As a first step towards an analysis, I coded and categorised my collected data. To learn more about this process, please click here.

Afterwards, I wrote a memo for every category. For more information on memos, please click here.

The mind map and list below include all categories which I have found through coding my data. If you click on a category in the list, you will get to its integrative memo. The mind map visualises some, but by far not all connections between the categories which I created initially. For the analysis itself, however, it would be unusual to use every single category, many were dropped (Emerson et al. 1995: 153). To decide which categories to keep, priority was given “to what seems significant to members” (Emerson et al. 1995: 157). Having selected a main theme, I examined other categories to choose related topics and subthemes (Emerson et al. 1995: 158). As can already be seen in the mind map, the connection to students’ world is a very central topic in my data. It will, thus, function as a main theme in my analysis which you can find here.

Alphabetical list of categories:
Accessibility
Art
Audiovisual learning
Connection to identity and culture
Connection to place
Connection to students’ world
Diversity
Effectiveness
Encouragement of further learning
Examples
Flexibility
Fun
Independent learning
Informal vs. academic
Lecturer’s/tutor’s relation to the topic
Non-judgmental attitude
Opinions
Original source
Outside knowledge
Peers
People and their background
Positive learning environment
Reflection
Relationship
Sharing knowledge
Storytelling