All 14 entries tagged Thematic Analysis
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November 07, 2019
Previously I had discussed the limitations of thematic analysis, and briefly indicated how these limitations could be addressed using quantitative and patterned based approaches with the aim of generating a better understanding of the process of social learning processes as well as its essentials or essences. Although, I could argue in the thesis that in order to understand the process itself it is important to understand the essentials of the process relative to the research question and research objectives. How can a process itself be understood if we do not know its essentials? This is a question I’m currently thinking about.
Going further into the discussions, what I had found with the combined use of thematic, quantitative, and patterned based approaches is a more effective understanding of the process of learning, but still not a complete picture of the phenomenon as a whole. I am in a better position to explain ‘what’ happens and possibly ‘how’ something happens, but not ‘why’ that particular learning event happens at a particular point because I would need access to resources that have been beyond the reach and purpose of the Ph.D. However, in the thesis I am explaining all of this as part of potential future work that could be carried out. As individual analytical methods, not only did each in part support the findings of each other, but each approach offered a different yet compatible perspective of the data.
I had not anticipated or expected such vastly different perspectives of the data, so this complexity had overwhelmed me for quite a while. It took a lot of working out of the meaning of each approach and the data that each produced in order to understand how each set complemented each other, and what exactly the data was trying to communicate (and, indeed, the way I was interpreting the meaning of each set of data relative to each other). This is still ongoing and, hence, provides a possible reason to edit the findings and discussion chapters.
Let’s take a closer look at some of the philosophical and methodological issues of the combined approach that I have been thinking about.
Methodologically, the inclusion of multiple analytical methods does not constitute a mixed methods approach. Briefly, a research project could be considered mixed methods if each method is used with different types of data (e.g., qualitative and quantitative) leading to the production of different sets of data that is to me merged or combined in some way. Within this research, the qualitative thematic, basic quantitative and patterned-based approaches are being used with the same type of data and within the same type of general methodology (hermeneutic qualitative). A key question that I am currently exploring is whether or not this sort of approach can be considered ‘methodological triangulation’ or ‘analytical triangulation,’ or ‘multi-mode’ or ‘multi-methods’ research. Regardless, philosophically the multiple uses of methods is arguably compatible with middle-range realist perspectives as it is to my understanding that subtle realism (considered a middle range philosophy, and is a realist position I draw upon within the research) support multiple different types of analytical approaches within the same project in order to enable understand of the complexity of a phenomenon. I am still fully working out the compatibility between middle range philosophies and multiple uses of analytical methods within the same project, though I am arriving at the point that middle-range philosophical positions supports multiple analytical methods.
What does all this mean? What does or could this mean for qualitative research? My methodological position is hermeneutical and whilst most literature I have come across focuses on how hermeneutics assists with the interpretations of text, I am not convinced that this excludes some form of basic quantitative analysis. I am currently developing explanations and ideas about this, but my current thinking here is that because hermeneutics is compatible with middle-range realism, and because middle range realism advocates reasonableness and rationale development of concepts, the interpretations that are hermeneutically constructed can be supplemented or supported in some way by a form of quantitative analysis. This, of course, depends very much on the context of what is being explored. Because I am exploring a process of learning through accessing the process directly and not through some mediated access through, for example, the perspectives of learners, I can ground the research within a particular form of objective reality that can be supported in some way by the use of the quantitative. Through thematic analysis I can present a series of themes and codes, and make assumptions about a process based on those codes and themes, and then use the quantitative to provide a form of validating the reasonableness of at least some of these assumptions and interpretations, in conjunction with the pattern-based approach. This is again something I am currently figuring out.
The pattern-based approach provided a perspective of the learning process that differed widely from the thematic and quantitative approaches, and provided insights into the patterns and processes of interactions among participants that I had not previously anticipated and considered. This, admittedly, completely overwhelmed me as mentioned and for a while I was stuck and muddled, but I persevered and slowly, progressively, sense and clarity was being made out of the uncertainty. I am not yet in a position where I can fully elaborate on the way that the different approaches complement each other and build on the findings of each other, and what I have already explained might need editing. But I do believe that my philosophical and methodological arguments are becoming clearer as my understanding grows, and I do feel much more clearer on the meaning of the findings and the purpose of each approach compared to a few months ago when I felt completely overwhelmed with the differences in the perspectives that were afforded by the different analytical methods.
