QUALITATIVE DATA ANALYSIS

Session 9

Y3S5 – 2023/2024
© Aude RYCHALSKI
STRUCTURE OF THE SESSION

Lecture Case study Wooclap Next session

TEAM PRESENTATION
 1. Conduct a qualitative data analysis
2. Identify the main results
SESSION 3. Confirm the hypotheses further to
GOALS the exploratory phase (secondary
data analysis and qualitative study)

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 Analysis is « the search for patterns in data and for
ideas that help explain why those patterns are there
in the first place » (Bernard, 2006, p.452).

Source: Bernard, H. R. (2006). Research methods in anthropology: Qualitative and quantitative approaches. Walnut Creek, CA:
AltaMira Press.

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 THEMATIC ANALYSIS
Thematic analysis is a data analysis process that involves delving
through a data set, identifying patterns, systematically coding, deriving
themes and creative a narrative.

Source: https://www.youtube.com/watch?v=rvMf1cbctYM

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QUALITATIVE ANALYSIS

Step 1: Familiarize yourself with your

data
• Get your data transcribed - refers to
the transformation of recorded audio
(usually spoken word) into a written form
that can be used to analyze a particular
phenomenon.
• Read the transcripts.
• Identify meanings and patterns as you
read through your transcripts.

Source: https://www.youtube.com/watch?v=rvMf1cbctYM

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QUALITATIVE ANALYSIS

Step 2: Come up with initial

codes
• A code is most often a word or short
phrase that symbolically assigns a
summative, salient, essence-capturing,
and/or evocative attribute for a portion
of language-based data (i.e., excerpt).
• Codes represent meanings and
patterns you observe in your data.

Source: https://www.youtube.com/watch?v=rvMf1cbctYM

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QUALITATIVE ANALYSIS

Step 3: Decide what you code

• Read through your data again and
identify relevant excerpts and apply
the appropriate code to them.
• An excerpt refers to the word-for-word
reproduction of verbal data, where the
written words are an exact replication of
the audiorecorded words.
• Excerpts that represent the same
meaning should have the same code
applied.
Source: https://www.youtube.com/watch?v=rvMf1cbctYM

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QUALITATIVE ANALYSIS

Step 4: Merge codes with

supporting excerpts (i.e., data)
• Group all the excerpts with a particular
code.
• This is codifying - a process that permits
data to be grouped and categorized in
order to consolidate meaning and
explanation.
• This allows you to to get a deeper
understanding of each code created.
• Adjust and revised.

Source: https://www.youtube.com/watch?v=rvMf1cbctYM

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QUALITATIVE ANALYSIS

Step 5: Group codes into themes

• Bring together all the excerpts
associated with a particular code into a
theme.
• A theme is nuanced, complex and say
something meaningful and important
about the information needed (i.e., the
marketing study problem).

Source: https://www.youtube.com/watch?v=rvMf1cbctYM

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QUALITATIVE ANALYSIS

Step 6: Assess and revise the

themes
• Evaluate whether your themes are
relevant or not.
• This is an iterative process.
• Be sure that each theme has enough
data (i.e., excerpts) and is mutually
exclusive (i.e., distinct).

Source: https://www.youtube.com/watch?v=rvMf1cbctYM

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QUALITATIVE ANALYSIS

Step 6: Assess and revise the

themes
• Be clear of what excerpts belong to a
theme and what don’t.
• If multiple themes are similar to each
other, do not hesitate to merge them
together.
• If your themes does not bring any
contribution, delete it.

Source: https://www.youtube.com/watch?v=rvMf1cbctYM

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QUALITATIVE ANALYSIS

Step 7: Write the results

• Final step to depict your data.
• Tell a consistent story about your data
and be in line with the aim of your
qualitative study (i.e., information
needed).
• Use quotes to support your idea.
• Go beyond a descriptive analysis and
provide your own interpretive
analysis.

Source: https://www.youtube.com/watch?v=rvMf1cbctYM

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FROM EXCERPT TO CODE -
EXAMPLE
« I had a very bad experience
with this company. I ordered
2 products but I was not
delivered on time. I was very FRUSTRATION
frustrated. »

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EXCERPTS, CODE, AND THEMES
« I was very frustrated because I did
Frustration
not get my parcel on time » (R1)

« It is a very frustrating experience as you

have no information about the delivery » (R2)
Frustration Frustration

« I was not home when the delivery guy

Frustration
came. I was so frustrated » (R5)

« The delivery man threw the package over the

barrier and did not ring or even call. I am so angry»
(R3)
Anger

Anger
« I was pissed off. They told me I could not
get any refund » (R2) Anger

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 EXCERPTS, CODE, SUB-THEMES
AND THEME
« I was very frustrated because I did
Frustration
not get my parcel on time » (R1)

