Analysis is the active and interpretive process or processes researchers undertake with research evidence that leads to what sense is made and what meanings are assigned. When I was involved in my PhD research, it seemed that many off-task activities contained connections to my particular study—I noticed them and they stimulated steps—sometimes leaps—forward in my analysis. What is thought important from the scrutiny of evidence depends, in part, on researcher responses to happenings beyond the study. In this article, I identify three conditions of analysis that may increase the likelihood of such connections occurring to researchers, which link to abductive analysis: take your time, value prompts from “off-task” influences, and backward map.
BaumanZ.MayT. (2001). Thinking sociologically. John Wiley.
3.
BeckerH. S. (2007). Writing for social scientists: How to start, and finish your thesis, book, or article (2nd ed.). The University of Chicago Press.
4.
BeckerH. S. (2014). What about Mozart? What about murder? Reasoning from cases. The University of Chicago Press.
5.
BergM.SeeberB. K. (2016). The slow professor: Challenging the culture of speed in the academy. University of Toronto Press.
6.
BerneJ. (2016). On a beam of light: A story of Albert Einstein. Chronicle books.
7.
BiestaG. (2007). Why “what works” won’t work: Evidence-based practice and the democratic deficit in educational research. Educational Theory, 57(1), 1–22.
8.
BrinkmannS. (2014). Doing without data. Qualitative Inquiry, 20(6), 720–725.
CharmazK. (2006). Constructing grounded theory: A practical guide through qualitative analysis. SAGE.
13.
CoveyS. R. (1989). The 7 habits of highly effective people. Free Press.
14.
de BonoE. (1971). Lateral thinking for management: A handbook of creativity. American Management Association.
15.
DenzinN. K. (2008). The new paradigm dialogs and qualitative inquiry. International. Journal of Qualitative Studies in Education, 21, 315–325.
16.
DenzinN. K. (2015). Coda: The death of data? In DenzinN. K.GiardinaM. D. (Eds.), Qualitative inquiry and the politics of research (pp. 197–206). Left Coast Press.
17.
DeweyJ. (1938). Experience and education. Kappa Delta Pi lecture series (Reprinted 2015, No. 10). Macmillan.
18.
DudgeonP. (2001). Breaking out of the box: The biography of Edward Bono. Hodder Headline Book Publishing.
19.
EarlK. (2015). Multiple ‘voices’ in analysis: what might be ‘heard’ when school principals talk about their work [paper presentation]. Eleventh International Congress of Qualitative Inquiry. University of Illinois at Urbana-Champaign, USA.
20.
Earl RinehartK. (2017). Judging what they do: Formal, informal and self appraisal of New Zealand (rural) primary school principals [Unpublished doctoral thesis]. University of Waikato.
21.
Earl RinehartK. (2019). Reading, writing and analysis: Abductive processes in qualitative inquiry [paper presentation]. Fifteenth International Congress of Qualitative Inquiry. University of Illinois at Urbana-Champaign, USA.
22.
GendlinE. (1991). Thinking beyond patterns: Body, language, and situations. In den OudenB.MoenM. (Eds.), The presence of feeling in thought (pp. 21–151). Peter Lang.
23.
KahnemanD. (2011). Thinking, fast and slow. Penguin Books.
24.
KalpokaiteN.RadivojevicI. (2019). Demystifying qualitative data analysis for novice qualitative researchers. Qualitative Report, 24(13), 44–57.
25.
KoopmanC. (2011). Genealogical pragmatism: How history matters for Foucault and Dewey. Journal of Philosophy of History, 5, 533–561. https://doi.org/10-1163/187226311X599943
26.
LawJ. (2004). After method. Mess in social science research. Routledge.
27.
LawJ. (2007). Making a mess with method. In OuthwaiteW.TurnerS. P. (Eds.), The SAGE handbook of social science methodology (pp. 565–606). SAGE. https://doi.org/10.4135/9781848607958
Levin-RozalisM. (2004). Searching for the unknowable: A process of detection—Abductive research generated by projective techniques. International Journal of Qualitative Methods, 3(2), 1–18.
30.
MaharajM.KathradaA. (Eds.) (2006). Mandela : The authorized portrait. Kansas City, USA: Andrews McMeel Pub.
31.
O’DwyerS.PintoS.McDonoughS. (2018). Self-care for academics: A poetic invitation to reflect and resist. Reflective Practice, 19(2), 243–249.
32.
OpieA. (1999). Unstructured interviewing. In DavidsonC.TolichM. (Eds.), Social science research in New Zealand: Many paths to understanding (pp. 220–230). Pearson Education New Zealand.
33.
PerlS. (2004). Felt sense: Writing with the body. Boynton/Cook.
34.
ReichertzJ. (2007). Abduction: The logic of discovery in grounded theory. In BryantA.CharmazK. (Ed.), The SAGE handbook of grounded theory (pp. 214–228). SAGE.
35.
ReichertzJ. (2010). Abduction: The logic of discovery of grounded theory. Forum: Qualitative Social Research, 11(1), Article 13.
36.
RosiekJ. L. (2013). Pragmatism and post-qualitative futures. International Journal of Qualitative Studies in Education, 26(6), 692–705. https://doi.org/10.1080/09518398.2013.788758
37.
SaldañaJ. (2014). Thinking qualitatively: Methods of mind. SAGE.
38.
SteinbeckJ. (1962). Travels with Charlie. Penguin Books.
39.
TavoryI.TimmermansS. (2014). Abductive analysis: Theorizing qualitative research. The University of Chicago Press.
40.
TimmermansS.TavoryI. (2012). Theory construction in qualitative research: From grounded theory to abductive analysis. Sociological Theory, 30(3), 167–86.
41.
VargasF. (2003). Have mercy on us all (BellosD., Trans.). Vintage Books. (Original work published 2001)
42.
VargasF. (2007). Wash this blood clean from my hand. Vintage Books. (Original work published 2004)
43.
VargasF. (2016). A climate of fear. Vintage Books. (Original work published 2015)
44.
WattsA. W. (2011). The wisdom of insecurity. Random House USA.
