Assignment 1: [Assignment number] [Term]
[Course Code]: [Course Title]
Title: “Using Archived Qualitative Data to Understand [theme]”.
Instructions: You should begin by following steps 1 to [5] of this assignment,
then produce a 3000 word* report containing [10] sections which are
outlined in the sections below. Please write your report under section
headings.
*Word count for each section is a guide and need not be strictly adhered to
as long as the final report’s word count does not exceed 3000 words.
Look out for grade booster tips throughout the assignment for hints on how
to maximise your grades.
Date for submission: [date]
Aims of this assignment:
 To gain an awareness of and the ability to access and use, the
resources on [theme] held by the ESDS.
 To develop a critical approach to assessing secondary resources.
 To develop research design skills.
 To understand how other real-life researchers have approached the
study of [theme].
Reading
A reading list is provided at the end of this assignment, which contains a
range of articles on reuse as well as essential course readings. You should
also reference the archived collections which you use. The citation for
collections can be found in the documentation section of the data catalogue
records.
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Section 1: Introduction to ESDS Qualidata
Aims:

To discover the resources available from the ESDS and to complete the registration
process.

To gain an understanding of how archived materials can be used as a secondary resource.
Step 1: Explore the website ESDS http://www.esds.ac.uk/ and in particular,
ESDS Qualidata http://www.esds.ac.uk/qualidata.
Step 2: Register by reading through and following the instructions
‘Registering with the ESDS’ which can be found here:
http://www.esds.ac.uk/support/e9.asp.
Write Section 1: Based on wider reading from the reading list and from the
ESDS website, write a brief introduction to ESDS Qualidata and then outline
how archived data collections can be used as a secondary resource. In this
section you should define secondary analysis, and write about three
advantages and three disadvantages of secondary analysis.
{300 words}
Make use of the UK Data Archive and the ESDS Qualidata websites. Both
highlight case study examples of research that has reused archived data, as well
as giving a good overview to the method of secondary analysis.
Section 2: Accesssing Collections
Aims: To become familiar with the ESDS Data Catalogue and how to select and download
collections
Step 3: Using the ESDS catalogue locate the [two] data collections for this
assignment which are listed in the [theme] thematic guide.
These are:
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1. [collection reference]
2. [collection reference]
Step 4: Read through the catalogue records and supporting documentation1
for these two collections.
Step 5: Download the data for your [two] data collections and read through
at least [3] data transcripts (i.e. interviews, focus groups, diaries etc) from
each. It is recommended that you download the data onto your m-drive.
Write Section 2: In your own words write a short abstract for each of these
[two] collections (i.e. Who were the principle researchers? What was the
collection about? How did they do the research? What were the key findings?
What were the key publications to come out of these research projects?).
{500 words}
Sections 3,4 and 5: Critiquing Collections
Aim: To assess and critique an archived collection.
Write Section 3: Now select [one] of the [two] collections you have written
about to base the rest of your assignment on then write a short rationale for
why you have chosen to select this particular data collection. {150 words}
Write Section 4: Identify the main research question/s posed by the
primary researchers in your chosen data collection? {50 words}
Write Section 5: Critically assess the methodology used in your chosen
collection. (I.e. What methods were used? Do you think these methods were
the most appropriate for studying this topic? If yes, why? If no, why not?
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Supporting documentation can be found in the table at the bottom of each catalogue
record.
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What alternative methods could the researcher have used? What could a
different methodological approach have brought to this study?).
{350 words}
Read and reference widely on different methods. Do not simply write an
advantages and disadvantages list for each method. For top marks in each of
these sections demonstrate connections to your chosen collection and to the
theme of [theme].
Section 6: Using Secondary Resources to Understand [Theme]
Aim: To develop an understanding of how secondary resources can be used to study the theme of
[theme].
Write Section 6: Answer the question that relates to the data collection
that you chose in section 3 and read the relevant article from the list to
guide your answer.
