Qualitative Methods III

What are the forms and functions of thematic analysis in qualitative research? How does thematic analysis differ from template analysis?

Thematic analysis is a widely used qualitative research method for identifying, analysing, and interpreting patterns or themes within data, allowing researchers to distil and understand complex phenomena (Braun & Clarke, 2006). It is flexible, accommodating a range of theoretical and epistemological positions, and can be applied to various research questions.

The method can take two principal forms: inductive and theoretical. Inductive thematic analysis is driven by the data itself, with themes interpreted without the influence of pre-existing hypotheses, allowing for potential novel theory generation (Patton, 2015). This bottom-up approach is advantageous in exploratory studies where the researcher aims to uncover the participants’ experiences without imposing their frameworks. On the other hand, theoretical thematic analysis is deductive, deliberately shaped by a pre-existing theoretical framework, which guides the identification and analysis of themes, making it apt for testing or extending theories (Boyatzis, 1998).

The thematic analysis serves several functions in research: it organises data, offers a detailed account of data patterns, and interprets the significance of those patterns and themes with the research question (Fereday & Muir-Cochrane, 2006). This method often leads to a rich, detailed, complex data account.

In comparison, template analysis utilises a pre-constructed coding template, often informed by literature or theory, to analyse data. This template, while modifiable, establishes an initial set of codes that can help streamline the analytic process (King, 2004). Although this structured approach can expedite analysis and ensure alignment with existing theories, it may also constrain the researcher, potentially causing them to overlook emergent themes outside the established template.

Both methods require a careful balance between remaining open to the data and being guided by theoretical constructs, with the researcher’s reflexivity playing a crucial role in interpreting findings with validity and rigour (Stirling, 2001).

References

Boyatzis, R.E. (1998). Transforming qualitative information. SAGE.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77—101. https://doi.org/10.1191/1478088706qp063oa
Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating rigour using thematic analysis. International Journal of Qualitative Methods, 5(1), 80—92. https://doi.org/10.1177/160940690600500107
King, N. (2004). Using templates in the thematic analysis of text. In C. Cassell & G. Symon (Eds.), Essential guide to qualitative methods in organisational research. (pp. 256-270). SAGE.
Patton, M.Q. (2015). Qualitative research & evaluation methods (4th ed.). SAGE.
Stirling, J. (2001). Thematic networks. Qualitative Research, 1(3), 385—405. https://doi.org/10.1177/146879410100100307

What are the key characteristics of phenomenological approaches, such as IPA, in research methods, and how do they differ from thematic/template and discursive types of analysis?

Phenomenological approaches, notably Interpretative Phenomenological Analysis (IPA), are characterised by their deep exploration of how individuals make sense of their subjective experiences and the meanings they attach to them. Originating from phenomenology’s philosophical roots, which emphasise understanding the essence of experiences from the first-person perspective, IPA seeks to elucidate the complexity of personal perception and emotion (Smith et al., 2021). As an inherently idiographic approach, IPA focuses on the detailed examination of personal lived experience, often through in-depth interviews, and is particularly suitable for small, homogeneous samples.

The analytical process in IPA involves a double hermeneutic: the researcher is trying to interpret how the participant makes sense of their world (Larkin et al., 2006). This demands a reflective, iterative analysis where the researcher engages in a detailed, line-by-line examination of the data, develops emergent themes intimately connected to the participants’ narratives, and considers their interpretive role in the research process, thus embodying the reflective nature of hermeneutic phenomenology.

In contrast, thematic or template analysis methods are marked by their flexibility and adaptability to larger datasets. Thematic analysis, for instance, is concerned with identifying, analysing, and reporting patterns (themes) across a dataset (Braun & Clarke, 2006)—while template analysis starts with a pre-defined coding template based on theoretical or empirical expectations, which can be modified as new themes emerge (King, 2004). Although both methods can capture many experiences, IPA may delve into individual subjective experiences more deeply.

Discursive types of analysis, such as Discourse Analysis (DA) or Critical Discourse Analysis (CDA), diverge notably in their objectives and techniques. These methods focus on language use and its role in the social construction of reality (Fairclough, 1993). DA and CDA investigate how discourse is shaped by power dynamics within social contexts, examining the interplay of language, power, and ideology. Unlike IPA, which is preoccupied with the individual’s inner world, discursive analyses are more concerned with societal and cultural factors that influence and are reflected in discourse.