I still feel I have a long way to go, yet I also feel I have come really far. It is very wrong to think at any time that you are absolutely correct and absolutely close to where you need to be, because you can never really fully tell the distance that you are at compared to the complete whole. All you can to is track and trace the distance you have travelled, and if you can observe real difference and real progress in your understanding of everything that you do, then you’re on the right track!
Long term blog followers will probably remember my discussions about grounded theory and discourse analysis, and the reasons why I shifted towards thematic analysis following the identification of their unsuitability. Whilst thematic analysis has been very useful for achieving certain purposes of the research, thematic analysis had not provided a complete picture of the phenomena of research interest. In fact, I came to realise that some of the problems encountered with grounded theory were also encountered with thematic analysis.
Thematic analysis was used in this research to develop a coding framework that can be used to code for particular and similar patterns across the data with reference to specific characteristics of social learning processes. From the codes, themes have been developed that characterises the process of social learning. However, a problem that was encountered was that, similar to grounded theory, whilst thematic analysis was able to identify the key concepts and conceptualisations of social learning process, it could not enable a full understanding of the process of learning itself. In other words, thematic analysis can describe and present the key essences of social learning in accordance to the specifics of the research question and research objectives. It cannot, however, explain how learning takes place within the context of a social and cognitive process. In order to achieve this, I had to go deeper into not just the essences that describes and captures essential social learning, given particular conditions and contexts, but also deeper understanding of the process of learning itself. Learning is a process, not a product, regardless of the context of this learning and it is arguable that to understand learning within any context is to understand it as a social and cognitive process.
In order to achieve this level of understanding, along with thematic analysis I also used basic quantitative approaches, and patterned-based approaches. From the use of thematic analysis, I developed several assumptions about the process, but could not use thematic analysis to test these assumptions. The use of basic quantitative analysis and pattern-based analysis led to the testing of these assumptions and further explorations of the data in order to better understand social learning as a process and as a pattern between individuals. This has added considerably to the research not just in terms of better understanding the essences of the phenomenon, but also of understanding its process. The addition of multiple methods has, not surprisingly, also led to the need to rethink of some aspects the research design to ensure compatibility and cohesion between the research design components. These considerations are important, because without these careful considerations the research design is going to appear disjointed and illogical, with incompatible parts that could generate incorrect or inappropriate data leading to unreliable and unverifiable interpretations of the data.
What actually happened during this process is the observation and construction of insights of the learning process that I had not previously anticipated, and that which I had no idea I considered possible to perceive. I shall explain this further in the next blog post.
February 21, 2019
Because of the nature of inductive based qualitative research, different types of literature are positioned in different areas of the thesis. This took me a long time to understand and to understand where to position different types of literature in order to achieve different purposes, but things are getting there!
As has been mentioned, with the literature review chapter at the beginning of the thesis, literature is being used to develop a context within which I can justifiably place my research. This justifiable position comes as a result of critically analysing the way in which the social learning process and the technology of use has been defined, explored, and used before in various learning scenarios. This builds up a picture of the need to explore the specific social learning process within a particular learning scenario that is arguably unexplored or has not been yet fully explained, facilitated by particular technologies. This involves plenty of comparisons between different learning contexts and scenarios, and explorations and comparisons of the definitions, functionality and use of social learning processes and technologies within different learning contexts. That’s the aim of the earlier literature review in a nutshell. The type of literature therefore takes a broad view of the research context e.g., exploring the social learning process of interest within different technological contexts and learning contexts, and exploring the use of the technology of interest and its facilitation of social learning processes within different learning contexts. This gives weight to the justification of the research context of interest, because it indicates how the process and technology have been used and explored in different contexts, and can be used to explain how a different context can further explain aspects of the phenomenon of interest that arguably remains unexplored or / and unexplained.
Other types of literature shall be included in later thesis chapters specifically relating to the discussion of the themes. In a nutshell, the literature involved here shall involve literature that consist of similar themes to what I have found (if I did not do this, I would be falsifying findings, give misleading accounts, and would reduce the validity and verifiability of the themes), but I would use the discussions to show how I have explored the themes in a different way. This would include showing the differences in how I have explored the themes, the differences in context of theme construction, and the way in which my themes build upon what has already been discovered. The literature here is very specific and has a very specific purpose: to validate and verify the themes, and to provide a platform upon which I can build upon what already exists.