« It is a very frustrating experience as you

have no information about the delivery » (R2)
Frustration Frustration

« I was not home when the delivery guy

Frustration
Negative
came. I was so frustrated » (R5)
emotions
« The delivery man threw the package over the
barrier and did not ring or even call. I am so angry»
(R3)
Anger

Anger
« I was pissed off. They told me I could not
get any refund » (R2) Anger

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MANIFEST VS. LATENT CONTENT

In manifest content analysis, the analyst describes what the

participants actually say → what is on the surface of the text.
It requires interpreting the frequency counts and organizing that
data into code and categories that reflect a pattern or shared
meaning.

Latent content analysis extends the manifest analysis to an

interpretative level and unearths implicit meaning that is implied
rather than stated literally → delve under the surface of the
text.
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HIERARCHY OF THEMES

Strong themes are the most recurring content (i.e., frequency

of excerpts).
Weak themes are the less recurring ones.

It depends on:
• The frequency of excerpts or number of interviews (i.e.,
respondents) addressing the idea behind the code.
• The length of the verbatim

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ORGANIZATION

Use colors.
Organize your data into a table or an Excel sheet.
Do not carry on the thematic analysis on your side since you
have to read through all transcripts to get the initial codes and
then final codes and themes.
Each student must read all the interviews transcripted.

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AND NEXT…

Findings of a qualitative study can’t be generalized (the sample

is too small and non representative).

However:
They bring answers to some information needed.
They make it possible to formulate or refine hypotheses.
They help in the questionnaire design (e.g., come up with
categories of answer)

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WE ARE HERE …
Identify the problem and the objectives

Data Analyze Report

Formulate Determine
collection and preparation
the the study
and interpret and
problem design
sampling the data delivery

Make decisions
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CASE STUDY

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QUESTIONS
In group, each member is asked to read 2 transcripts and
to identify themes (the 4 transcripts must be read within
the group) - Transcripts are on Moodle in the dedicated
space « Materials - In-class case study - Insect-based
food »
1. Discuss and organize the themes you have identified
using the thematic analysis
2. Interpret the results from the qualitative data analysis
3. Provide an intermediate conclusion
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ACCESS TO TRANSCRIPTS -
STUDENT
Please refer to the file below on Moodle, « Materials for the case
study ».

• PDF document « TRANSCRIPTS CASE STUDY_2023-

2024_Y3S6_Consumer and Market Studies »

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INTERVIEWS

• 4 interviews
• Average duration: 27 minutes
• Information about the sample
Educational Monthly budget Duratio
Interview code Gender Age
background for food n
R1 Male 55 BAC More than €400 32 min
R2 Male 25 BAC+5 €250-€300 30 min
R3 Female 79 BAC+2 €300€-€400 25 min
R4 Female 42 BAC+3 €300-€400 20 min

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STEP 1: FAMILIARIZE YOURSELF
WITH YOUR DATA
Data are transcribed

Transcripts have been read

Meanings and patterns have been identified

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STEP 2: COME UP WITH INITIAL
CODES
From the first reading, some codes have emerged.

Identification of word or short phrase that represent meanings and patters

observed across the 4 interviews’ transcripts.

Examples:

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STEP 3: DECIDE WHAT YOUR CODE

Identify relevant excerpts and apply the appropriate code to

them.

Examples

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 STEP 4: MERGE CODES WITH
SUPPORTING EXCERPTS

Positive beliefs Negative beliefs Positive emotions Negative emotions

« That it's good for « It’s the association I

health, rich in protein made with insect [it is
» (R1) dirty] » (R1)
« Honestly, it's good
for health, good for « Some people believe
the environment » it's not good, it tastes
(R2) disgusting, it's not
hygienic. » (R2)

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 STEP 4: MERGE CODES WITH
SUPPORTING EXCERPTS

Positive beliefs Negative beliefs Positive emotions Negative emotions

« That it's good for « It’s the association I « It is exciting » (R2)

« I think I would be
health, rich in protein made with insect [it is « I could be
» (R1) afraid » (R1)
dirty] » (R1) excited » (R3)
« It disgusts me »
« Honestly, it's good « It is quite fun »
« Some people believe (R1)
for health, good for (R2)
it's not good, it tastes « Some people
the environment » « It must be fun »
(R2) disgusting, it's not might feel disgust or
(R3)
hygienic. » (R2) fear because it is
unknown » (R4)

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STEP 6: ASSESS AND REVISE THE
THEMES
Evaluate whether your themes are relevant or not

Iterative process

Each theme must have enough data and is mutually exclusive

Here « pleasure » and « time » themes are not relevant as they

both appear in only one interview (out of 4) → to be removed.

