WinS for Girls:
Advocacy and Capacity Building for MHM in WinS
Module 8:
Recording, Managing
and Collecting Data
Photo credit: Gauthami Penakalapati
WinS for Girls Module 8: Data Management
Queues to Participate
Throughout the course you will see:
Questions in Red
When there are questions in red, we pause from the course
lecture so all can participate and add responses or ideas in the
chat window
Questions in Green
When there are questions in green, we will not pause from the
course lecture, but all are still welcome to add responses or
ideas in the chat window
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WinS for Girls Module 8: Data Management
Module 7 Review
In Module 7, we reviewed the following points:
We recommend you include:
•IDIs with girls
•FGDs with girls
•KIIs with teachers and administrators
•Schools facility observations
Triangulation is used in research to gain different perspectives of the same topic
With our current tools,
• KIIs with administrators on facilities are mainly closed questions
• KIIs with teachers can be more open
• School observations are a more quantitative method (making this mixed methods)
FGDs with Mothers, Boys, and Fathers can be developed and included.
•It is advised that these are created after some initial data collection with girls and
teachers to help direct the inquiry.
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WinS for Girls Module 8: Data Management
Learning Objectives
At the end of the session participants should be able to:
1.Understand types of demographic information to collect
from participants.
2.Understand strategies for recording, transcribing and
translating data
3.Understand key tips for managing data.
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WinS for Girls Module 8: Data Management
Module Source Material
Material for this module adapted from:
1. McLellan, E., MacQueen, K. M., & Neidig, J. L. (2003). Beyond the qualitative
interview: Data preparation and transcription. Field Methods, 15(1), 63-84.
1. Hennink, M. M., Hutter, I., & Bailey, A. (2011). Qualitative Research Methods.
Thousand Oaks, CA: SAGE Publications.
Resources can be found on Blackboard
(website information at end of presentation)
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WinS for Girls Module 8: Data Management
Demographic Information
We want to collect information
about all participants so that we
can report on who we talked
with.
Figure 1. UNICEF country offices engaged in assessment of
menstrual hygiene management in schools
You can fill out a demographic
information sheet for each person
involved in the IDIs, KIIs, FGDs.
We will share a version with
you.
For more information on the assessment findings, see the individual country
reports at www.unicef.org/wash/schools.
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WinS for Girls Module 8: Data Management
Demographic Information
Key Information to Collect
In the 4 country study, we obtained
information on the following (if students):
Figure 1. UNICEF country offices engaged in assessment of
menstrual hygiene management in schools
•Age
•Grade
•Language spoken at home
•Age at menstruation
•Number of siblings
•Number of sisters at home
In some areas we collected information on
participants’
•Religion
For more information on the assessment findings, see the individual country
reports at www.unicef.org/wash/schools.
•Access to media/cell phone
What might be other important information to collect from participants?
How may this information change for KIIs? FGDs with Mothers? Boys?
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WinS for Girls Module 8: Data Management
Recording
Obtaining an accurate record of an
interview or FGDs is critical.
Interviews and Focus Group Discussions
are usually recorded in two ways:
1.Tape/ digital recorder
2.Notes from a note-taker
Today we will discuss both methods and
their importance to your work…
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Photo credit: Gauthami Penakalapati
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WinS for Girls Module 8: Data Management
Recording
• When conducting qualitative research,
ideally each interview or focus group
discussion will be digitally recorded.
 Recording is the ‘Gold Standard’
Photo credit:DiRado-Owens, TCi
http://blogs.cornell.edu/agricultureandnutrition/category/data-collection-training/
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WinS for Girls Module 8: Data Management
Recording
• When conducting qualitative research,
ideally each interview or focus group
discussion will be digitally recorded.
• This provides a verbatim record of the topics
discussed and increases data quality.
• However, before recording the interview or
focus group discussion,
The intent to record should be clearly stated
in the introduction and in the assent or
consent form.
Photo credit:DiRado-Owens, TCi
http://blogs.cornell.edu/agricultureandnutrition/category/data-collection-training/
The participant must understand the
intention to record and must agree to allow it.
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WinS for Girls Module 8: Data Management
Recording and Permission
Permission
• Ensure consent from all
participants before recording
• Explain why you are recording
the discussion or interview
• Stress the importance of
accurate information
• Explain that confidentiality will
be protected
• Invite questions
Photo credit: https://www.flickr.com/photos/ictph_india/4926565168/
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WinS for Girls Module 8: Data Management
Recording and Permission
Permission
• If consent is not given for recording, you
will have to decide what to do:
 Find a different person to interview
If a person does not agree, you may want to
simply find a new person to interview.