This is the core of the research and its development is a continuous and ongoing task and shall be right up to Easter and perhaps a bit beyond. However, feedback has suggested that I am nearly there! The themes appear to be fine and the codes themselves still need some work doing to them, but what I am finding is that changes to the codes do not necessarily mean changes to the theme, and indeed changes to the names of codes do not always necessitate changes to its meaning.
Meaning is a key word here and to write about the meaning of meaning (meta-meaning?) would take a thesis in its own right, but essentially because of the inductive nature I am applying meaning to what I interpret and perceive from the data (note that this does not reduce itself to relativist research as I am not adopting a relativist ontology). Themes and codes therefore capture the meaning that I am interpreting from the data, and together they describe and explain the phenomenon of interest: its behaviour, structure, impact, and existence.
In general I am getting happier with the way in which the thematic framework is going. There is still work to be done to it up to Easter and perhaps beyond, but I am pleased with where it’s going so far!
January 25, 2019
The relationship between our philosophical beliefs and methodological approach to our research is, as far as I am concerned, a complex relationship. Not only can there be a sense of fluidity between the ontological and epistemological beliefs, but also fluidity between the philosophical beliefs and the methodological approach. As I have spoken about on this blog, what I found during the year was a shift in my conceptualisation of the phenomenon of interest, which led to a change in what I wanted to explore in the data, and, therefore, changes to the directions of my research interest. The changes to the conceptualisations, concepts, and directions of what I wanted to explore and why I think they are important led to me changing methodological approach.
Over time I came to realise that Grounded Theory was no longer working for me for various reasons that I shall explain in the thesis. I came to realise that, out of the various analytical approaches I was then experimenting with (grounded theory, discourse analysis, content analysis, and thematic analysis) thematic analysis revealed itself to be the most appropriate. The type of thematic analysis of most use appears to be a mix of Braun and Clarke’s version along with Guest’s Applied Thematic Analysis approach, with some concepts and ideas loosely based on aspects of Grounded Theory. All this shall of course be explained in the thesis.
Those are the changes made in a nutshell: if you want to know more about these changes feel free to read through my previous blog posts and also read the thesis when it’s written!
Upon reflection, what can be learnt from qualitative research is that it is near enough impossible to know what you are going to be exploring at the very beginning. This is relevant claim to qualitative research that adopts an inductive approach to exploring data, where you are essentially allowing your interpretations and observations of the data to guide your thinking and the directions that you take.
All changes to the research have been recorded with great detail. It is important to record everything. Even the smallest, slightest change to your philosophical beliefs, methodological approaches and the way you perceive and interact with the data can lead to even bigger changes in the future, so it is important to record these small changes and reflect upon their implications, impacts, and meanings to your research. Record them either through your own blog, through theoretical memos that you right as part of your data analysis, or even on a scrap piece of paper that is stored correctly for easy retrieval later.
All these observations and interpretations that you record can be logically ordered, expanded, discussed and reflected upon at a later time as you write your thesis. Remember that a qualitative thesis is a reflexive exercise and you as the researcher become part of the data analysis, so do ensure that you record appropriately, store as logically as you can, and reflect deeply and comprehensively during your thesis write up as part of telling the story of the way in which you approached your research, why, and what changes were made.
Record and detail absolutely everything!
December 30, 2018
Wishing my blog readers a Merry Christmas and a Happy New Year! I apologise for not writing any blog updates since the middle of November. There were a few tasks I wanted to complete before Christmas so had no spare time to complete any blog posts. Now that the New Year is approaching, I’m now planning what to do between January and Easter and there is a lot to complete but I shall get to that in a while. In the meantime, this blog post is one of two posts that shall provide an update of my most recent work: this blog post covers the development of the coding framework, and the next part shall cover the progress of the literature review.
Themes, Sub Themes and Coding Framework
When I wrote about the continuous framework development back in mid November, the coding framework was, at least tentatively, complete. I was also in the middle of rechecking all previously coded data to ensure that I had been interpreting consistently and coding accurately. Since that time, the idea of interpreting consistently and coding accurately has become clearer along with understanding how interpretation consistency increases coding accuracy. This is especially an interesting point given that coding is subsequent to, and a reflection of, the act of interpreting.
