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What is coding for qualitative data?

If you’ve found your way to this article, you probably have an idea of what coding for qualitative data looks like. Hint: It doesn’t require knowing Python, C++ or any other programming language.

Qualitative coding is a systematic process of labelling and organizing qualitative data. It is a way to analyze non-numerical data like interview and focus group transcripts, photographs, and field notes. 

In my current role as an evaluator, I usually use coding as a way to identify common and interesting themes from interviews I’ve conducted. These themes are then examined as a whole, to see what kind of narrative insights they can provide about the program that is being evaluated. If you want to know more about how to analyze qualitative data thematically, check out our Eval Academy article: Interpreting themes from qualitative data: thematic analysis.

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How do you do it?

There are a lot of different ways to code qualitative data. In the past, I’ve used paper and a pen, sticky notes, MS Word, Excel, or a software program like Nvivo or Dedoose. I usually code my data thematically and inductively because it helps me to uncover unexpected insights. This is because inductive coding involves creating codes as you are going through the data. It forces me to keep an open mind about what the data could be saying – even if it differs from my preconceptions. I’ve also done deductive coding before, starting my coding with a set of agreed upon codes. I find that this method usually helps me to look for the answers to my evaluation questions more efficiently and can be useful when I don’t have a lot of time for analysis.

When I first started learning how to code qualitatively, it was a bit overwhelming because there are so many ways that you can do it. I really struggled to understand that there isn’t necessarily one “right way” of coding in evaluation. There are some general rules for rigour but beyond that, everyone seems to have their own preferred style. This approach slightly differs from academic institutions where you are often required to pick an established qualitative method with a specific underpinning theory, stick with it, and document your steps for review.

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In my struggle to find answers about how to code qualitative data, I came across some resources that helped me learn a bit more about the theories behind qualitative coding and how others do it. These resources continue to help me to refine my coding processes. I hope you find them useful as well!

And if you still have questions after exploring my resource list, I recommend asking other evaluators and researchers about their methods or taking a course with a practical component.

You’re also welcome to leave a question or a comment on our Eval Academy LinkedIn!

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(Mostly Free) Resources List for Learning Qualitative Coding

Most of these resources include some kind of step-by-step process for coding qualitative data. Some of them also include information on the different types of qualitative coding and when to use them.

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Courses:

Delve’s Free Qualitative Data Analysis Course (mostly free)

Delve has created a free course on qualitative coding to promote their paid coding platform. This is a short, self-paced course suitable for beginners. I like that it guides you through coding for the first time with short, practical assignments. You don’t need to use their software to complete the course, but you can trial it for free if you want to use it for your learning.  

Qualitative Research Methods: Data coding and Analysis (mostly free)

MITx online offers free access to this self-paced course which is a shortened version of a semester long version taught by Professor Susan Silbey of MIT. The paid version allows you to participate in the assignments and receive a certificate upon completion. The free version still allows you to access all the content, as long as you sign in with an MITx online account. I found this course to be a really good study of step-by-step qualitative coding within an academic setting. Professor Silbey does a great job of explaining and demonstrating things like how to do line-by-line coding, create a codebook, and refine your codes.

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Videos:

Qualitative Data Analysis 101 Tutorial: 6 Analysis Methods + Examples (free)

This is a 25-minute informational video by Grad Coach on YouTube about the different types of qualitative analysis. This is NOT a step-by-step guide to coding, but it does explain 6 different types of qualitative methods and when to use them. This is a good video to watch to learn about what kinds of qualitative methods exist outside of the ever-popular thematic analysis.

Qualitative Coding Tutorial: How to Code Qualitative Data for Analysis (4 Steps + Examples) (free)

This 27-minute YouTube video by Grad Coach explains the minute details of how to code qualitatively. It goes over some steps for how to code, as well as discussing different methods that you can use at each stage of coding. It ends with some tips for how to code your data.

Qualitative data analysis – Coding Tutorial – Initial Codes | “From Codes to Themes” episode 1 (free)

This video is the first part of a YouTube series on how to code by Dr. Kriukow. He’s sort of a qualitative data analysis influencer – if that is a thing. In this 23-minute video, he explains his thought process while he demonstrates how to code a transcript. If you ever wanted to know how other people code, this one is a good demonstration to watch. If you like the way that he codes, I think he has a paid course on Udemy. I’ve never taken it before, so I didn’t include it in this list.

