There are many different attributes a research coordinator must demonstrate for a research project to be successful. In this paper, the role of the research coordinator will be examined, and the key attributes that this role will be highlighted. To understand the function of a research coordinator, I was provided with an interview transcript of a research coordinator discussing the qualifications needed for this role. The purpose of this paper is to examine an interview of the research coordinator and be able to extrapolate data that will give an understanding of the function of a research coordinator. In addition, this paper will cover the themes that were highlighted in the interview, as well as examining previous studies to compare the results
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After my first read of the transcript, I read it a second time and highlighted keywords that I felt were important and needed to be analyzed. I re-read the interview a third time to make sure I did not miss any details that could have been overlooked. According to Harding (2013) re-reading a transcript is important as it enhances the validity of the results because it confirms that the findings are reflected amongst the data. Therefore, I feel that my multiple re-reads of the data was to ensure that I correctly understood the …show more content…
Initially, I started with empirical coding. In other words, I created codes while reading through the transcript. The first process of empirical coding I did was open coding. This means I tried to organize the data in order to make sense of what was being said (Harding, 2013). Therefore, the transcript was coded line by line with key words, phrases or ideas that I felt had importance to the participant. For this reason, I wrote these codes along the side of the transcript. Harding (2013) states that writing codes along the transcript by summarizing ideas helps the researcher look beyond the details. Once I had generated my codes, I assembled them into a spreadsheet to give myself a visual understanding of the data (See Appendix B). I then did axial coding to try to connect my categories together (Harding, 2013). Ultimately, if I determined specific codes were identical or had similar words within that code, I would group them with other codes to create categories. For example, I had coded adaptability twice and therefore placed them in the category Adapt. As well, I had coded ‘taking course on research method’ and ‘understanding statistics’. I felt that these two were similar codes and therefore categorized them as education. Further examples of codes can be seen in Appendix B. Once I had categories that I was satisfied with, I went through the
After my first read of the transcript, I read it a second time and highlighted keywords that I felt were important and needed to be analyzed. I re-read the interview a third time to make sure I did not miss any details that could have been overlooked. According to Harding (2013) re-reading a transcript is important as it enhances the validity of the results because it confirms that the findings are reflected amongst the data. Therefore, I feel that my multiple re-reads of the data was to ensure that I correctly understood the …show more content…
Initially, I started with empirical coding. In other words, I created codes while reading through the transcript. The first process of empirical coding I did was open coding. This means I tried to organize the data in order to make sense of what was being said (Harding, 2013). Therefore, the transcript was coded line by line with key words, phrases or ideas that I felt had importance to the participant. For this reason, I wrote these codes along the side of the transcript. Harding (2013) states that writing codes along the transcript by summarizing ideas helps the researcher look beyond the details. Once I had generated my codes, I assembled them into a spreadsheet to give myself a visual understanding of the data (See Appendix B). I then did axial coding to try to connect my categories together (Harding, 2013). Ultimately, if I determined specific codes were identical or had similar words within that code, I would group them with other codes to create categories. For example, I had coded adaptability twice and therefore placed them in the category Adapt. As well, I had coded ‘taking course on research method’ and ‘understanding statistics’. I felt that these two were similar codes and therefore categorized them as education. Further examples of codes can be seen in Appendix B. Once I had categories that I was satisfied with, I went through the