 Take rigorous notes instead of recording
If the person will participate, but refuses to be
recorded, you may elect to take notes instead.
Photo credit: DiRado-Owens, TCi
http://blogs.cornell.edu/agricultureandnutrition/category/data-collection-training/
However, note taking requires rigorous work and
training.
If you are will not record and will only be note
taking, you should have one team member
interview and the other just take notes.
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WinS for Girls Module 8: Data Management
Recording
To record or not to record…
During the pilot phase, you should see how
participants react to recording in general.
It may be easier to stick with one method
(recording vs. no recording) if possible as you will
need to report how you captured data for each
data collection activity.
If most participants are accepting of recording,
you may want to record all participants and thus
only seek out participants who are willing to be
recorded.
Photo credit: DiRado-Owens, TCi
http://blogs.cornell.edu/agricultureandnutrition/category/data-collection-training/
If most participants seem to refuse recording,
-you may want to elect to not record from outset.
-you may want to record those who are willing.
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WinS for Girls Module 8: Data Management
Recording
Logistics
• Check batteries and power before
the interview
• Ideally, you should record the activity
with two recording devices, in case of
malfunction
• Put the recording device in a central
location
• Make sure to leave the recoding
device on even after the formal part
of the interview is over-the best
information may come at the end!
• When the interview is over, upload
the recording onto a hard drive or
computer and erase the file from the
recording device.
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WinS for Girls Module 8: Data Management
Recording
Recording Devices:
• Cassette tape
• Digital
• Recording Device
• Smart phone
• IPod with microphone
• Computer
• Considerations
• Memory
• Ease of use
• Access to consistent
• Microphones
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WinS for Girls Module 8: Data Management
Note-taking
Note-Taking
• Notes are data.
• They are taken even when a recorder is
being used!
http://www.acaps.org/en/deployments/yemen
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WinS for Girls Module 8: Data Management
Note-taking
Key aim of Note-taking is to:
• Record the main issues raised
Useful for reviewing main points at the end of the
day with research team.
 Hard to do with just a recorder.
http://www.acaps.org/en/deployments/yemen
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WinS for Girls Module 8: Data Management
Note-taking
Key aim of Note-taking is to:
• Record the main issues raised
• Reconstruct the main flow of discussion
Even when there is a recording, will want to take
notes about who is speaking in an FGD.
 Can later match with the recording and
transcript.
http://www.acaps.org/en/deployments/yemen
 Allows you to see who is saying what, if there are
consistent ideas raised by one person, if one person
is dominating conversation, if some people do not
speak at all.
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WinS for Girls Module 8: Data Management
Note-taking
Key aim of Note-taking is to:
• Record the main issues raised
• Reconstruct the main flow of discussion
• Capture key quotes verbatim as possible,
especially if no recording used
Especially if no recording is captured, the notetaker should aim to capture some key ideas
verbatim.
http://www.acaps.org/en/deployments/yemen
 Can be then cited as actual statements from the
participant when reporting.
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WinS for Girls Module 8: Data Management
Note-taking
Key aim of Note-taking is to:
• Record the main issues raised
• Reconstruct the main flow of discussion
• Capture key quotes verbatim as possible,
especially if no recording used
Note-takers must develop an objective record
of the discussion
http://www.acaps.org/en/deployments/yemen
 Training imperative to teach best methods.
 Need people who can write fast, listen to
new ideas while writing thoughts already said.
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WinS for Girls Module 8: Data Management
Note-taking
Key aim of Note-taking is to:
• Record the main issues raised
• Reconstruct the main flow of discussion
• Capture key quotes verbatim as possible,
especially if no recording used
Note-takers must develop an objective record
of the discussion
http://www.acaps.org/en/deployments/yemen
If no recording, note-takers may bias the
data.
 Note-takers are selecting what information
to capture in the notes, they need to be sure
to capture all ideas.
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WinS for Girls Module 8: Data Management
Note-takers
Note-takers need to be trained to capture all
information:
• Retain colloquial language
• Record body language and non verbal signals
(sighs, extended silences)
• Record group interactions as appropriate
(giggling, etc.)
• Clearly label notes (who is speaking)
• Include notes on interruptions (if someone
comes into room)
http://www.acaps.org/en/deployments/yemen
Note-takers should remind the facilitator of any
issues overlooked during the discussion
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WinS for Girls Module 8: Data Management
Note-takers
Research Team Composition by Activity
IDI
• If recording: Interviewer
• If NOT recording: Interviewer PLUS note-taker
If no additional note-taker, note-taking by
interviewer may distract participant, interrupt flow
of interview, and make the interview take more
time.
