Consistent with the stated research purposes, the analysis led to descriptive, exploratory, and explanatory outcomes. These were achieved in the following
manner.
3.8.1 The descriptive outcome.
The role of description in qualitative inquiry extends beyond a mere narration of the phenomena of the case. Instead, it presents the issues and themes that are central to the analysis, either through the illustration of a particular theme, or as a method of demonstrating a combination of issues (Denzin & Lincoln, 1994). Given that this study involved the input from 25 actors whose experience of the phenomena stretches over 25 years, the issues and themes in this research were contextually bound, and therefore, their purpose and meanings could not be captured without first understanding their origins. The complexity of the Tasmanian government's interaction with the TLSI in light of the economic climate of the region could only be comprehended by producing 'thick descriptions' of the contextual elements. This approach is recommended by Guba and Lincoln (1989). The literal accounts oftime, place, economic circumstance, and so on embedded in the report facilitated the interpretation of the subjects' attitudes and values from their concrete behavioural displays. From these accounts, analytical judgements concerning the research question were made, working propositions generated, and relationships identified.
As no research can incorporate all aspects of a case, the report in this thesis represents
an incomplete representation of the phenomena. However, the abridgement of
peripheral data did not diminish the interpretive value of the investigation. Addressing this issue, Hughes suggests that:
.. . although descriptions have a fringe of incompleteness about them .. . this does not impair their ability to do the job, since nothing like completeness is ever attempted by the speaker of a natural language. Often a single descriptor will provide an adequate description .. . the remaining particulars being, as it were, bracketed away for present
purposes or their sense 'filled in' using the specifics of the context in which they are used (1980: 85).
As an instrument through which the phenomena of an episode are exposed (Sekaran, 1992), the descriptive component is clearly the foundation of case study research. Having identified the phenomena of the TLSI case, the researcher could investigate the dimensions, manifestations, and relationships of those phenomena. This is
discussed below.
3.8.2 The exploratory outcome.
The distinguishing feature of inductive inquiry is that theoretical concepts emerge from the case data, rather than being imposed upon it (Denzin & Lincoln, 1994). Inductive research is related to symbolic interaction (Chenitz & Swanson, 1986), a theoretical model in which investigation focuses on the ways people communicate and interpret meaning. By viewing the subjects' behaviour from this perspective, theories and propositions about social phenomena can be derived from the data of
Emanating from the narrative data, from the findings of previous research, and researcher preconceptions, inductive research may not be able to offer the concrete reassurance that the hypothetical-deductive approach offers (Denzin & Lincoln, 1994). However, inductive theory building does produce valuable research outcomes that are 'less sterile' then hypothesis testing. The generation of theory from case evidence in this study used four procedures: category development; linking categories; testing emerging relationships; and connecting with existing theory. Each
is briefly described below.
As noted, category (node) development was executed utilising NUD*IST software. Throughout the coding process, data were assigned to emerging categories to build a hierarchy of 'units of analysis'. In this procedure, Field and Morse suggest that:
Identified categories are accumulated until it becomes clear to the researcher those properties and characteristics of the elements which fit into that particular category. The researcher can then identify the criteria for further instances that would fit the specific category. A category is saturated when no new information on the characteristics of the category are forthcoming (1985: 1 1 1).
Once a category was 'saturated', a definition based on its inherent properties was
formulated so as to demonstrate further data collection and stimulate theoretical
reflection. Categories were refined, produced and discarded as required.
The links between the vanous categories were identified through the use of the NUD*IST software, and integrated into the 'result nodes' 6 through 9. Scrutiny of
the result node reports facilitated consideration of preliminary propositions, a
From the within-site analysis . . . overall impressions, tentative themes, concepts, and possible relationships between variables begin to emerge. The next step of this highly iterative process is to compare systematically the emergent frame with evidence from [the] case in order to assess how well or poorly it fits with the case data (1989: 542).
