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Subject PSYCHOLOGY

Paper No and Title Paper no.3: Qualitative Methods

Module No and Title Module 21: Thematic Analysis

Module Tag PSY_P3_M21

TABLE OF CONTENTS

1) Learning Objectives

2) Introduction

3) Steps involved in conducting Thematic Analysis

4) Potential pitfalls to avoid when doing thematic analysis

5) Evaluation

6) Summary

PSYCHOLOGY PAPER No. 3: Qualitative Methods

Module 21: Thematic Analysis
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PSYCHOLOGY PAPER No. 3: Qualitative Methods

Module 21: Thematic Analysis
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1. Learning Outcomes

After studying this module, you shall be able to

 Know about the definition and some important terms in thematic analysis.

 Learn how to conduct thematic analysis

 Learn about the pitfalls, merits and demerits of thematic analysis

2. Introduction

Thematic Analysis is a type of qualitative method which is widely used within and beyond
psychology (Boyatzis, 1998; Roulston, 2001). Thematic analysis is a plastic method. Thematic
Analysis is the way of recognizing, investigating and reporting themes within data. Although
there is no apparent view about what thematic analysis is and how you go about doing it, yet
thematic analysis is used extensively (Attride-Stirling, 2oo1; Boyatzis, 1998 & Tuckett, 2005).

Thematic analysis can be used as both realist as well as constructionist method. The realist
method focus on the experiences, the reality of participants and meaning, and as constructionist
method thematic analysis observes the way in which events, realities, experiences and meaning
are the effects of a range.

Coding plays an important role in thematic analysis. Coding involves the conversion of one or
more passages of text or other data items such as part of pictures that, in some way, represent the
same theoretical or descriptive idea. Coding is followed by grouping the initial codes into a
smaller number of themes. A theme represents some level of patterned response or meaning
within the data set and confines something important about the data in relation to the research
question. The two level at which themes are identified includes semantic or explicit level or latent
or interpretative level (Boyatzis, 1998). The semantic approach focuses on the basic meaning of
the data and analyst focuses only on what is said. Whereas, a thematic analysis at the latent level
focus on observing the underlying ideas. That is it include not only that is said or written but also
what is not said.

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There are two ways in which themes are recognized: inductive or bottom up way, which
involving coding data without fitting it into the already existing coding frame (Frith and Gleeson,
2004), theoretical or deductive or top down way, which may be driven by the researcher’s
imaginary or analytical interest in the area (Boyatzis, 1998; Hayes, 1997). Inductive or bottom up
way is data driven whereas deductive or top down way is analyst driven. Deductive or top down
way focus on providing in-depth analysis of some aspect of data and rich description of overall
data. However, the preference depends on how and why data are coded. Furthermore, when
evolve specific research question from coding process, we use inductive method and when we
code a specific research question, we use deductive approach.

3. Steps to conduct thematic analysis

The process of thematic analysis began when analyst begins to look for and observe patterns of
meaning and concern of potential interest in the data- this may be done at the time of data
collection. The last step in the process of thematic analysis include reporting the content and
meaning of the themes in the data, where themes are theoretical constructs the investigators
identify before, during, and after analysis (Ryan and Bernard, 2000). Thematic Analysis includes
a continuous moving back and forward between the total data set, the coded instances of data that
you are analyzing, and the investigation of data that you are producing.

Steps involved in conducting thematic analysis are shown in figure 1

Steps of thematic analysis

Phase 1: familiarizing yourself with your data

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Phase 2: generating initial codes

Phase 3: Searching for themes

Phase 4: reviewing themes

Phase 5: defining and naming themes

Phase 6: producing the report

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Figure 1: shows the steps involved in conducting thematic analysis

1. Phase 1: Familiarizing yourself with your data

Before analysis of the data, either the data is collected through interactive means such as
interview or is already provided to you. The first step in the process of thematic analysis
is familiarizing oneself with the entire data by thorough reading of the data and
searching for meanings and themes. Before the process of coding began one should at
least once read the entire data so that one is able to identify the possible themes within
the data.