FGD
• If recording: Interviewer PLUS note-taker
http://www.acaps.org/en/deployments/yemen
Even when recording, note-taker is vital. Note
taker records who is speaking to add detail to
transcript.
• If NOT recording: Interviewer PLUS 2 note-takers
FGDs are harder to capture with notes. Two note
takers should be involved to help capture notes.
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WinS for Girls Module 8: Data Management
Transcription
What is a transcript?
A written record of the interview or focus group discussion
Verbatim Transcription (Gold standard)
• Exact, word-for-word replica of the interview
• Captures true speech
o Include slang terms, incomplete sentences, fragments
• Aspects of speech that convey meaning and understanding
o “uhmm,” “aha,” “ahh,” laughter, pauses, groans, sighs
•Speakers should be identified
Moderator, participant
Sources for Slides:
Qualitative Research Methods (2011) Hennink, Hutter, Bailey
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WinS for Girls Module 8: Data Management
Transcription
Also contains record of the interview from the note-taker/observer
What might be included from the note taker’s perspective?
Sources for Slides:
Qualitative Research Methods (2011) Hennink, Hutter, Bailey
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WinS for Girls Module 8: Data Management
Transcription
Also contains record of the interview from the note-taker/observer
• Includes participant interactions
• Body language, gestures and facial expressions
• If possible, should identify who said what within a Focus Group
Discussion
• Can be linked with demographic information to provide age,
religion etc., which may in turn allow for deeper analysis
Sources for Slides:
Qualitative Research Methods (2011) Hennink, Hutter, Bailey
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WinS for Girls Module 8: Data Management
Transcription
Timing of Data Transcription
During Data Collection
Strengths
Limitations
Adjust questions
Longer period of field work
Interviewer reflection
May need to adjust field logistics
Clarification and follow-up
Identify saturation
Guide further field work
After Data Collection
Strengths
Limitations
Shorter period of field work
Difficult to follow-up
Difficult to identify saturation
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WinS for Girls Module 8: Data Management
Transcription
Logistics
Time Consuming
• 1 IDI can take a full day to transcribe
• 1 FGD may take several days to transcribe
• Requires spot-checking and review
Can be LONG
• 1 transcript may be 30 or more pages
• FGDs over 100 pages
If analyzing in language of transcription, should type transcript
If translating after transcribing, can transcribe free-hand
 Need to have file to analyze in word document format
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WinS for Girls Module 8: Data Management
Transcription
Logistics
De-Identification
• Remove any identifying information mentioned by the participant
• Names of individuals, companies, employers, etc.
• Should not be able to pinpoint an individual by reading data
Example: I always walk to school down Colquitt Ave with my friend
Gloria and then we go to Ms. Anderson’s 5th grade class.
What information should be removed?
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WinS for Girls Module 8: Data Management
Transcription
Logistics
De-Identification
• Remove any identifying information mentioned by the participant
• Names of individuals, companies, employers, etc.
• Should not be able to pinpoint an individual by reading data
Example: I always walk to school down [street] with my friend
[name] and then we go to [teacher’s name] 5th grade class.
 Put placeholders in place of information removed in bracket
format [XXXX].
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WinS for Girls Module 8: Data Management
Transcription
Logistics
De-Identification
• Remove any identifying information mentioned by the participant
• Names of individuals, companies, employers, etc.
• Should not be able to pinpoint an individual by reading data
• Protect privacy and confidentiality of:
• Participants
• Other individuals mentioned by participants
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WinS for Girls Module 8: Data Management
Transcription
Logistics
Cleaning
• Label the data appropriately
• Study population_method of collection_#
• Example: Girls_FGD_6
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WinS for Girls Module 8: Data Management
Transcription
Transcription Label
At the top of every transcript:
Topic: MHM in WinS in Schools
Identifier code: Girls_FGD_3 (Participant_Method_Schoolnumber)
Interviewer: Bethany Caruso
Note-taker: Anna Ellis
Date conducted: March 5th 2015
Location: School 3
Language: Spanish
Number or participants: 6
Time of activity: 96:35 (minutes: seconds)
Additional related data: Before/after activity sheet, photos of the activity sheet, ideal latrines
Date transcription completed: March 8th
Transcription completed by: Anna Ellis
Date transcription reviewed: March 9th
Transcription reviewed by: Bethany Caruso
Date translation completed: March 12th
Translation completed by: Candace Girod
Date translation reviewed by: Anna Ellis
Date Recording destroyed: March 20th??
