instructor reviewed the necessity of data analysis in students’ research.
– Addressed the challenge of research methodologies since the course is not a research methods class.
– Emphasized that most students are using **qualitative methods** rather than quantitative, which will be the focus of the session.
– Introduced three primary data analysis techniques that most students will rely on:
– **Content Analysis**
– **Case Studies**
– **Discourse Analysis**
### **2. Introduction to Content Analysis**
– Defined content analysis as a technique used to code specific themes or narratives in textual data.
– Explained its role in identifying dominant themes across multiple texts.
– Instructor emphasized the **manual nature** of coding before introducing automated tools later.
– Example Application: Measuring how many times Ronald Reagan referenced the Soviet Union as “evil” in his speeches.
### **3. Steps in Content Analysis**
1. **Identifying Themes and Codes**
– Themes should be **specific and clear**, not vague (e.g., “soft power” is too vague; “cultural heritage,” “economic partnership” are better).
– Operationalization maps from students’ own research should guide their thematic coding.
2. **Organizing the Data for Coding**
– Students should have a well-organized data set of speeches, articles, policy documents, etc.
– Recommended storing data in Word/PDF files for easy referencing.
3. **Applying Codes to the Data**
– Manually scanning texts and marking where themes appear.
– Example: Tracking the frequency of Reagan’s moral dichotomies (e.g., religion vs. atheism, good vs. evil).
4. **Identifying Patterns in the Data**
– Looking at **quantitative elements** (e.g., how many times a theme appears).
– **Tracking changes over time**, identifying trends in rhetoric (e.g., shifts in Reagan’s speeches from pragmatism to ideological framing).
– **Comparing narratives** (e.g., how Russian vs. Chinese media frame economic investments).
### **4. Hands-on Workshop: Coding Ronald Reagan’s “Evil Empire” Speech**
– Students worked in small groups to **manually code** sections of Reagan’s speech.
– Pre-defined categories for coding included:
– **Religious Justifications**
– **Moral Dichotomies** (good vs. evil, democracy vs. tyranny)
– **Historical References**
– **Domestic Policy as a Moral Issue**
– **Direct Mentions of the USSR as “Evil”**
– Students took notes in a shared Google document, marking paragraph numbers and quoting relevant words.
– The instructor clarified that coding should be done **after themes are established**, not while reading.
### **5. Discussion and Clarifications**
– Addressed student questions about content analysis.
– Clarified that **coding should follow from operationalization maps**—students should know what to look for before analyzing texts.
– Collaborative discussion on how content analysis could be applied to their research topics.
– Example from a student: **Comparing Russian and Chinese public diplomacy narratives** using frequency-based coding of media statements.
—
## Actionable Items:
### **Urgent: Data Collection Completion**
– Instructor **reminded students that data collection should already be finished** as drafts are due in four days.
– Any student experiencing delays should **schedule a meeting with their supervisor immediately**.
### **Workshop Follow-Ups**
– Students should **finish coding their assigned section** from Reagan’s speech if not completed in class.
– Compare their results with peers to check consistency in theme identification.
### **Application to Own Research**
– Students should **apply content analysis to their own research data** using the step-by-step method outlined in class.
– Review **operationalization maps** to refine themes and codes before coding their own texts.
### **Upcoming Assignments**
– First major assignment (chapter drafts) **due on Tuesday**.
– Students struggling with **methodology clarification** should seek assistance promptly.
—
This lesson provided foundational skills in qualitative data analysis, particularly **content analysis**, which students must now apply to their own research projects before their upcoming deadline. Next sessions may continue refining these techniques with case studies and discourse analysis.
Homework Instructions:
ASSIGNMENT #1: Coding Exercise with Reagan’s “Evil Empire” Speech
In this assignment, you will apply the principles of content analysis discussed in class to Ronald Reagan’s “Evil Empire” speech. This exercise will help you practice identifying themes, coding qualitative data, and developing a structured database for future research analysis.
Instructions:
1. **Access the Speech**
– Search online for “Reagan Evil Empire Speech” and locate the version from “Voices of Democracy.”
– If you have difficulty finding it, refer to the link provided in class.
2. **Identify Coding Themes**
– Review the themes discussed in class:
– Religious Justifications
– Moral Dichotomies
– Historical References
– Domestic Policy as a Moral Issue
– USSR as Evil
– These thematic codes will be used to analyze Reagan’s speech.
3. **Read the Assigned Paragraphs**
– Focus on paragraphs 11 to 21 of the speech.
– As you read, identify and highlight sections where these themes appear.
4. **Create a Coding Database**
– Open a Google Doc, Word file, or Excel sheet and create a table with the following columns:
– **Theme** (e.g., Religious Justifications, Moral Dichotomies)
– **Paragraph Number** (Where the theme was found)
– **Quote or Excerpt** (Brief snippet of text demonstrating the theme)
5. **Manually Code the Speech**
– Each time you see a relevant theme in the text, record the paragraph number and a short quote.
– For example, if Reagan references religion to justify U.S. actions, document the exact words used and categorize them under “Religious Justifications.”
6. **Submit Your Work**
– Format your document clearly with your coding results.
– Ensure that each theme has at least a few relevant coded excerpts.
– Submit the final document by the designated deadline.
This exercise will reinforce how to systematically analyze qualitative data, which is a crucial step in your research paper.