1. [Insert question/s relevant to the course which relates to the
collection]
Sections 7 and 8: Using Secondary Resources in Your Own Research
Aim: To think about how secondary resources can help inform the planning and development of
your own research project.
Based on your reading of the data and documentation from your chosen
collection and the research you have done for this assignment so far, start
to think about how this can be applied to your future research.
Write Section 7: Design an overall research question on the theme of
[theme], which you could potentially use in your [third year dissertation].
{50 words}
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Write Section 8: Design an interview schedule consisting of at least [5]
questions which you could ask the research participants in order to
investigate your overall research question. Briefly explain why you have
chosen this selection of questions and what you would hope to find out.
{250 words}
Sections 9 and 10: Discussion and Conclusion
Aim: To bring together what you have learnt throughout this assignment and to reflect upon how
useful using secondary resources would be for your future research.
Write Section 9: Reflect upon what you have learnt in this assignment then
conclude your report. {150 words}
Bring together the wider reading that you have done on secondary analysis with
the literature on [theme] to develop your discussion.
Write Section 10: Bibliography {not included in word count}
Ensure that you have read and included a wide selection of resources in your
bibliography. The readings below are a guide and not a comprehensive list of the
readings that you should cover. Also remember to include the website addresses
for the ESDS pages that you have referenced.
Reading List
Essential reading
[Insert reading list relevant to course]
Examples of how researchers have reused qualitative collections held by
ESDS Qualidata:
http://www.esds.ac.uk/qualidata/support/reuseexamples.asp
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http://www.qualitative-research.net/index.php/fqs/article/view/502/1080
Suggested Reading on Secondary Analysis and Reuse
Bornat, J. (2003) 'A second take: revisiting interviews with a different
purpose', Oral History, Spring, pp. 47-53.
Corti, L., Witzel, A. and Bishop, L. (2005) 'On the potentials and problems of
secondary analysis. An introduction to the FQS Special Issue on secondary
analysis of qualitative data', Forum Qualitative Sozialforschung/Forum:
Qualitative Social Research [Online journal], 6(1).
Corti, L., Witzel, A. and Bishop, L. (2005) 'Secondary analysis of qualitative
data', Forum Qualitative Sozialforschung/Forum: Qualitative Social
Research [Online journal], 6(1).
Corti, L. and Thompson, P. (2003) 'The secondary analysis of archived
qualitative data' in C. Seale et al. (eds.) Qualitative research practice,
London: Sage.
Heaton, J. (2004) Reworking qualitative data, London: Sage.
Hinds, P., Vogel, R. and Clarke-Steffen, L. (1997) 'The possibilities and
pitfalls of doing a secondary analysis of a qualitative data set', Qualitative
Health Research, 7(3), pp. 408-424.
Irwin, S. and Winterton, M. (2011) Debates in Qualitative Secondary
Analysis: Critical Reflections, Timescapes Working Paper Series, No. 4.
Irwin, S. and Winterton, M. (2011) Timescapes Data and Secondary Analysis:
Working across the Projects, Timescapes Working Paper Series, No. 5.
Kuehn, T. and Witzel, A. (2000) 'Strategies in using a qualitative database
for the analysis of problem-centered interviews', Forum Qualitative
Sozialforschung/Forum: Qualitative Social Research [Online journal], 1(3).
Parry, O. and Mauthner, N. (2005) 'Back to basics: who re-uses qualitative
data and why?', Sociology, 39(2), pp. 337-342.
Savage, M. Revisiting Classic Qualitative Studies, Forum: Qualitative Social
Research (FQS), Volume 6, No. (1), January 2005
Thompson, P. and Corti, L. (eds.) (2004) 'Celebrating classic sociology:
pioneers of contemporary British qualitative research', International Journal
of Social Research Methodology, Theory and Practice, 7(1), February 2004,
journalsonline.tandf.co.uk/openurl.asp?genre=issue&issn=13645579&volume=7&issue=1".
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