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WinS for Girls Module 8: Data Management
Transcription
Transcription Key
The following symbols can be used as notation:
Ellipses: Short pause
…
Two ellipses: Long pause
……
Double parenthesis: transcriber’s comments((something fell to the floor))
Some talk was inaudible or unintelligible
((inaudible: 00:35-01:22))
For the noted recording time, silence
((extended silence: 00:35-01:22))
For the noted recording time, laughter
((laughter: 00:35-01:22))
For the noted recording time, phone ringing ((phone ringing: 00:35-01:22))
Dash: indicates an unfinished word
Underlined word: emphasis on word
word
Time stamps
Add the time of the recording every 3 minutes or when there is a silence, interruption,
something inaudible.
If there are issues with the translation, this helps us return to the recording and find the place
where it was recorded easily. You can just put the time in parenthesis (minute: seconds).
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WinS for Girls Module 8: Data Management
Transcription
Transcription Key
The following symbols can be used as notation:
Ellipses: Short pause
Two ellipses: Long pause
Double parenthesis: transcriber’s comments
Some talk was inaudible or unintelligible
For the noted recording time, silence
For the noted recording time, laughter
For the noted recording time, phone ringing
Dash: indicates an unfinished word
Underlined word: emphasis on word
…
……
((something fell to the floor))
((inaudible: 00:35-01:22))
((extended silence: 00:35-01:22))
((laughter: 00:35-01:22))
((phone ringing: 00:35-01:22))
word
Example:
Interviewer: What words do you use to describe menstruation?
……
P1: We say ‘over the moon’.
ALL: ((laughter: 00:35-01:22))
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WinS for Girls Module 8: Data Management
Transcription
Software
We will talk about software you can download for a free 14
day trial called ExpressScribe
(http://www.nch.com.au/scribe/).
There is a big download button, but that gets you only a
short trial for a pro version. In a small paragraph next to it,
you can see how to get the free version. This is great and
easy to use.
Get Express Scribe Free
The free version supports common audio formats, including wav, mp3, wma and
dct. Download the free version of Express Scribe here. You can always upgrade to the
professional version for proprietary format support, including ds2 and mvf.
Using this software, you can change the speed of the recordings so you can listen to them
at a slower pace. This way, you will not need to stop and start the recordings as frequently.
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WinS for Girls Module 8: Data Management
Transcription
Software Directions
Using this software, you can change the speed of the recordings so you can listen to them
at a slower pace. This way, you will not need to stop and start the recordings as
frequently.
Directions for uploading a file:
Open ExpressScribe.
Select FileLoad Dictation FilesSelect fileload
Directions for reducing background noise
Highlight selected file
Select File Special Audio ProcessesBackground Noise Reduction
Directions for playing and adjusting speed
Select file to listen to.
Click Play.
Above play button, there is a dial. Move dial to indicate speed.
Directions for playing with intermittent pauses
Select file to listen to.
Select Control Play (with pases)
Directions for playing at a specific time
Select file to listen to.
Select Control Jump to time
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WinS for Girls Module 8: Data Management
Transcription
Transcription Review
•Transcripts should be reviewed for quality
•Someone on the research team should listen to the recording while reading the
transcript to note any errors
•If the person who did the interview did not transcribe, this person should do the
review
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WinS for Girls Module 8: Data Management
Translation
WinS for Girls
Image: http://www.firsttranslation.net/images/img/translation.jpg
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WinS for Girls Module 8: Data Management
Translation
Translation
•Translation should be completed if the research team conducted the
activities in a different language than that which will be used for
analysis
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WinS for Girls Module 8: Data Management
Translation
Sequential Translation
Step 1: Full transcription in the language of the interview
- De-identified, reviewed
Step 2: Translate the full transcript into English
- Should be reviewed
Strengths
Limitations
Will have 2 transcripts of same interview
Time-consuming
Retains original language
Less error and loss of detail
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WinS for Girls Module 8: Data Management
Translation
Example
Transcript from Kenya.
Original language and English translation on same page.
You can see where students were speaking partly in English and partly in Luo.
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WinS for Girls Module 8: Data Management
Translation
Tips for Translation
•Important to have someone fluent in language used
•Translate the conversation as is (verbatim)
•Translate for meaning, not literal translation
•Maintain words in the vernacular when appropriate and create
‘dictionary’ of terms
Example:
P6: In Hindu culture you can’t light the puja lamp at home until 7 days. You can’t go to the
temple, or to God’s place. You can’t perform any rituals. You can’t touch anything or participate
in any puja or festivities at home or elsewhere during that time.
