Conceptual Ordering

Conceptual ordering is a method of organizing data into discrete categories by assessing the data's properties or underlying meanings and then using these properties to categorize the data into groups. At times it can be helpful to use ratings when organizing the data, for example, rating the level of importance of each of the categories. Conceptual ordering is a first step in developing themes. After conceptual ordering, the data can be grouped into similar categories and then themes can be developed.

There are multiple methods for accomplishing conceptual ordering. Concepts can be the basis for ordering the data, as can other schemas such as time or roles of [Page 110]the participants. An example of conceptual ordering is an ethnographic account. Ethnographers work to present the actions and beliefs of participants in an ordered fashion. Another example of conceptual ordering is when data are ordered according to time or stages. A final example of conceptual ordering occurring is when data are organized according to actors or actions.

When data have been ordered conceptually, it can be helpful to depict the ordering in a display. There are two common methods of displaying conceptually ordered data: within-case and cross-case. Conceptually ordered within-case displays present information for one case (i.e., a person or a group of people), whereas conceptually ordered cross-case displays present information for comparing two or more cases. The multiple types of within-case and cross-case displays are outlined in what follows.

There are many types of conceptually ordered within-case displays, including conceptually clustered matrices, thematic conceptual matrices, effects matrices, folk taxonomies, and cognitive maps. The first type of conceptually ordered within-case display, conceptually clustered matrices, connects data so that there is conceptual coherence. The matrix is created in table format with multiple research questions included. The responses to these research questions are placed in the body of the table. Ordering the data in this matrix assists the researcher in seeing possible connections among the concepts under investigation.

The second type of conceptually ordered within-case display, thematic conceptual matrices, has a foundation based on themes. Specifically, a thematic conceptual matrix reflects an ordering of themes. To create a thematic conceptual matrix, the researcher starts by clustering those data, in other words, putting similar data together and reading through them to identify underlying issues or problems. These underlying issues then are used as headings in the matrix to assist the researcher in identifying similarities and differences in the data.

The third type of conceptually ordered within-case display is an effect matrix. When researchers have complex data with multiple cases and are interested in relationships, developing an effect matrix can be beneficial. Effect matrices are appropriate when there are “ultimate” outcomes. Effect matrices help the researcher to identify occurrences of change, for example, displaying the “before” and “after” impressions of a new teaching strategy.

The fourth type of conceptually ordered within-case display is a case dynamics matrix. Here the qualitative researcher displays a set of elements for change and attempts to link consequential processes and outcomes for the purpose of initial explanation. As such, case dynamics matrices help the researcher to examine cause and effect.

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