References

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77—101. https://doi.org/10.1191/1478088706qp063oa
Fairclough, N. (1993). Discourse and social change. Polity Press.
Larkin, M., Watts, S., & Clifton, E. (2006). Giving voice and making sense in interpretative phenomenological analysis. Qualitative Research in Psychology, 3(2), 102—120. https://doi.org/10.1191/1478088706qp062oa
Smith, J.A., Flowers, P., & Larkin, M. (2021). Interpretative phenomenological analysis: Theory, method and research (2nd ed.). SAGE.

Activity One

Discourse Analysis

Attributes: The depiction of a male as a standing figure in the later stages of middle age may convey a sense of authority, suggesting seniority and experience within the depicted professional setting. The racial and gender diversity among the group could reflect a commitment to inclusivity.
Presentation: The attire of the individuals might denote varying degrees of formality and personality, with the white shirt worn by the standing male perhaps signifying a conventional business approach. In contrast, the vibrant hot pink shirt of the sitting female could represent a more dynamic or modern perspective, hinting at a dialogue between established norms and emerging trends in workplace attire.
Symbolism: The arrangement of individuals around the table and their standing or sitting positions could indicate a nuanced interplay of roles and hierarchies. The choice of a predominately blue and white palette for the setting tends to evoke a professional atmosphere, while adding green and beige may introduce a sense of balance and calm.

Discursive Analysis

Narrative: The standing male’s role might be seen as guidance or oversight, reinforced by his more mature years and upright posture, which traditionally symbolise authority and leadership. However, the directed attention of all parties towards the seated female suggests a significant focus on her input or perspective, indicating a possible shift from a traditional top-down dynamic to a more inclusive and collaborative exchange.
Intent: The image offers a depiction that may challenge certain stereotypes about age in the workplace by showing a seemingly supportive and engaged group dynamic. However, the extent to which it reflects reality may vary.

Textual Analysis

Interplay: The image, paired with the headline on age discrimination, accentuates the issue, encouraging readers to reflect on the subtleties of ageism at work.
Linkages: Through its composition, the image could encourage viewers to consider the complexities surrounding ageing in the workplace. It may reinforce the article’s discussion on age perceptions, inviting a broader reflection on societal attitudes.
Metaphor: The image employs visual symbolism, with the contrasting colours and body language potentially emphasising the significance of diversity and the questioning of age-related norms in professional settings. However, the degree to which these elements influence the viewer’s interpretation may vary, depending on individual experiences and beliefs.

References

Hall, J. (2012). Age discrimination 'rooted' in society, government finds. The Telegraph. https://www.telegraph.co.uk/news/politics/9010770/Age-discrimination-rooted-in-society-Government-finds.html

Activity Two

Ideas

The data suggests that the article presents a constructive framework for women re-entering the workforce, but it is crucial to question the subtext. For instance, the article’s strategies may imply that success primarily lies in individual actions, thereby overlooking structural challenges.
Considering the potential for implicit biases within the advice is intriguing. For instance, networking is often more accessible for those already holding social capital, hinting at an overlooked privilege.

Analysis

The article frames career change as a positive opportunity for growth. A deeper analysis might ask why this framing is chosen and whether it sufficiently acknowledges such a change's emotional and practical challenges, considering the societal context and possible stigmas associated with career gaps.

Themes

Networking & Visibility: The effectiveness of this theme may hinge on unspoken factors like personal charisma and the pre-existing strength of social networks.
Skill Development: The theme’s presentation requires scrutiny for accessibility issues, potentially revealing assumptions about the availability of resources to all readers.
Online Presence: The emphasis on digital platforms beseeches whether the article fully accounts for the digital literary gap among different demographics.
Strategic Job Search: This theme’s practicality could be contingent on unspoken factors like financial stability during the job search period.
Support Systems: The suggestion of a personal support network implies an ideal scenario that may not reflect the reality for many women, hinting at an undercurrent of exclusivity.

Genre

Positioned as informative and advisory, a closer look could reveal a prescriptive tone that may inadvertently pressure the individual. The genre might also be imbued with an optimistic bias that overlooks systemic issues.

Subject Positions

Empowered Job Seeker: A deeper reading might reveal a subtext that risks implying that those who struggle to re-enter the workforce lack empowerment or initiative.
Supportive Network: This subject position presupposes the existence of a willing and able network, potentially marginalising those without such support.
Strategist & Learner: By positioning the job seeker as proactive and learning-oriented, the text may indirectly suggest that those who fail to secure employment are not employing the right strategies or lack the desire to learn.
Storyteller: While empowering in theory, this position could place undue emphasis on personal narrative skills, overshadowing other systemic obstacles to re-entry.