Whether or not coding accuracy and interpretation consistency increased truth or progresses towards truth is highly debatable given the nature of qualitative research and the characteristics of inductive thematic analysis approach. I could argue for, and apply means to, increasing the validity, accuracy, consistency and credibility of my approach and the findings, but can I really argue that the findings represent truth and that my approach could lead people closer to the truth?
What I can argue in the thesis is for the importance of accurate coding and consistent interpretation leading to more valid and reliable findings, whilst at the same time accepting that different researchers shall interpret the data in different ways and, therefore, could view any data segment differently depending on various personal factors. Essentially, coding is an interpretation e.g., a code represents an interpretation of whatever action, event, etc. is appropriate and relevant to the research question. If you code a series of segments using the same code but the segments are not consistent then that code would represent an inaccurate or incorrect interpretation. I have some possible examples that I could think about in the thesis, but I have to give this some thought when I put the research design chapter together. I shall be going into a lot more detail in the thesis.
Just before Christmas, I had completed the rechecking of the previously coded data and can state that I am satisfied that my coding is accurate and that my interpretations are consistent at least in accordance with my own interests and research questions (again, I shall be talking about this more substantially in the thesis). What I had not expected to complete by Christmas is the categorisation and classification of codes into different sub themes and themes. Contrary to what appears to be the norm, I have been able to develop themes from codes that were not the most commonly occurring, but codes that represent what I consider to be important observations within the data. Important observations in reference to the research questions and the characteristics and aspects of the phenomenon of research interest that interests me the most. It has to be emphasised that the coding framework and the thematic development as currently stand do not represent the final product. The themes shall be developed and reformulated as time progresses. This shall be as a result of the processes of thematic validation and verification using a variety of different processes. These include a further examination of themes to identify similarities and possible opportunities to combine themes, as well as the possibility of identifying “super themes,” and conversations with other academics regarding the codes, sub themes and themes that I am using.
In all, I am pleased with the progress that has been made with the thematic analysis and development. The next stage of the analysis shall begin early next year and this shall involve not just the validation and verification of the themes, but also validation and verification of relationships between themes through both qualitative and quantitative means. The quantitative representation does not necessitate a mixed methods approach but does necessitate a multimodal design where the quantitative data simply supports and adds weight to what was identified and explained qualitatively. Working this out shall naturally take time!
November 19, 2018
Writing is a continuous, ongoing task in qualitative research but the question is, what do you write? Obviously, many qualitative methodological textbooks and my own experiences suggest that it is very important to document what you observe and begin to interpret very early in the qualitative process. Typically, quantitative research is fairly set in nature and the writing of the research findings usually take place following the analysis phase. With qualitative research, you begin to write about your findings and interpretations at the very beginning of the analytical process. Your writings, interpretations and coding schemes, etc. all change and evolve over time, and it is always wise to write about these changes as they occur.
Reflect on these changes and alternatives, explain the way in which these changes have impacted your research, compare the changed approach to the previous approach, and evaluate these changes. All these reflections shall form a part of your analysis and overall production of the research design chapter and later thesis chapters.
Typically in qualitative research, data analysis and writing of the interpretations and findings occur simultaneously. What I am finding that is in addition to the norm is that I am writing about the research design as I go through each data analysis stage and phase. I have found that my analytical lens and general analytical approach have changed as I have progressed through the data analysis and as I have reread the data several times. With this, I am not just writing and contributing towards the findings and discussion related chapters simultaneous to data analysis, but also various aspects of the research design chapter.
Trust me, this can be quite mind boggling. But for me, it’s an approach that works as I have always viewed little sense in writing the research design chapter before the data analysis began. I did attempt this before, but as I progressed through the data analysis I found that what I found was challenging what I thought, and continues to do so. It made sense for me from that point to write about the design as I progressed through the data analysis.
It was more than a couple of years or so ago that I started the qualitative journey after moving away from mixed methods approaches to investigating the phenomenon of interest. I suppose back then I was aware of the need for writing about the data itself and what I was to observe, but I had no idea that at the time I would effectively be writing about the research design AND the data observations and thematic development simultaneously but this is the way that my research appears to have been worked out.
Qualitative research is nuanced and there really is no set path towards the way you are to write your qualitative thesis! Plus do remember that it is an ongoing process: you cannot write about an observation once and then leave it. It’s a long running, complex, detailed, deep process of understanding and comprehending what it is you are observing.
