1. WinS for Girls: Advocacy and Capacity Building for MHM in WinS Module 8: Recording, Managing and Collecting Data Photo credit: Gauthami Penakalapati

2. 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 WinS for Girls2 WinS for Girls Module 8: Data Management Queues to Participate

3. 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. WinS for Girls3 WinS for Girls Module 8: Data Management Module 7 Review

4. 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. WinS for Girls4 WinS for Girls Module 8: Data Management Learning Objectives

5. 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) WinS for Girls5 WinS for Girls Module 8: Data Management Module Source Material

6. We want to collect information about all participants so that we can report on who we talked with.  You can fill out a demographic information sheet for each person involved in the IDIs, KIIs, FGDs.  We will share a version with you. WinS for Girls6 WinS for Girls Module 8: Data Management Demographic Information For more information on the assessment findings, see the individual country reports at www.unicef.org/wash/schools. Figure 1. UNICEF country offices engaged in assessment of menstrual hygiene management in schools

7. Key Information to Collect In the 4 country study, we obtained information on the following (if students): 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 Access to media/cell phone WinS for Girls7 WinS for Girls Module 8: Data Management Demographic Information For more information on the assessment findings, see the individual country reports at www.unicef.org/wash/schools. Figure 1. UNICEF country offices engaged in assessment of menstrual hygiene management in schools What might be other important information to collect from participants? How may this information change for KIIs? FGDs with Mothers? Boys?

8. 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… WinS for Girls8 WinS for Girls Module 8: Data Management Recording Photo credit: Gauthami Penakalapati

9. When conducting qualitative research, ideally each interview or focus group discussion will be digitally recorded.  Recording is the ‘Gold Standard’ WinS for Girls9 WinS for Girls Module 8: Data Management Recording Photo credit:DiRado-Owens, TCi http://blogs.cornell.edu/agricultureandnutrition/category/data-collection-training /

10. 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.  The participant must understand the intention to record and must agree to allow it. WinS for Girls10 WinS for Girls Module 8: Data Management Recording Photo credit:DiRado-Owens, TCi http://blogs.cornell.edu/agricultureandnutrition/category/data-collection-training /

11. 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 WinS for Girls11 WinS for Girls Module 8: Data Management Recording and Permission Photo credit: https://www.flickr.com/photos/ictph_india/4926565168 /

12. 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. 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. WinS for Girls12 WinS for Girls Module 8: Data Management Recording and Permission Photo credit: DiRado-Owens, TCi http://blogs.cornell.edu/agricultureandnutrition/category/data-collection-training /

13. WinS for Girls13 WinS for Girls Module 8: Data Management Recording Photo credit: DiRado-Owens, TCi http://blogs.cornell.edu/agricultureandnutrition/category/data-collection-training / 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. 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.

14. 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. WinS for Girls14 WinS for Girls Module 8: Data Management Recording

15. Recording Devices: Cassette tape Digital Recording Device Smart phone IPod with microphone Computer Considerations Memory Ease of use Access to consistent Microphones WinS for Girls15 WinS for Girls Module 8: Data Management Recording

16. Note-Taking Notes are data. They are taken even when a recorder is being used! WinS for Girls 16 WinS for Girls Module 8: Data Management Note-taking http://www.acaps.org/en/deployments/yemen

17. 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. WinS for Girls 17 WinS for Girls Module 8: Data Management Note-taking http://www.acaps.org/en/deployments/yemen

18. 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.  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. WinS for Girls 18 WinS for Girls Module 8: Data Management Note-taking http://www.acaps.org/en/deployments/yemen

19. 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 note- taker should aim to capture some key ideas verbatim.  Can be then cited as actual statements from the participant when reporting. WinS for Girls 19 WinS for Girls Module 8: Data Management Note-taking http://www.acaps.org/en/deployments/yemen

20. 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  Training imperative to teach best methods.  Need people who can write fast, listen to new ideas while writing thoughts already said. WinS for Girls 20 WinS for Girls Module 8: Data Management Note-taking http://www.acaps.org/en/deployments/yemen

21. 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 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. WinS for Girls 21 WinS for Girls Module 8: Data Management Note-taking http://www.acaps.org/en/deployments/yemen

22. 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) Note-takers should remind the facilitator of any issues overlooked during the discussion WinS for Girls 22 WinS for Girls Module 8: Data Management Note-takers http://www.acaps.org/en/deployments/yemen