In order to test the emerging relationships, key variables within the 'result node' reports were identified and studied to ensure relationships held within and between categories. Although Eisenhardt's (1989) discussion of this process focussed on the multiple case study method, the principle holds for single case designs. Rather than testing relationships between individual perspectives were investigated:
A step in shaping hypotheses is verifying that the emergent relationships between constructs fit with the evidence in each case. Sometimes a relationship is confirmed by the case evidence, while at other times it is revised, disconfirmed, or thrown out for insufficient evidence. This verification process is similar to that in traditional hypothesis research (Eisenhardt, 1989: 542).
The emergent propositions were then compared to, and contrasted with, existing theory. This imperative is emphasised by Eisenhardt:
Examining literature which conflicts with the emergent theory is important for two reasons. First, if researchers ignore conflicting findings, then confidence in the findings is reduced. Second . . . conflicting literature presents an opportunity. The juxtaposition . . . forces researchers into a more creative, frame-breaking mode of thinking . . . The result can be deeper insight into both the emergent theory and the conflicting literature . . . Literature discussing similar findings . . . ties together underlying similarities in phenomena normally not associated with each other. The result is often a theory with a stronger internal validity, wider generalisability, and a higher conceptual level (1989: 544).
Eisenhardt's ( 1989) approach is similar to Yin's (1994) tactic of pattern matching in
which empirically based patterns coincide with, or contradict predicted patterns. Hartwig and Dearing (1979: 9) emphasise the procedures discussed above by
more one knows about the data, the more effectively data can be used to develop, test, and refine theory." Having identified the exploratory outcomes of the TLSI case, the researcher was able to identify the specific roles undertaken by the Tasmanian government over the TLSI cluster's life cycle, and propose a plausible Diamond Factor Model for a regional Australian economy. The identification of these government roles also allowed the researcher to undertake analysis so to explain their rationale over the TLSI cluster's life cycle.
3.8.3 The explanatory outcome.
Unlike quantitative research, where causal relationships are determined by the statistical analysis of dependent and independent variables, qualitative inquiry explanation rests on the researcher's observation of the same, but from the case
description (Denzin & Lincoln, 1994). Due to the complexity of the
interrelationships and the imprecise measures inherent in the interpretive approach, the explanatory process relies on deriving, organising, and integrating ideas about the manner in which phenomena are interrelated, and which offer understanding of the underlying causes of phenomena (Polit & Hungler, 1993).
Warning that the process of explanation building from case studies is not well documented, Yin suggests that the final explanation results from a series of iterations, and recommends the following procedure:
� Making an initial theoretical statement or an initial proposition.
� Comparing the findings of an initial case against such a statement or
proposition.
� Revising the statement or proposition.
� Again revising the statement or proposition.
� Comparing the revision to the facts of a second, third, or more cases.
� Repeating this process as many times as is needed (1994: 1 1 1).
Although Yin's (1994) process refers to multiple case studies, its basic features were applied in this research. As explanatory research invariably leads to alternative conclusions about the same set of results, Yin's (1994) iterative approach clarified the outcomes by consolidating some findings and discounting others.
3.9 CHAPTER SUMMARY.
This chapter described the methodological issues relating to the research. Based upon the need for a longitudinal qualitative approach to the research questions, the single
case study method was used to address the descriptive, exploratory, and explanatory
purposes of the inquiry. A protocol was developed to guide the investigation, and to assist in any further consideration of the case. Information was gathered using documentary records and semi-structured interviews. Verification was fundamental to the study, and was engaged at every stage of the inquiry. The processual elements were particularly influenced by Eisenhardt (1989), Miles and Huberman (1994), and Yin (1994). The categorisation, coding, and analysis of the case data was undertaken
using the NUD*IST software package, details of which are included in Appendix C.
The following chapters present the results of the adopted methodological approach, and are discussed in accordance with the 'organisation of the thesis' presented in Chapter One.