The most common ways of interpreting a display are left to right or top to bottom, or the inverse. Another aspect relates to the entry reading of the display. Whereas some displays may require a narrative to support their understanding, others may be more quickly understood without additional explanation. The amount of relationships and concepts depicted increases the relative complexity. The complexity of a display is a factor to take into account. In the field of management, a wide variety of graphic displays are commonly used to depict ideas, organize information, reveal an implicit plan, or explain a process. The display format and shape of the entries may vary considerably and are usually adjusted to the researcher's needs. In essence, diagrams not only add life to qualitative data, as Yin (2011) has stated, but they also give readers the possibility of seeing the author's meaning represented in more ways than just textually. Therefore, visual displays can be functional in supplementing extended textual passages (e.g., when used to box a significant excerpt of participants' voices or enlist participants' demographic information) in representing a model or links among different key concepts or terms developed in final analysis (e.g., when causal networks or other forms of diagrams represent interrelationships or connections) or in illustrating participatory research and collaborative analysis (e.g., when concept maps are co-generated by subjects and researchers and are used to demonstrate findings). A display may be used to represent exploratory, basic, or initial data, or at the other end of the process of analysis, it could help in showing detailed or causal explanations, and it could even be used as a way of generating research hypotheses and developing theory ( Burke et al., 2005 Miles & Huberman, 1994). In qualitative studies, visual displays can be useful and serve several purposes at all stages of analysis, and visual displays, just as with any other form of alternative representation, are used with the purpose of “illuminating rather than obscuring the message” ( Eisner, 1997, p. This qualitative tradition of inquiry strongly encourages the use of diagrams and figures to synthesize major theoretical concepts and their connections. Grounded theorists believe that creating visual representations of the emerging theories is an intrinsic and essential step in theory building ( Clarke, 2005 Charmaz, 2006 Strauss, 1987 Strauss & Corbin, 1998). All subjects Allied Health Cardiology & Cardiovascular Medicine Dentistry Emergency Medicine & Critical Care Endocrinology & Metabolism Environmental Science General Medicine Geriatrics Infectious Diseases Medico-legal Neurology Nursing Nutrition Obstetrics & Gynecology Oncology Orthopaedics & Sports Medicine Otolaryngology Palliative Medicine & Chronic Care Pediatrics Pharmacology & Toxicology Psychiatry & Psychology Public Health Pulmonary & Respiratory Medicine Radiology Research Methods & Evaluation Rheumatology Surgery Tropical Medicine Veterinary Medicine Cell Biology Clinical Biochemistry Environmental Science Life Sciences Neuroscience Pharmacology & Toxicology Biomedical Engineering Engineering & Computing Environmental Engineering Materials Science Anthropology & Archaeology Communication & Media Studies Criminology & Criminal Justice Cultural Studies Economics & Development Education Environmental Studies Ethnic Studies Family Studies Gender Studies Geography Gerontology & Aging Group Studies History Information Science Interpersonal Violence Language & Linguistics Law Management & Organization Studies Marketing & Hospitality Music Peace Studies & Conflict Resolution Philosophy Politics & International Relations Psychoanalysis Psychology & Counseling Public Administration Regional Studies Religion Research Methods & Evaluation Science & Society Studies Social Work & Social Policy Sociology Special Education Urban Studies & Planning BROWSE JOURNALS
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