(54:32)
Puja- Religious blessing, ritual
We keep this word as is since it explains/ describes something very specific to the culture.
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Data Management
WinS for Girls
Image: http://www.library.gatech.edu/research-data/sites/library.gatech.edu.research-data/files/images/whatisdigitalpreservation_hvaderdigitalbevaring_digitalpreservation.png
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WinS for Girls Module 8: Data Management
Data Management
Protected storage of recordings
• It is important when developing your research protocol, to identify
how you will protect the storage of recordings.
• In the 4 country study, we kept recordings on an external hard drive.
• The external hard drive was kept in a locked file cabinet when not in
use to protect privacy
• We suggest having a double back-up (2 hard drives, locked computer,
etc.)
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WinS for Girls Module 8: Data Management
Data Management
Protected storage of personal information/consent forms
•Demographic information and consent forms should be collected from
each participant
•This information should be kept in a protected space (when on school
grounds with head researcher; otherwise, in a locked file cabinet or
container)
•Demographic information should be entered into excel database as
soon as possible.
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WinS for Girls Module 8: Data Management
Data Management
Protected storage of transcripts
•During transcription process, files may be kept on a computer
•Ideally this computer should only be used by members of the research
team.
•All files should be password protected
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WinS for Girls Module 8: Data Management
Data Management
Password Protection
1. In a Word file,
select the File
option in the top
left hand corner
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WinS for Girls Module 8: Data Management
Data Management
Password Protection
2. Select the
Protect
Document
option in the
left-hand
corner
3. A dropdown
menu will
follow; select
encrypt
document
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WinS for Girls Module 8: Data Management
Data Management
Password Protection
4. An Encrypt
Document Box will
pop up; enter your
password into the
box. Make sure
you have already
recorded your
password in a safe
place.
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WinS for Girls Module 8: Data Management
Data Management
Password Protection
5. A Confirm
Password will pop
up; re-enter your
password into the
box. This will
ensure that you
are using the
same password.
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WinS for Girls Module 8: Data Management
Data Management
Password Protection
6. When you next
open the
document, a box
will pop up asking
you to enter the
password. Enter it
and press OK.
7. This should be
done with all
documents that
contain sensitive
information.
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WinS for Girls Module 8: Data Management
Data Management
Data Management File
File Name
Interviewer
Participant
Method
Time started Time ended
(FGD/IDI/KII)
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Recorder
Recorder File
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WinS for Girls Module 8: Data Management
Data Management
Data Management File
Transcriptionist
Total
Date
Transcription Transcript
Time
Started
Date
Transcript
Expected
Completed
Date
Date
Translation
Transcript Translationist
Expected
Completed
Completed
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Date
Translation
Completed
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WinS for Girls Module 8: Data Management
Data Management
Destruction of recordings
Destruction of recordings required by Ethics Review.
Recordings should be destroyed ONLY when all analyses
complete.
You may have a question about a translation during analysis
and will want to go back to the recording for verification.
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WinS for Girls Module 8: Data Management
Summary
1. If possible, research activities should be recorded by a digital/ tape
recorder and recorded focus group discussions should also have a
note-taker present.
2. Transcription should ideally be completed as soon as possible after
the research activities.
3. Transcription should be verbatim, and include additional
information from the notetaker’s perspective, such as nonverbal
cues, gestures, etc.
4. Sequential translation (translating after a full transcription) should
be completed if analysis will be conducted in a different language
than research activities.
5. Data should be protected at all stages, during data collection,
transcription and translation and after the completion of research
activities.
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WinS for Girls Module 8: Data Management
Templates and Tools
Document Name
File Name
Template for Data Collection
Plan
Module_8_form_1
Key Informant Interview
Database
School Observation Survey
Database
Demographic information
spreadsheet
Time Estimation of Activities
and Transcription
Description
This is a template for managing recorded data
Module_8_form_2
Template for recording data from Key Informant Interviews.
Module_8_form_3
Template for recording data from School Observation Surveys
Module_8_form_8
Module_8_form_4
Transcription Template
Module_8_form_5
Translation Guidance
Module_8_form_6
Transcription Guidance
Module_8_form_7
Template for recording demographic information about focus
group participants
This is a table estimating the time it will take to transcribe
activities based on the Emory team's experience.
This document is a template that lists all of the details that
should be recorded about each activity transcript. It also
contains a key with abbreviations and symbols that may be
helpful to use throughout the transcript.
This document gives instructions on proper ways to translate
recordings with examples
This document gives instructions on proper ways to transcribe
recordings and suggestions for structure
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