23. 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  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. WinS for Girls 23 WinS for Girls Module 8: Data Management Note-takers http://www.acaps.org/en/deployments/yemen

24. 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 WinS for Girls 24

25. 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 WinS for Girls 25

26. 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 WinS for Girls 26

27. WinS for Girls Module 8: Data Management Transcription Timing of Data Transcription During Data Collection StrengthsLimitations Adjust questionsLonger period of field work Interviewer reflectionMay need to adjust field logistics Clarification and follow-up Identify saturation Guide further field work WinS for Girls 27 StrengthsLimitations Shorter period of field workDifficult to follow-up Difficult to identify saturation After Data Collection

28. 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 WinS for Girls 28

29. 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 5 th grade class. What information should be removed? WinS for Girls 29

30. 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] 5 th grade class.  Put placeholders in place of information removed in bracket format [XXXX]. WinS for Girls 30

31. 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 WinS for Girls 31

32. WinS for Girls Module 8: Data Management Transcription Logistics Cleaning Label the data appropriately Study population_method of collection_# Example: Girls_FGD_6 WinS for Girls 32

33. 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 5 th 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 8 th Transcription completed by: Anna Ellis Date transcription reviewed: March 9th Transcription reviewed by: Bethany Caruso Date translation completed: March 12 th Translation completed by: Candace Girod Date translation reviewed by: Anna Ellis Date Recording destroyed: March 20 th ?? WinS for Girls 33

34. WinS for Girls Module 8: Data Management Transcription WinS for Girls 34 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 wordword 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).

35. WinS for Girls Module 8: Data Management Transcription 35 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 wordword Example: Interviewer: What words do you use to describe menstruation? … P1: We say ‘over the moon’. ALL: ((laughter: 00:35-01:22)) WinS for Girls

36. 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 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.Download the free version of Express Scribe here 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. WinS for Girls 36

37. 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 WinS for Girls 37

38. 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 WinS for Girls 38

39. WinS for Girls Module 8: Data Management Translation Image: http://www.firsttranslation.net/images/img/translation.jpg WinS for Girls 39

40. WinS for Girls Module 8: Data Management Translation Translation should be completed if the research team conducted the activities in a different language than that which will be used for analysis WinS for Girls 40

41. 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 StrengthsLimitations Will have 2 transcripts of same interviewTime-consuming Retains original language Less error and loss of detail WinS for Girls 41

42. 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. WinS for Girls 42

43. 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. 43

44. WinS for Girls Module 8: Data Management Data Management Image: http://www.library.gatech.edu/research-data/sites/library.gatech.edu.research-data/files/images/whatisdigitalpreservation_hvaderdigitalbevaring_digitalpreservation.png WinS for Girls 44

45. 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.) WinS for Girls 45

46. 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. WinS for Girls 46

47. 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 WinS for Girls 47

48. 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 WinS for Girls 48

49. 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 WinS for Girls 49

50. 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. WinS for Girls 50

51. 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. WinS for Girls 51

52. 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. WinS for Girls 52

53. WinS for Girls Module 8: Data Management Data Management Data Management File WinS for Girls 53 File NameInterviewerParticipant Method (FGD/IDI/KII) Time startedTime endedRecorderRecorder File

54. WinS for Girls Module 8: Data Management Data Management Data Management File WinS for Girls 54 Transcriptionist Total Transcription Time Date Transcript Started Date Transcript Expected Completed Date Transcript Completed Translationist Date Translation Expected Completed Date Translation Completed

55. 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. WinS for Girls 55

56. 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. WinS for Girls 56

57. WinS for Girls57 WinS for Girls Module 8: Data Management Templates and Tools Document NameFile NameDescription Template for Data Collection Plan Module_8_form_1 This is a template for managing recorded data Key Informant Interview Database Module_8_form_2Template for recording data from Key Informant Interviews. School Observation Survey Database Module_8_form_3Template for recording data from School Observation Surveys Demographic information spreadsheet Module_8_form_8 Template for recording demographic information about focus group participants Time Estimation of Activities and Transcription Module_8_form_4 This is a table estimating the time it will take to transcribe activities based on the Emory team's experience. Transcription TemplateModule_8_form_5 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. Translation GuidanceModule_8_form_6 This document gives instructions on proper ways to translate recordings with examples Transcription GuidanceModule_8_form_7 This document gives instructions on proper ways to transcribe recordings and suggestions for structure