Thisbook reflection evaluates the 2ndedition of ’s (2013) book “Coding Manual for QualitativeResearchers” that targets to enlighten readers about coding,writing analytical memos, profiling the diverse methods of coding,making references, as well as recommending further analysis. It willalso discuss my personal perspectives about the issues and ideasrelayed by the book. This reflection will assist researchers inselecting the best reference for qualitative coding.
Keywords:Coding, Qualitative, Software, Manual
This301-page book with 6 chapters provides a comprehensive guidance onqualitative coding tactics by introducing and defining the terms“code” and “coding” in the first two chapters. Its primaryobjective is to elaborate the purpose of codes in coding and writinganalytical memos when collecting and analyzing qualitative data. Thebook also profiles a chosen set of coding methods usually used whileanalyzing data. The final primary objective of this book is toprovide its audience with references, suggestions, descriptions,cases, coding exercises, and task analysis using qualitative data.These chapters describe how data can be coded and used to creatememos for organizing datasets. The third chapter of (2013, p.80) discusses the 1stcycle coding methods which incorporate twenty-five techniques. Thetechniques are followed by post coding transitions addressed in thefourth chapter, which involves landscaping and mapping. Thetransition is followed by chapter five that discusses the 6techniques of coding in the second-cycle where reorganizing andreanalyzing of qualitative data takes place. The sixth chapter was anamendment of `s (2009, p. 1-223) first edition to recommendvarious approaches of prewriting and post-coding. The author managesto cover a total of twenty-nine coding techniques from beginner toadvanced levels using all applicable forms of qualitative data. Eachof the 29 techniques has been discussed alongside its history,recommendations, and examples. In this respect, the book informs thereader on how coding enhances the analysis of qualitative data insoftware, memos writing, as well as use of the manual for studies.
Thisbook introduces coding from a researcher’s perspective of curiositybefore discussing the in-depth reasons to code, categorize, record,re-categorize, and analyze qualitative data. In a review performed byGonzalez (2016, p. 1546), the book presents an interior and exteriororientation of the qualitative data to depict coding as a heuristic.In perspective, these steps from one chapter to the next in anorderly manner where coding techniques are developed towards theadvanced level improve the chances of knowing. I found it easier tofollow the directions and implement my coding plans successfully.Furthermore, (2013) avails many sources that I can refer formore information on the different techniques and makes thepublication highly reliable, especially due to the examples of eachapproach. Another attribute that caught my attention was the use ofboth the prevailing and traditional software including Microsoft Wordand NVivo to complete the tasks, which made the ideas compatible withmy systems.
Thereare many learning points availed by and guidelines forfurther research on cited materials. In programming courses, codingis a vital part of computer engineering which students of IT andComputer Science must learn in their education (Theron, 2015, p. 2).Such products of coding as Excel, SPSS, SAS, MatLab, EViews, CAQDAS,and NVivo among others are being used in organizational settings ofeducation to teach or conduct professional tasks within theadministration. The author provides helpful sources for other codingmethods to enhance finding of clearer information from other sources.This outcome informs that I should provide ample references that canaffirm claims in my future projects. The ideas from this book will bevery useful for my research project on areas of coding. It will be areference point for information and confirmation of speculated ideas.In addition, such ideologies as the In Vivo Coding can be applied byyouths in educational ethnography and students with learningdisabilities (Saldaña, 2015, p 85).
Gonzalez,M. M. (2016). The Coding Manual for Qualitative Research: AReview. TheQualitative Report, 21(8),1546-1548.
Saldaña,J. (2009). Thecoding manual for qualitative researchers.Thousand Oaks, CA: Sage.
Saldaña,J. (2013). Thecoding manual for qualitative researchers.Thousand Oaks, CA: Sage.
Saldaña,J. (2015). Thecoding manual for qualitative researchers.ThousandOaks, CA:Sage.
Theron,P. M. (2015). Coding and data analysis during qualitative empiricalresearch in Practical Theology. Indie Skriflig, 49(3),1-9.