Qualitative coding and thematic analysis in Microsoft Word (free)

MS Word is probably one of the most accessible ways to code because it is an app that most people already have on their computers. Dr. Kriukow shows you how to use MS Word to code and thematically analyze your data in this 28-minute YouTube video.

Ten Top Tips in Qualitative Data Analysis for New Researchers – Jude Spiers (free)

The International Institute for Qualitative Methodology hosted a master class webinar series, and this 1-hour lecture was part of it. This video is less practical than the other resources listed here, but it does offer some useful tips and tricks for how to code qualitative data in an academic setting.

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Articles:

Interpreting themes from qualitative data: thematic analysis (free)

This Eval Academy article is one of our most popular. It’s a thorough guide on how to do thematic analysis, including a useful illustration on interpreting themes. Most of the other resources in this list focus on coding, but this one focuses on what you do AFTER coding all your data.

Using thematic analysis in psychology (mostly free)

The authors of this academic article on thematic analysis are well-known researchers of qualitative data methods. If you’re looking for some peer-reviewed literature on how to conduct thematic analysis, you should definitely read this one. It includes step-by-step explanations on how to conduct thematic analysis. This article may be paywalled on some sites.

The Essential Guide to Coding Qualitative Data (free)

Alongside their free course, Delve also has a free guide to coding qualitative data. It discusses a range of useful topics such as how to transcribe interviews, tools for coding qualitative data, and a step-by-step process for coding.

Analyzing Qualitative Data (free)

Learning for Action wrote this step-by-step article with tips for how to analyze qualitative data. Their example uses Excel to code the qualitative data, so it is a useful guide for that specific type of coding method.

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What are your favourite resources for learning how to code qualitative data? Let us know in the comments below!

 

 

If you are an evaluator, or someone interested in learning more about evaluation, you might have experienced the frustration of searching for evaluation-related content online. The word evaluation is used in so many different contexts and industries, that it can be hard to filter out the noise and find the information you’re looking for.

The term ‘evaluation’ is a common denominator in numerous fields. From education to healthcare, from technology to arts, ‘evaluation’ is a universal process of assessing, measuring, and judging. It’s a critical component of decision-making, improvement, and advancement in any industry. In education, we evaluate students’ performance. In healthcare, we evaluate patients’ health conditions. In technology, we evaluate software performance. In arts, we evaluate the aesthetic appeal of a piece. The list goes on. The omnipresence of ‘evaluation’ in our vocabulary is a testament to its importance, but it also creates a significant challenge when searching for specific ‘evaluation’ content online.

I recently started following #evaluation on some social media accounts. Here’s some of the content I get that’s not at all about the professional development or learning opportunities I’d hoped for:

 

 

The problem gets even worse if you try to do some job searching. Lots of people have “evaluation” of something in their job description. Case in point:

And if you happen to be an evaluation consultant looking for RFPs for evaluation contracts it can be nearly impossible. Nearly every RFP in every field makes mention of the “RFP evaluation process”, thus wiping out your keyword search term in one fell swoop!

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How can we improve the searchability of evaluation content?

As evaluators, we can do our part to improve the searchability of evaluation content online. Here are some suggestions:

• Use specific and descriptive keywords when creating or sharing evaluation content, such as “program evaluation”, or “outcome evaluation”  

• Use hashtags, tags, or categories to label and organize evaluation content on social media platforms, blogs, or websites

• Join and follow online communities, networks, or groups that are dedicated to evaluation  such as your local Evaluation Association

• Subscribe to newsletters, podcasts, or blogs that feature evaluation content, (hint: have you signed up for our Newsletter? Scroll to the bottom of this page to sign-up!)

• Attend webinars and workshops by evaluation experts

• Share and recommend evaluation content that you find useful, interesting, or relevant with your colleagues, friends, or followers

• Follow your favourite evaluators on social media!

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I’ve spent a bit of time in my career explaining to clients that evaluation is not the same as research, and yet sometimes searching for “research” content may generate better results than “evaluation” content. It seems unfair!