'till next time, keep applying that pen to paper! Or hands to keyboard! Or both!
As mentioned in the previous blog post I am pretty much there with the coding scheme. That’s not to suggests that revisions and adjustments are not going to occur, but it is to suggest that I am in a happier place with the coding; I feel that the coding scheme now better represents the aims and objectives of the research. New codes and adjustments of the existing codes are likely to occur as I continue with the development of categories and themes and their verification and validation. Never ever hold anything as absolute and complete especially when you are engaged with qualitative research.
Along with refining the codes, etc. another task I am involved with is the rechecking of the coding of data characteristics. By this I mean, ensuring that the data segments have been interpreted consistently according to their characteristics, and coded accurately. There is a relationship here between interpreting consistently and coding accurately, because accurate coding can only arguably occur with consistent interpreting. A deeper question here, however, is to ask about the accuracy of interpretation, or, in what way data segments could be interpreted accurately and this is a challenging question, which I suspect is related to validation and verification. A part of this involves ensuring that the segments have been coded using the most appropriate code that best describes the activity expressed in the data segment.
I am also double checking what I call the “code memos.” These are theoretical memos, a concept from Grounded Theory, which documents my approach to developing the code, and explaining the meaning of the code, and why the code is most appropriate for each recorded data segment. All coded segments are placed in the code’s appropriate memo, and this assists with observing and documenting the capturing of variation within the code, and therefore, assists with understanding the variation of themes. These memos, therefore, shall come part of the identification and development of themes.
I have identified initial sets of themes and these themes have been / are continuing to be refined but this is a continuous process and will be for the foreseeable future.
The key is, it is my belief that my core ideas of the coding scheme are in place: I just need to validate and refine the codes as necessary. The refinement and checking of the coding scheme as explained in the previous blog post is ongoing.
September 06, 2018
Within qualitative theses, more so than the research design chapter, the findings chapters are impossible to plan from the beginning because the chapters are derived from the data, and not from existing theoretical constructs. More appropriately perhaps it is best to say that the chapters are the products of well grounded, verified and validated interpretations of what is happening in the data relative to the research questions, and which eventually leads to the development of codes, categories and themes.
The findings chapters have obviously not been planned or structured yet, although I have written and continue to write extensive theoretical notes about what I observe in the data and the way in which different codes are being formed (in the tune of the where, how, when, where, and why questions). Eventually I shall be writing theoretical notes about the development of categories and themes, although in some sense I have begun writing about them because, due to the integrated nature of qualitative research, development of codes, categories and themes are not isolated phases. They are integrative, interconnected phases: as you code the data and observe similarities and differences between similarly coded data segments, you become aware of a potential category or theme. This awareness, therefore, leads to the production of notes about the potential category or theme. The production of these notes continues through every phase and stage of the data analysis through to writing the formal findings chapters.
I am using the plural expression here because it is expected that there shall be multiple chapters, with each chapter referring to a particular theme. Each chapter shall detail what the theme is, the way it has been constructed, its theoretical constructs, and the validation and verification process. This process involves comparing the construction and concepts of the theme to relative, published findings not only to verify and validate the theme but to also discover any possibilities of contributing to existing discussions relative to the theme e.g., through discussing the way that my theme differs from other similarly identified themes. Perhaps this could also present opportunities to merge themes, or to perhaps help towards building a united understanding between similarly defined themes. The creative opportunities are potentially limitless.
Each theme chapter shall also discuss relations with other themes found in the data, eventually leading to a thematic map of the phenomenon of interest, which could be given a separate chapter. I am guessing that either each theme chapter or the thematic map chapter shall additionally contain explanations about the way in which categories (which are a level down from themes) combined to form a theme, as well as the associated codes and data segments.
There are other chapters of the findings being considered and this includes a chapter referring to any quantitative findings and other chapters referring to other aspects of the phenomenon of interest. I am not able to decide for sure on the findings chapters until I have finished with qualitative data analysis (coding scheme, its validation, and the development of categories and themes). It is this aspect that shall drive any other need for further data analysis. I have plans in place, but not able to confirm till I have gone through the qualitative process.
I do aim, however, to have made further substantial process of data analysis and associated writings of the potential findings chapters by Christmas!