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STEP 7: WRITE THE RESULTS

The analysis of the 4 interviews raised 9 main themes:

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STEP 7: WRITE THE RESULTS

• Results show that there are different type of food habits and diet.
Whereas one respondent is vegetarian (R4) (« I’ve become vegetarian »),
two other pay attention to their diet (« I am very careful » R2 – « I mainly
eat homemade dishes » R3), and the last one does not have a balanced
diet (« My diet is not very balanced »).
• 3 respondents pay attention to eat sustainable food (« I eat organic » R2
- « I think it is important to support local producers » R3 – « When you
see the conditions of animal, climate change, … » R4)

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STEP 7: WRITE THE RESULTS

• Findings also reveal that there are positive and negative beliefs
towards insect-based food. Indeed, despite that R1 recognizes that it is
good for health and rich in protein (« that is good for health, rich in
protein », however R1 associates insects to dirt (it’s the association I
made with insect [it is dirty]). The majority of positive beliefs about insect-
based food relates to « health and good for the environment » (« most
importantly it is good for health » (R2) - « maybe it is good for health »
(R3).
• Sensation and taste are either positively or negatively perceived.
Either some find that it tastes good (« it actually tastes good » (R2) – « it
is not supposed to taste good in my mind », « it must make a weird
sound » (R1).

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STEP 7: WRITE THE RESULTS

• Two positive emotions and two negative emotions were found.

Respondents could feel either« fun » or « enthusiasm » (« it is quite
fun », « it is exciting » (R2) – « it must be fun » (R3), or disgust – the
« yuck effect » was mentionned, and scared (« I think I would be afraid »
(R1) – « it disgusts me » (R1) – « some people might feel disgust or fear
because it is unknown » (R4).

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STEP 7: WRITE THE RESULTS

• Motive and brake were also mentionned through the 4 interviews.

• 2 main motives appear: curiosity (« I might give it a try, just to see »
(R1) – « I could try out of cusiosity » (R3) and for sustainable reasons:
« it could be an alternative to meat in terms of carbon emissions »
(R2) – «I think it could be a good alternative given demographic and
ecological challenges » (R4)
• Brakes are more linked to the question of allergy, specific diet or
hygiene issue (« I think I'd be afraid of getting sick, I'd be wary, I think,
considering everything I know, about hygiene » (R1) – « vegetarians
and allergy » (R2)

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STEP 7: WRITE THE RESULTS

Attitude are either positive or negative. They are primarily linked to the
lifestyle and value of the respondent (« Insects are not my way of life, not
my thing » (R1) – « When you look at today's demographic changes,
environmental issues, and sustainability, it's a good alternative » (R2) –
«Personally, I'm very positive about it because it aligns with my lifestyle and
values » (R2)

Respondents intend (or not) to try, purchase or even share / recommend

(« so eating insects is complicated for me » (R1) – « I'm all for it » (R2) –
«it's a culinary experience to try » (R2) – « so, if I could have access to it
daily, that would be great. I can already imagine my friends' reactions, but
they are used to me introducing them to new things » (R2) – « if someone
offered it to me, I could taste it » (R3).
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CONCLUSION FROM THE
QUALITATIVE DATA ANALYSIS
The qualitative study allows to explore respondent’s eating
habits, and depict and understand their behaviours towards
insect-based food. Beliefs, perceptions, emotions, motives and
attitudes were raised further to the analysis of 4 interviews.

The next step is to conduct a quantitative study to get

explanation and confirmation of our hypotheses.

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 HYPOTHESES (1/3)
Hypothesis 1 (H1). Beliefs have an impact on attitude towards insect-based food.

H1a. Positive beliefs have a positive impact on attitude towards insect-based food.

H1b. Negative beliefs have a negative impact on attitude towards insect-based food.

Hypothesis 2 (H2). Perceptions have an impact on attitude towards insect-based food.

H2a. Perceived healthiness has a positive impact on attitude towards insect-based food.

H2b. Perceived tastiness has a positive impact on attitude towards insect-based food.

Hypothesis 3 (H3). Emotions have a positive impact on attitude towards insect-based food.

H3a. Positive emotions have a positive impact on attitude towards insect-based food.

H3b. Negative emotions have a negative impact on attitude towards insect-based food.

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 HYPOTHESES (2/3)
Hypothesis 4 (H4). Motive has a positive impact on attitude towards insect-based food.