In this phase, it is important to take notes and form some idea, which will be help in the
subsequent phase. After it is taken care of more formal coding process began. Thus
throughout the analysis coding develops and defines.

Whenever we collect data in verbal form such as interviews, the data is required to be
recorded in written form in order to carry out thematic analysis. Therefore it can be said
that this phase include the process of transcription. While it may seem time consuming,
and sometimes boring, can be an excellent way to start familiarizing yourself with the
data (Riessman, 1993)”. Transcribed data helps in developing a detailed understanding
of the data, thus the time spent in transcription should not be considered as waste.
Furthermore, the close reading and interpretative skills needed to analyze the data can
aid in the process of transcribing the data (Lapadat and Lindsay, 1999).

2. Phase 2: generating initial codes

Once being familiarized with data and after developing a list of ideas about what all are
there in the data and patterns that interest you, we go onto the second phase of thematic
analysis. During this phase, the analyst converts the data that are interesting to them into
initial codes. This initial codes are the basic elements of raw data that can be assessed in
a evocative way.

(Boyatzis, 1998).

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What can be coded? Depends upon the type of analysis and research question. A list of
things that can be coded includes:

a) Specific acts, behaviors- what people do or say example getting the opinions of

friends.

b) events- these are brief events or things someone has done.

c) activities- these are longer duration than acts and often take place in a particular

setting and may have several people involved

d) strategies, practices or tactics- activities aimed towards some definite goal, for
example

getting divorced for financial reasons.

e) states- general conditions experienced by people or found in organizations,

f) meaning- a wide range of phenomena at the core of

qualitative analysis.

g) participation- people’s involvement in a setting, for example- I find that I have to be

careful

whatever I say now.

h) consequences- what happens if……., for example people who have no

qualification, but have got a few months experience are walking into jobs.

i) setting- the entire context of the events under study, for example- day care centre.

3. Phase 3: searching for themes

Once we have identified different themes across the data and they have been initially
coded, the third phase of thematic analysis is started. These phases involve categorizing
the different codes into themes and collect all the relevant coded data take out within the
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identified themes. There are various methods for recognizing the themes (Ryan and
Bernard, 2003), which includes:

 Repetitions: one of the common ways to identify themes. Some of the most
obvious themes are topics that occur and reoccur. The more the same idea
appears in a text, the more likely it is a theme.
 Indigenous categories: expressions and ideas that participants themselves use.
They may sound unfamiliar to the researcher or be used in unfamiliar ways,
providing clues as to their existence.
 Metaphor and analogies: people often symbolize their thoughts, behavior and
experience with analogies and metaphor.
During this phase we focus on how the initial codes combine to form a theme, along
these initial codes some may led to form main themes while other may form sub-themes
and some may be removed. This phase ends with a gathering of themes and sub-themes
and all other data that are coded in relation to them.

4. Phase 4: reviewing themes

This phase deals with the enhancement of the set of themes that are developed in the
above phase. During this phase, it will become obvious that some themes are not really
themes (e.g. If there are not enough data to support them, or the data are too diverse),
while others might cave into each other (e.g., two apparently separate themes might form
one theme). Other themes might require to be broken down into separate themes.

During this phase the themes can be reviewed at two levels: the first level is coded data
extracts in which we are required to read all the collected instances for the theme and
judge whether they appear to form a logical pattern or rational theme, if the theme
appear to be logical or rational then we go for the second level of this phase. But if the
theme does not appear to be logical then we look for the problem i.e. whether the theme
was challenging or some of the data instances within it simply do not fit in. Once we
become satisfied that our themes confine the contours of the coded data we go onto the
next level.

Second level is related to the entire data set. It is concerned with the strength of
individual theme in relation to the data set whether the thematic map correctly reflects
the meaning that appears in data set as a total.

This phase involves the rereading of data for two purposes: firstly, in order to see
whether the theme work in accordance to the data set and secondly including data within
the theme which have earlier being missed out. Since coding is an enduring process, so

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the need for re-coding is expected. We move onto next phase if the thematic map works
accurately but if it doesn’t work, and then we go back to the reviewing and refining of
themes until we get a satisfactory thematic map.

At the end of this phase, one has a good idea of different themes and entire data.