August 03, 2018
The main output of my research shall now be a new coding scheme designed and developed to assist with the analysis of social learning processes, with the potential to move towards contributing thematic, conceptual and possible theoretical understanding of the phenomena of interest. The development process of this coding scheme (the data analysis process) has been inspired by writers of thematic analysis and grounded theory. The coding scheme’s development process (the actual development of the coding scheme) questions some aspects of existing ways in which to develop coding schemes. Sub stages of development are being proposed and shall possibly continue to be proposed as I go through the phases of analysis.
That, folks, is basically the nutshell take away conclusion of the past couple of weeks where I have completed another full round of coding the data and taking a break from coding in order to deeply reflect on my research purpose, objectives, direction, and research design. Phew! There is clarity in the world of organised chaos!
Reflecting on my journey of the Ph.D. so far, I have experimented with and thought about various types of analytical approaches related to exploring the phenomenon of interest, and have thought deeply about the type of data source from a philosophical perspective. E.g., what can I know about the phenomenon from this type of data source? In what way is this data source different to other data sources regarding what can be known? What knowledge can potentially be revealed about the phenomenon from this data source? What can I use to extract this knowledge from this data source? What are the differences between different methods of extracting knowledge both in general and related to the data source? What would different methodologies and methods tell me? What best fits the research questions, research problem, research objectives, and research context in general? In what way can my philosophical beliefs determine what I can know? What are the limits of my knowing? What limits are placed upon my knowing? Do I need to overcome these limits to know more? If so, in what way could this be achieved? And so on and so on.
All these questions have led to various different answers e.g., through comparing different methods and methodologies regarding the questions of what I can know, what can be known, and what can be known and revealed from the data source about the phenomenon of interest. And this I shall be explaining and exploring in great detail in the thesis!
When you are developing a coding scheme, establishing a time frame can be difficult. You might have identified the stages and sub stages of coding scheme development, but it’s fairly impossible to determine a time frame. This is because developing codes from the actual data, developing categories from the codes, developing themes from the categories (this is a broad, typical process of coding scheme development), and writing the methodology chapter are all performed pretty much concurrently.
As you are thinking about the codes that reflect different events and activities of your data, you are thinking about the ways in which similar coded data could be categorised. In turn, you begin to think more abstractly and more theoretically about the way in which categories can be related and placed defined into themes. Themes are the broadest, most abstract, and most theoretical constructions of the coding process, and they explain the data as a whole related to the phenomenon of interest and the way in which you want to explore the phenomenon of interest.
As you can therefore imagine, coding data with the intentions of developing categories and / or themes is not a linear process. Not to mention, every single stage involves writing lots of theoretical memos, which capture your thoughts, theories, assumptions, hypotheses, questions, queries and ponderings of the data, code, category, or theme (and relations within and between codes, categories, and themes).
As a result of all of what I have discussed, the focus of the thesis on the latter chapters (the methodology chapters and the subsequent chapters dealing with discussions of what has been found) is on the qualitative process of coding, category development, and thematic development. At a rough guess this might come anywhere between thirty thousand to forty thousand words of the thesis though perhaps more. I shall talk about the process of writing a qualitative thesis within the context of developing coding schemes in future blog posts.
The research, therefore, has moved away from generating a new theory (as was proposed originally via the use of Grounded Theory) towards developing a new coding scheme, with the intentions of developing and extending existing themes of understanding, and create where necessary new themes, regarding the phenomenon of interest.
The qualitative research field is additionally awash with limitless debates about the ontological, epistemological and methodological levels of interacting with qualitative methods and qualitative approaches. I am not kidding here: recently I have come across many different perspectives and arguments regarding a single approach to sampling for qualitative research, and have also come across many, many arguments for and against and perspectives on qualitative control criteria particularly around the terms “validity,” “reliability,” and, “generalisability.”
I intend on engaging with debates and discussions as every level and every stage of qualitative research.
And that, folks, is what happened in a nutshell during the past couple of weeks since the previous update!
‘till next time!
July 22, 2018
Data analysis has dominated the past couple of weeks, although, whilst engaging with data analysis, I have been continuously engaged with other areas of thought and practice:
· The characteristics of the phenomenon of interest
· The nature, complexity, nuances, and functionality of the specific data source, including comparisons with other sources
· The nature and functions of the social learning context in comparison with other contexts
· Evaluation, critiques and reflections of thematic analysis so far, and comparative observations with other methodologies and methods
Essentially this encompasses four levels of thinking: the phenomenon itself, the data source, the more general learning context, and the research design. All thoughts and processes of evaluations, etc. are situated not just within the research context but also within the context of my philosophical beliefs.