Hypothesis 5 (H5). Brake has a negative impact on attitude towards insect-based food.

Hypothesis 6 (H6). Attitude towards insect-based food has a positive impact on behavioral intentions.

H6a. Attitude towards insect-based food has a positive impact on intention to taste.

H6b. Attitude towards insect-based food has a positive impact on intention to purchase.

H6c. Attitude towards insect-based food has a positive impact on intention to recommend.

Hypothesis 7 (H7). Attitude towards food has a positive impact on attitude towards insect-based food.

Hypothesis 8 (H8). Actual sustainable attitude towards food has an impact on attitude towards insect-based food.
Hypothesis 9 (H9). Experience towards entomophagy has an impact on attitude towards insect-based food.

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 HYPOTHESES (3/3)
Hypothesis 10 (H10). Gender has an impact on attitude towards insect-based food.

Hypothesis 11 (H11). Age has a positive impact on attitude towards insect-based food.

Hypothesis 12 (H12). Educational background has a positive impact on attitude towards insect-based food.

Hypothesis 13 (H13). Budget has a positive impact on attitude towards insect-based food.

Hypothesis 14 (H14). Gender has an impact on actual sustainable behaviour towards food.

Hypothesis 15 (H15). Gender has an impact on attitude towards entomaphogy (experience)

Hypothesis 16 (H16). Gender has an impact on motive.

Hypothesis 17 (H17). Gender has an impact on brake.

Hypothesis 18 (H18). Gender has an impact on visualization

Hypothesis 19 (H19). Gender has an impact on frequency

Hypothesis 20 (H20). Actual sustainable attitude towards entomophagy has an impact on frequency
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 QUALITATIVE STUDY – SOME
ANSWERS
Information needed
Market: key figures, trends, PESTEL, PORTER
What are respondents’ habits in terms of food
consumption and food entomophagy?
What are their motives and brakes towards
insect-based food ?
What are their beliefs, perceptions and
emotions towards insect-based food ?
What are the attitudes towards insect-based
food ?
What are the triggers of future attitudes and
behavioural intentions towards insect-based
food ? (intention to taste, to eat, to share)
What are the characteristics of potential
consumer of insect-based food ?
Study design
Collect existing data (the environnement, the players, the competition, the trends) to explore the market
→ exploratory study (secondary data analysis)
Collect data to understand, describe and measure respondents’ habits → exploratory study
(secondary data analysis and qualitative study) and descriptive study (quantitative study)
Collect data to understand, describe and measure respondents’ motives and brakes→ exploratory
study (secondary data analysis and qualitative study) and descriptive study (quantitative study)
Collect data to understand, describe and measure respondents’ beliefs, perceptions and emotions →
exploratory study (secondary data analysis and qualitative study) and descriptive study
(quantitative study)
Collect data to understand, describe and measure respondents’ attitudes → exploratory study
(secondary data analysis and qualitative study) and descriptive study (quantitative study)
Collect data to understand, describe, measure and find causal relationships related to respondents’
future attitudes and behavioural intentions → exploratory study (secondary data analysis and
qualitative study), descriptive study and causal study (quantitative study)
Collect data to describe, measure and find causal relationships related to respondents’ characteristics
→ exploratory study (qualitative study), descriptive study and causal study (quantitative study)
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WOOCLAP

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ADDITIONAL MATERIALS

Please refer to the documents below (on Moodle, session 9) about the
presentation of qualitative results:
• Derbaix, M. and Korchia, M. (2019). Individual celebration of pop music
icons: A study of music fans relationships with their object of fandom and
associated practices, Journal of Consumer Behaviour, Vol.18, pp.109–
119. – Findings section, pp.112-116.
• Nuttall, P. (2008). For Those about to Rock: A New Understanding of
Adolescent Music Consumption, Advances in Consumer Research,
Vol.35, pp.624-629. – Data analysis and Findings sections, pp.625-
627.

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 Please read the research article (until p.860), « Are
Smartphone buyers being rational » from Mulia and
NEXT Shihab (2023) (article to be uploaded on Moodle, session
10, “Submission - Project 1”) and provide detailed
SESSION answers to the questions below:

PROJECT 1. Present the aim of this study

1 2. Why did the authors conduct a quantitative study?
3. What are the population and the sample?
4. Why did they use such a sampling method?
5. Which sampling technique did they use? What are the
pros and cons of this method ?
Use and cite at least 2 relevant references (except the
materials provided by the professor)
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 1. Drawing on your transcripts, discuss and
organize the themes you have identified
using the thematic analysis
PROJECT 2. Interpret the results from the qualitative data
2 analysis
3. Provide an intermediary conclusion.

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