essential-guide-to-qualitative-in-organizational-research

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–––––––––––––––––––––––––––––––––––––––––––––––––– ATTRIBUTIONAL CODING –––––––––– 237to try a totally new sport it’s very different from what we’ve practised in the southof Ireland where we had no chance really to row.I: OK, right. Have you continued with it at all?C: I have, yes. I rowed for my final two years as an undergraduate and then I rowedwhen became a postgraduate. /I gave it up after my first year for a few differentreasons.I: Like what?C: (3) Well I didn’t enjoy the club atmosphere that much. This will probably soundquite bad, but (4) not being from a public school made it quite difficult/. We wereall asked where we came from and you know you’d have a guy saying ‘Oh I rowedat Cambridge’ or ‘I rowed at Oxford’ and it was ‘Oh great a Cambridge man’. (5)Obviously where I studied was ‘Oh OK’/. Also (6) there was no real structure inthe club so I didn’t see myself doing too well/. I got selected for the first crewinitially but (7) the team didn’t feel right, so I decided to give it up for a while/. (8)But now I kind of miss the structure in my life that rowing gave me so that’s whyI’m trying to get back into it at the moment./Table 19.1 illustrates how these attributions have been coded. The first attribution is coded‘unstable’ because there is little indication that Speaker considers that the cause (that rowingseemed like part of university life) is likely to operate again in future. Similarly, it is coded‘Specific’ because there is no evidence in this attribution that the cause has influence over alarge number of other important areas of the Speaker’s life. It is coded ‘External’ because thecause originates outside the Speaker and ‘Controllable’ because the Speaker implies that heTable 19.1Coded examples of attributions from transcriptAttribution Stable Global Internal Personal Control1 (I got involved in rowing because) it just seemed like partof university life. 1 1 1 2 32 (I got involved in rowing because) I wanted to try a totallynew sport. 1 1 3 3 33 I gave it up after my first year . . . Well I didn’t enjoy theclub atmosphere that much. 1 1 1 3 34 Not being from a public school made it quite difficult. 3 3 3 3 15 Obviously where I studied (they thought) was ‘Oh OK’. 3 3 3 3 16 There was no real structure in the club so I didn’t seemyself doing too well. 1 1 1 1 17 The team didn’t feel right, so I decided to give it up for a while. 1 1 1 1 38 But now I kind of miss the structure in my life that rowinggave me so that’s why I’m trying to get back into it. 3 3 3 3 2
238 –––––––––– QUALITATIVE METHODS IN ORGANIZATION STUDIES ––––––––––––––––––had influence over this particular outcome. The ‘Uncertain’ coding has been used for‘Personal’ because it is difficult to establish whether the Speaker is implying that his view –that rowing is part of university life – is something unique to him, or widely shared by otherundergraduates.The second attribution is coded ‘Unstable’, ‘Specific’ and ‘Controllable’ for the samereasons as the first, but this time the cause is coded ‘Internal’ because it refers to the Speaker’swish to try a new sport. The attribution is also coded ‘Personal’ because there is moreevidence that the Speaker is implying that the attribution refers to something whichdistinguishes him from other undergraduates. The third attribution is coded ‘Unstable’ becausethe cause ‘not enjoying the club atmosphere’ appears to be a ‘one-off ’ occurrence and thereis little indication that the Speaker believes that this will be typical of other clubs that he joins.It is also coded ‘Controllable’, because although the Speaker may not have been able toinfluence the club atmosphere, he was able to take the decision to leave the club. In the fourthand fifth attributions, the causes, both of which relate to not being from a public school, havebeen coded ‘Stable’ and ‘Global’, this is because not having attended a public school, in thisSpeaker’s opinion, appears to have ongoing and potentially wide-ranging consequences. Inaddition, both of these attributions are coded ‘Uncontrollable’ because there is little to indicatethat the Speaker believes that he could have influenced the outcome in either case, or changedeither cause.In attributions (6) and (7), the Speaker appears to externalize responsibility for having leftthe club by stating that there was ‘no real structure’ in the club and that ‘the team did not feelright’. Neither of these suggests that the Speaker considers cause or outcome to reflectanything personal about himself. Attribution (6) is coded ‘uncontrollable’ because there isnothing to indicate that the Speaker considered himself able to influence cause or outcome.Attribution (7), however, is coded ‘controllable’ because the outcome refers to a decision togive up rowing. Finally, in the eighth attribution, the Speaker implies that rowing providesa structure to his life that is likely to have an ongoing and important influence. Hence theattribution is coded ‘Stable’ and ‘Global’. It is also coded ‘Internal’ and ‘Personal’ because ofthe implication that the statement describes something that originates within him and isrelatively idiosyncratic. However, the ‘Uncertain’ coding is used for control, because, whilethere is evidence that the Speaker is attempting to influence the outcome, he has not as yetsucceeded.ANALYSIS ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––Whilst there is no reason why an individual should not code their own attributions, researchersusing the LACS have generally employed independent, trained coders to extract and codeattributions. As such, emphasis is placed on the extent to which attributions convey a similarmeaning to different listeners. Thus, consistent with qualitative research involving contentanalysis of discourse material, inter-rater reliability is defined as the extent to which two ormore coders working independently code individual attributions in the same way.Achieving good levels of inter-rater reliability is particularly important if the researcher’saim is to undertake a statistical analysis of coded attributions (an approach that is morecompatible with a quantitative reductionist research paradigm). However the use of qualitativematerial of this type means that it is unlikely that the researcher will achieve levels of reliability
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ESSENTIAL GUIDE TO QUALITATIVE METH
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This book is dedicated to our child
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viii ---------- CONTENTS ----------
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Notes on ContributorsJohn Benington
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AcknowledgementsIt has been 10 year
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2 ---------- QUALITATIVE METHODS IN
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4 ---- Life Histories -------------
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8 ---- The Twenty Statements Test -
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9 ---- Qualitative Research Diaries
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100 ---------- QUALITATIVE METHODS
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tended to get shovedin the backgrou
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10 ---- Stories in Organizational R
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15 ---- Critical Research and Analy
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23 ---- Preserving, Sharing and Reu
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25 ---- Ethnography ---------------
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27 ---- Soft Systems Analysis: Refl
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30 ---- The Future Conference -----
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