Everything is a work in progress. As I progress through the data analysis phase, my thoughts, interpretations, observations, hypotheses and questions shall be continuously refined in order to more effectively reflect the true reality (remember, I am a realist) of what is occurring in the data. Coding is always a work in progress and all that I am thinking about, observing, hypothesising, questioning etc has developed from earlier coding efforts in the Ph.D.
As I shall be explaining more in the thesis, coding is not just a mechanistic act of labelling meanings and activities in the data, but is an active, engaging, dynamic, nuanced, flexible and adaptable method for analysing qualitative data that (I shall argue) plays a part in understanding the truth of what is happening in the data.
Currently, therefore, I am progressing through the “opening” stage of the analysis phase. This “opening” stage is based on the coding and reanalysis of the data corpus. I am continuously revisiting what I have coded before, and continuously reanalysing and recoding, in order to ensure that the codes are as reflective of the nature and function of the data segments as possible. This shall then help to develop themes that, although constructed on a more theoretical plane, are as close to the data as possible.
I am breaking the context of the data corpus down stage by stage. In the first stage that has been ongoing for a few months on and off, I coded all the way through the data corpus without much thought for nuances and context. It was simply a matter of initially understanding the meanings and functions of the data segments though if nuances and contextual influences were immediately obvious then these would be considered.
What I am doing currently is the next level: I am breaking the data corpus down and really exploring the context and nuances of each data segment, along with developing an understanding of the way in which these segments logically connect with and relate to each other on various levels and various purposes. Additionally, this level involves the rechecking of codes to ensure they reflect the reality of what is being expressed in the segment, and to alter the codes if necessary. This deeper approach to understanding the data is in my view more relative to the research questions.
The study of the nuances and contexts is based on what I have observed during my time of using grounded theory, and which led to moving away from grounded theory as has been documented on this blog and which is being documented in the thesis methodology chapter. It is all ultimately based on what I perceive and interpret within the data, but this is not a subjective, relativist approach. As a part of the theme development I shall be exploring the codes and segments again and test all that I observe. E.g., just because I have coded a segment to represent a particular feature or activity does not mean that I am objectively correct: this correctness, perhaps, comes from repeatable observations of similar data characteristics. This idea is taken from the abductive reasoning method. This shall be discussed further at the time of theme development.
Along with the coding, I have been writing theoretical memos (an aspect of Grounded Theory I have liked, so have included it in my own approach), which serve the purpose of documenting and recording all my thinking, observations, thoughts, hypotheses and questions about each data segment, and also of the meaning, nature, function and representativeness of each code.
This coding level is ongoing and work in progress, but there are already some interesting insights and points of discussion. Nevertheless, my understanding of the relationship between segments, the impact of contextual and situated conditions, and the emergence or development of meaning and activities shall continue to develop and refine as I progress through this analytical phase.
All this shall lead onto the development of themes, which operate and are constructed at the latent level and are constructed through combining, in some way, multiple, different, though similar codes (as discussed in the previous post: I shall be talking more about the development of themes soon). My understanding of themes so far is leading me to think of a theme as a core aspect of a phenomenon of interest that describes and explains the phenomenon’s behaviour and helps to characterise its theoretical existence. Thematic theoretical insights are drawn from the data, and tested against the data.
Speaking of themes, I have made enough observations in the data to tentatively suggest the existence of two themes, and the way in which these themes could relate to each other. At a push I could suggest I have observed four themes, but I am not convinced or at least not as certain about two of the themes as I am with the first two themes I came to observe. These themes, and possibly more, shall be identified, defined, developed, and established following this coding phase. At the moment I have put the thoughts of these themes aside as I do not want to restrict my thinking and open mindedness during the rest of the coding phase. There is a danger that if I did become too fixated in the idea of exploring to prove these themes, I might miss out on something that might be obscure but is equally as important.
That’s over a thousand words and I haven’t scratched the surface!
I intend on writing some more posts during the week related to the four points made at the beginning of the post, but honestly, I’d rather focus on data analysis. But when I get the chance I shall post up more posts!
‘Till next time!