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between an inductive and a deductive method relates to 'pacing'; if the researcher looks
at data first and then forms the hypotheses (inductive), or if the researcher forms the
hypotheses first by conjecture and then seeks research data to verify the deduction
(deductive) (Glaser, 1998). This cycle of induction and deduction is represented in Fig-
ure 5.5.
Figure 5.5. The inductive-deductive cycle of the grounded theory method.
Two practical aspects of the research facilitated both induction and deduction activities,
namely: (a) recording and transcribing interviews, and (b) using a qualitative data coding
and analysis tool. These activities are discussed in the next two sections.
Recording and transcribing interviews
All interviews were recorded using analogue and digital technology. The analogue tape
was then professionally transcribed and turned into analysable text. I used ATLAS.ti
as the main tool to code and analyse the data and to collect memos. For example, while
proceeding through open coding of a particular interview for the first time, I would
load the primary document onto ATLAS.ti and simultaneously play the MP3 version of
the interview on my computer. This had two effects: first, it improved recollection and
mental activity (the interview was recreated with sound, not just words), which increased
the production of memos. Second, it allowed the correction of transcription errors that
can be very frequent due to the jargon used by actors.
Glaser does not encourage the use of tape recording (Glaser, 1998). He argues that record-
ing is unnecessary because the researcher is after important concepts and patterns, not
precise accounts as in other more descriptive methods. Therefore, for conceptualisation
purposes the actual words are not as significant as they belong to one of many possible
units in a process. Another perceived problem with recording is that it becomes time
consuming and inefficient for this type of research. Interviews are often taken for tran-
scription and then corrected, causing the analysis of many non-important parts. Glaser
is very conscious of wasting time in what he considers superfluous activities.
However, I was convinced at the beginning of the study that recording the interviews
was appropriate and necessary. Consequently, I decided to: (a) take a few notes during
the interview; (b) do post-interview notes when required; and (c) record the interviews.
This extra effort was justified as a risk mitigation strategy. By taking notes, I could then
use these notes to record memos or to guide my next interview while the previous one
was being transcribed. Furthermore, waiting for transcriptions was seldom necessary
as I was able to control my pacing thanks to having open access to actors and data.
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