5. Phase 5: defining and naming themes

This phase starts with the defining and refinement of themes that are to be presented for
analysis and analyze the data within them. It involves the recognition of the gist of each
theme and decides what aspects of the data each theme captures. A detailed analysis is
carried out for each individual theme. The process of refinement involves the recognition
of sub-themes. Sub-themes help in giving shape to complex and large themes and
indicative of the hierarchy of meaning within the data. At the end of this phase, we can
clearly define the themes and we can also name the themes. It should be taken care that
the name of the theme should be specific and clear, so that the reader can easily
understand what the theme is about.

6. Phase 6: producing the report

Once we have all the themes, we move onto the last phase of analysis which involves
production of report. The write-up or report helps the reader to understand the complex
data in an easy way and it also convinces booklover of the reliability and validity of the
analysis. It is essential that the analysis provides a rational, logical and to the point
explanation of the story the data tell- within and across themes.

4. Potential pitfalls to avoid when doing thematic analysis

Braun and Clarke (2006) have given five pitfalls that need to be avoided while conducting a
thematic analysis. ((Braun, V. and Clarke, V., 2006).

 There may be complete failure in analyzing the data at all.

 A second pitfall is related to the use of data collection questions such as interview
schedule as the themes that are reported.
 Weak analysis may result from either because the themes are not working properly or
because the themes are overlapping.

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 There may be disparities between the data and the logical claims that are made about it.
 There may be disparity between the form of thematic analysis used between theory and
logical claims and the research questions.

Example of thematic analysis

FIGURE 2: Thematic analysis of young people’s views on the role of education; training; employment and
careers; and financial circumstances in teenage pregnancy

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5. Evaluation
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Thematic analysis is widely used method of qualitative research. Like other qualitative methods
this method also has some advantages and disadvantages.

Merits of thematic analysis include:

 Thematic analysis is known for its flexibility, can be used with all types of qualitative
data.
 In comparison to other qualitative data analysis which involves time and effort, thematic
analysis is quite easy and require less time to learn and use.
 Researchers who have no or little experience of qualitative research can use thematic
analysis
 Once the analysis is complete, the results can be made available to practitioners, policy
makers and an educated general public.
 When working within a participatory research paradigm, where participants are acting as
collaborators in the research and in the analysis of findings it is a useful method to
employ.
 It provides a means of summarizing key features of large amounts of qualitative data,
using a principled approach acceptable to fellow researchers and journal editors.
 It is not tied to a particular level of interpretation and can be used in a wide variety of
fields and disciplines.

Demerits of thematic analysis:

 Thematic analysis is frequently limited to description with little attempt made at

interpretation.
 It is not uncommon to find reports where it is claimed that thematic analysis has been
carried out, and themes are discussed, but there is little or no information about the
details of the procedure.
 Compared to famous forms of analysis such as interpretative phenomenological analysis;
it is a generic approach which has less status as an analytic method.

6. Summary

 Thematic Analysis is a way in which we recognize, analyze and report themes within
data.

 Thematic analysis can be used in two ways as a realist method as well as a constructionist
method.

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 Coding plays an important role in thematic analysis. It involves converting one or more
passages of text or other data into codes.
 A theme signifies some level of patterned response or meaning within the data set and
confines something important about the data in relation to the research question. The
levels at which themes are identified includes semantic or explicit level or latent or
interpretative level (Boyatzis, 1998).
 There are six steps which need to be followed while conducting a thematic analysis,
which includes: familiarizing yourself with your data, generating initial codes, searching
for themes, reviewing the themes, defining and naming themes, and producing report.
 There are various advantages of thematic analysis, which includes it is a flexible method,
it is quick and easy to learn and use, It is accessible to researchers with little or no
experience of qualitative research and so on.
 Thematic analysis also has various limitations such as is frequently limited to description
or exploration with little attempt made at interpretation, The flexibility of the method
means that the possible range of the things that can be said about your data is wide, which
can be inhibiting to the researcher to decide what part of their data to focus on.

PSYCHOLOGY PAPER No. 3: Qualitative Methods

Module 21: Thematic Analysis