As more evaluation associations offer credentialing and add to the professionalization of our world, it may become easier to find evaluation. More universities and colleges are offering programs directly in evaluation, which further adds credibility to the role and field. I heard somewhere that evaluation is the fastest growing field that no one has heard of. Perhaps as evaluation moves more into the spotlight, searching for content will be easier.

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What is your solution for finding quality evaluation content? Let us know in the comments below!

As evaluators, it’s our job to ask questions. When I tell people about what my company does, I tell them we help organizations that do good, to do better, by asking the right questions and answering them. Through asking and answering questions, we frame our evaluation projects, unearth data, and share helpful insights and recommendations.

Many of us arrive in evaluation because of our penchant for asking questions. And even though we’ve all been told “there are no dumb questions,” sometimes it feels like we really should know the answer already. It can be intimidating to speak up and admit your lack of knowledge or understanding.

But evaluators need to get comfortable asking questions, silly or not. Ever heard the term “playing the fool?” The idea behind that phrase is that if someone behaves in a silly way, or repeatedly asks silly questions, they’ll be seen as, well, silly. They won’t be taken seriously. What evaluator, whether an internal employee or contracted consultant, wants to look silly? Well, there are some important reasons to consider asking some silly questions at your next evaluation meeting.

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Michael Quinn Patton has likened the role of the evaluator to that of the court jester, also called a fool. The jester’s role in English courts was to entertain, and they had the special privilege of being immune from punishment for what they said. Their unique role enabled them to question, to bear bad news, or to present new or unwelcome perspectives without fear of reprisal. Personally, I’ve latched on to this metaphor and love the idea that evaluators can occupy a special position, speaking truth to power without (too much) worry for their position.

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Here are a few situations where thinking of yourself as a court jester, playing the fool, can help you to be a great evaluator.

1. When understanding how an initiative operates

As an outsider, you probably don’t have all the details of the initiative you’re evaluating. Even if you are an internal evaluator, there may be some aspects of a program that you’re not familiar with, or don’t make sense. By positioning yourself as a person in need of educating, you create an environment in which those important details can be shared. In a project kick-off meeting, I like to say very directly that I will probably ask some silly questions and ask the team to help me learn.

2. When certain questions aren’t being asked, but should be

In setting the context where I’m seen very clearly as a non-expert, I can also query the “why” behind puzzling aspects that other team members can’t safely ask about – but may very well also be questioning. After all, I, this silly outsider, shouldn’t understand why a process was set up in the way it was, or how a decision was made. But an internal team member who may also be wondering the same thing doesn’t necessarily have the same psychological safety to ask that very question. By playing the fool here, I can ask about that “elephant in the room” that nobody seems to be addressing.

3. When the group needs to know it’s safe to query

Not every workplace operates with psychological safety. In some settings, the organizational culture is such that people are afraid to fail, or they have a very realistic concern that their job would be at risk if they asked too many questions. An evaluation project requires trust and honesty; when those qualities are absent from an evaluation, the project risks being able to fulfill its purpose. As an evaluator, you can be very intentional about modelling question-asking and encourage the team you’re working with to also speak up when something doesn’t make sense.

4. When important but unwelcome insights need to be shared

We always hope that evaluation projects are driven by a true desire to learn and improve. That’s not always the case, though. As much as we prepare clients for the possibility of both positive and negative outcomes, and potentially scary recommendations, they’re not always ready to hear those findings. I note that with great empathy – as a business owner myself, I wouldn’t be super excited to hear that things aren’t going well and major adjustments are needed, either. It’s tough to hear that you may have been misdirecting your efforts. But in the best interests of all, those insights do need to be addressed. You can lead with your inner fool by being curious, vulnerable, and creating that safe space for receiving unwelcome news. A bit of well-placed humour can help to reduce defensiveness and bring a bit of joy to an otherwise dismal event.

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Now don’t take this imagery too far! You don’t need to intentionally appear less intelligent than you are, and you don’t need to wear a goofy hat with bells on it. I’m not suggesting that you ask outright stupid questions (not that you would anyway). Nobody said that the court jester was dumb – far from it, that royal fool was full of crafty insights and clever language (just like you!). You know that your “silly questions” are actually a very intentional way to get people talking about the important things. As a skilled court jester, you’re carefully navigating humility and professionalism to create a safe environment for constructive conversation. And your evaluation project will be better for it.