La actividad piscícola y el recurso hídrico

Within each case study, we examined the way marketing analytics facilitated

organizational learning through rigorous analysis of interview transcripts and organization documents, and we crafted detailed case study write-ups for each case. This helped us gain

familiarity with the data and generate preliminary theories (Eisenhardt, 1989). Data collection and analysis were interrelated processes, and the analysis began as soon as the first bit of data was collected (Corbin & Strauss, 1990). Transcripts of interviews constitute the primary data for this study. Following Miles and Huberman (1994), we coded the data to facilitate interpretation. Having chosen the 4I Model, this was the basis for the initial coding scheme. We then revised the coding scheme through dimensions discovered in the data from the field observations (Strauss & Corbin, 1990; Van de Ven, 2007). We coded each interview transcript, which helped us reduce the size of the data, made it easier to retrieve the data, and sped up the analysis. We developed a case study database to organize interview transcripts and documents collected. The QSR International NVivo 10 qualitative data analysis software (2012) was used to code and categorize large amounts of narrative text collected from the interviews.

Participant summary sheets and memos were useful ways for us to summarize what we did and why we did it, to write down ideas about what the data meant, and to list series of events as they were discovered. We also made use of member checking by returning to participants to authenticate the findings as reflective of their views. This helped us clarify key findings. Because all measurement is fallible, we interviewed a variety of people representing different views (Myers, 2010) and triangulated responses against other interviewees’ responses and multiple sources of evidence to lessen the bias and improve reliability (Trochim & Donnelly, 2008).

This study followed the data analysis procedures suggested by Miles and Huberman (1994) for qualitative case data consisting of three concurrent flows of activity: data reduction, data display, and conclusion drawing and verification. We used content analysis as a systematic method to analyze and identify patterns in the text. Cross-case pattern searches forced us to look beyond initial impressions for overall themes and major ideas (Eisenhardt, 1989). We identified

and applied the rules that were used to divide each text into segments that were treated as

separate units of analysis in the study (Trochim & Donnelly, 2008). We analyzed the coded data to determine themes that occurred, in what contexts, and how they might be correlated. The back-and-forth process included returning to some of the original participants to confirm the accuracy of the data interpretation (Trochim & Donnelly, 2008).

Other analytic strategies that helped us “play” with the data to make discoveries included making a matrix of categories and placing evidence within each category and creating data displays—flowcharts and other graphics—for examining the data (Yin, 2009). These strategies helped us embrace the data and “see” the story.

We examined the evidence from different perspectives and invited key informants— subjects of the study—to provide insights, identify rival explanations, and review draft case reports in order to consider alternative perspectives adequately.

We scanned through notes, attached codes, extracted coded segments, drew conclusions, and wrote case study reports. To reduce the likelihood of bias, we reported preliminary

findings—both in the data collection and data analysis phases—to a few informants for

alternative explanations and suggestions (Miles & Huberman, 1994; Yin, 2009). Throughout, we remained cognizant that qualitative data evolve, so there were risks in entering the data in a set format too quickly (Miles & Huberman, 1994), so we generated rough formats early on in data collection and revised them to a firmer state closer to the end of data collection.

IV.3.1 Assuring Rigor and Relevance

Following the teachings of Yin (2009), we strove to maximize the quality and rigor of our research by designing tactics for four critical conditions: (a) construct validity, (b) internal validity, (c) external validity, and (d) reliability as outlined in Table 8.

Table 8 Design Tactics for Case Study Validity

Tests Case Study Tactic Application in This Study Research Phase

Construct Validity

Use multiple sources of evidence

Interviews (informants from various levels of the organization), documents, and archival data for objectivity

Data collection

Establish and maintain a chain of evidence

Case study questions, protocol, recorded interviews, NVivo database, case study reports

Data collection through Analysis Have key

informants review draft case study reports

Asked the CMO to review and comment on preliminary findings to ensure we accurately captured the facts, to provide insights and identify rival explanations

Data collection through Analysis Internal Validity Do pattern matching

Individual case studies analyzed and then cross-case analysis performed

Data Analysis Do explanation

building

Used cross-case analysis and

triangulated data (interviews, materials)

Data Analysis Define and

examine rival explanations

Reviewed by key informants for credibility, validated with additional examples Data Analysis External validity Use theory in single cases

Used 4I Model of organizational learning to plan research design

Research Design Use replication

logic in multiple case studies

Used replication logic in the embedded eight sub-units (projects); predicting results and patterns for generalizability

Research Design

Reliability Use case study protocol

Case study protocol—with interview guide, procedures, and general rules— for dependability

Data collection

Create a case study database

NVivo database with audio from interviews, transcripts of interviews, case study notes, case study documents, and narratives

Data analysis

Across the eight cases, major themes regarding organizational learning were discovered. What follows is an extensive overview of our findings. To keep the narrative concise, the full project case studies are in the Appendices.

V CHAPTER 5—FINDINGS