Melinda is a postgraduate student conduct- ing a study exploring the qualities of a good project tutor. Noting the limited literature on her topic, she has decided to conduct a qualitative study with the aim of contributing rich and in-depth insights. She has decided to adopt an inductive approach to her analysis and generate concepts and theories from the data she has collected. By grounding emer- gent concepts and theories in the data, she believes she will be giving voice to her par- ticipants' views. Her project tutor has advised she uses the Gioia methodology, a systematic approach for theory generation; and she has found Gioia, Corley and Hamilton's (2013) article on the methodology incredibly helpful.

Initially, Melinda had carried out 25 semi-structured interviews with the aim of conducting further interviews if theoretical saturation was not reached. Melinda transcribed these inter- views verbatim. Before commencing her analysis, she focused on familiarising herself with the data by reading and re-reading all her transcripts. As a result, she started identifying potentially interesting aspects, and even some possible patterns. Next, Melinda undertook the 1st order analysis and identified the 1st order concepts - her initial codes. This process is often referred to as 'open coding'. Aiming to communicate the participants' voice, Melinda tried wherever possible to use her participants' own language for these codes. After identifying the initial codes, for each a word or short phrase summarising the meanings in the data, Melinda attached codes to appropriate units or 'chunks' of data. She then proceeded to the next stage of the Gioia method: 2nd order analysis. Here, she grouped the initial codes with similar meanings into common themes, i.e. 2nd order themes. Finally, she further grouped the 2nd order themes into aggregate dimensions. Subsequently, she developed a data structure diagram as suggested by Gioia et al. (2013), visually represent- ing her finalised 1st order concepts, 2nd order themes and aggregate dimensions. Melinda found her data coding required deliberation and strong analytical reasoning. She continued evaluating her final categorisation until she was sure that the final analysis communicated a compelling and convincing story! One of Melinda's transcripts (without codes) follows. In this 'l' refers to the interviewer and 'P1' signifies participant 1:

I: Would you describe your project tutor as a good one? 

P1: Yes, I would definitely say so. (...) My project tutor is an accomplished academic, published widely in top journals. Consequently, they are very knowledgeable and have extensive expertise, which is clearly reflected on their extremely helpful feedback. More importantly, they have always been available for a chat even at times when they are incredibly busy. (..) I sincerely believe that they are most definitely very reliable and approachable. I should also add that they are very dedicated.....

Questions
1. a. Read the example transcript above. Undertake the 1st order analysis and identify the initial 1st order concepts.

b. While doing this make notes regarding your choices regarding your use of in vivo codes and labels developed from the data, and the units (chunks) of data.
2. Review your initial 1st order concepts. Use the patterns or themes across these concepts to undertake a 2nd order analysis and develop 2nd order themes?
3. Draw a data structure diagram to illustrate your 1st order concepts and 2nd order themes, grouping the 2nd order themes into aggregate dimensions.