Find below extract from one of my published studies that used thematic analysis.
Understanding the method of Thematic Analysis
This research project used a qualitative method of thematic analysis (Braun & Clarke, 2006; Fereday & Muir-Cochrane, 2006). Like any typical qualitative research, this study aimed at providing “descriptive accounts of the phenomenon under investigation.” Counting of “occurrences, volumes, or the size of associations between entities” was kept to the minimum (Smith, 2008, p.1). “Thematic analysis is a method of identifying, analysing and reporting patterns (themes) within data” (Braun & Clarke, 2006, p.79). Often this approach goes beyond identifying and analysing to interpreting various aspects of the research topic (Boyatzis, 1998). In this way, thematic analysis is very flexible. Though akin to qualitative content analysis, it is distinct from other methods of qualitative research (Hsieh & Shannon, 2005; Eto & Kyngäs, 2008).
In the present project, an adapted version of the hybrid approach of induction and deduction was used (Fereday & Muir-Cochrane, 2006). This approach is underpinned by the concept of ‘hermeneutic circle’ that Gadamer (1979) borrowed from Heidegger. No interpreter (or researcher), comes to the text (data) with a mind-set of ‘tabla rasa’. While theorists of qualitative research methods invite researchers to own up their ‘prejudices’ in a reflexive process, what this researcher did was to come to the data with an explicit theoretical framework. However, after the data were interpreted, the possibility for the transformation of the theoretical framework was also considered. This was an application, in the context of research in social sciences, of what Gadamer called, “the fusion of horizons” (Gadamer, 1979, p.273). Initially the theoretical framework acted as the template (Crabtree & Miller, 1999) to interpret the data. Having gone through this process, proposals were then made on how to improve the template.
Therefore, two distinct processes could be identified in this research project (Fig 2.1):
(1) A deductive process: the data were analysed and interpreted using the templates from the theoretical background; this process is theory-driven;
(2) An inductive process: a possibility for the data to contribute to the reformulation of some aspects of the theoretical framework was considered; and this process is data-driven.
2.2. Application of Thematic Analysis in the present study
The deductive-inductive hybrid process was laid out in four stages as represented in Table 2.1. These four steps form the general scheme of the next chapters in this dissertation. They are briefly explained here below.
| Table 2.1: Tabular representation of the stages undertaken in the project | ||
| Steps in thematic analysis (adapted from Fereday & Muir-Cochrane, 2006.) | Application of the steps in this research | |
|
Stage 1: |
Identification of coding template |
Literature Review & clarification of the theoretical framework of positive psychology, especially its character strengths. |
|
Stage 2: |
Identification of the data set |
Description and establishment of the background of the ethnological data from the Maryknoll Institute. |
|
Stage 3: |
Analysis of the data: applying template of codes to the data set
|
Identification of conceptual and lexical equivalents of character strengths in the data set, paying special attention to cultural institutions that sustain them. |
|
Stage 4: |
Examining the emerging themes (Corroborating or challenging the coded themes) |
Further exploration of the conceptual and lexical equivalents by the use of other theoretical sources on ATR, in an attempt to understand them, and considering their possible contribution to the theoretical framework of positive psychology. |
| Note: Fereday & Muir-Cochrane (2006) in turn adapt their steps from Boyatzis (1998) and Crabtree & Miller (1999). | ||
Stage 1: Identification of the coding template
The paradigm of the contemporary qualitative research often presupposes that even the template of codes is evolved in the process of interpreting the data (Charmaz, 2008). Another approach is to allow the template to ‘emerge’ from the data based on a theoretical framework (Fereday & Muir-Cochrane, 2006). Braun & Clarke (2006) are sceptical of the passive role of the researcher in the analysis process. When the themes are said to ‘emerge’ from the data, “it denies the active role the researcher always plays in identifying patterns/themes…” (p.80). Therefore, in this study the template was borrowed from positive psychology (Peterson & Seligman, 2004), and this is openly acknowledged.
Stage 2: Identification of the data set
There are several possible methods of data collection for the purpose of qualitative analysis (Haslam & McGarty, 2003, pp.361-64). The data used for the present analysis were ethnological. Instead of collecting data precisely for the purpose of this research, raw data previously collected and published in a book form (Kirwen, 2008) by Maryknoll Institute of African Studies,Nairobi, was used. It should be acknowledged, therefore, that in the collection of the ethnological data there has already been an influence of an anthropological theoretical framework (Kirwen, 2005), particularly in the formulation of questions (see Table 3.1).
Stage 3: Data Analysis
The analysis of the data consisted in applying the template of codes to the data set. Starting with the lexical list used by PP in the catalogue of 6 core virtues and 24 character strengths (Table 1.1), the data was marked, highlighting related conceptual and lexical equivalents. Next step consisted in matching the character strengths and the 10 domains in the data set. Sometimes one data-unit was used for more than one character strength (see Appendix). Special attention was paid to cultural institutions that ensure the continuity of character strengths in the African society.
Stage 4: Examination of the emerging themes
The final stage of this qualitative thematic analysis was to corroborate or challenge the findings in the light of the larger anthropological, theological and philosophical discourse of ATR (for instance, Mbiti, 1969; Magesa, 1998; Nkemnkia, 1999; Parrinder, 1976; Oruka, 1990; Ray, 1976; Idowu, 1973; Mosha, 2000). The aim of this phase of work was to examine the findings with the help of extra evidence, and to offer further explanation for the conceptual and lexical equivalence of PP found in ATR. This was also a way of testing the validity of the findings (Yardley, 2008, p.239). In this discussion, a possible contribution of ATR to the theoretical framework of positive psychology was also considered.