Thematic analysis

Thematic analysis

Introduction

Qualitative data presents a more efficient approach to understanding the quality of a given dataset, as reported by participants. It provides a fundamental basis where it is easy to understand the opinion, experiences, and basis of data, which help present a more engaged system that helps implement better approaches that offer an improved understanding of a given issue within the population. Data analysis is central to the credibility of qualitative research (Braun, Clarke, Hayfield, & Terry, 2019). Thus, the approach selected presents an emphasis on critical processes that help define change and integration of better systems that promote change based on the issue being analyzed. The purpose of this research is to explore the participant’s experiences of work. The ability to understand and interpret the available data present a better context for change and development of critical approaches for change (Guest, MacQueen, & Namey, 2014). The qualitative analysis must be done systematically to ensure that there is a capture of crucial information that promotes the reliability of the findings.

Methodology

The qualitative data analysis approach that is used in this research is the thematic analysis approach. Braun and  Clarke (2006) identify that thematic analysis is a    fundamental qualitative analysis criterion that allows the researcher to have an improved understanding of the data for successful manipulation. The thematic analysis involves identification of patterns or themes within qualitative data based on a detailed and accurate evaluation of the available transcripts. Thematic data analysis is not tied to a specific epistemological perspective, which makes it more flexible and efficient when analyzing diverse datasets (Nowell, Norris, White, & Moules, 2017). The fundamental goal of thematic analysis is to develop themes from qualitative data based on the research question. In this case, the study aims at understanding the experience of work among the participants. The themes that are developed must make sense and form the basis of the research discussion. Braun and Clarke (2006) outline six crucial steps that provide a framework for thematic analysis. These steps include data familiarisation, generating codes, searching for themes, reviewing themes, and defining themes (Braun & Clarke, 2006).

Data familiarization

The research was conducted to explore the participant’s experience of work. Four interviews were conducted to help in effectively understanding their perception of work. The names of the respondents were changed to protect their identity and maintain confidentiality. The pseudo names that were used include Anna, Bonnie, Jane, and Sandra. All the four interviewees were asked and respondent to the same questions.

The interviewer began by providing a preview of the whole interview and stating that there is no right to the wrong answer. The interviewees seem to have mixed feelings about their jobs based on their responses and the passion they show in trying to communicate about their work. All of the interviewees have identified that there are things they liked about their jobs as well did not like, which help understand their perceptions.

Generating codes

Organizing the data in a useful way and systematically began in this phase. Coding presents a well-outlined structure. It is possible to understand. The coding approach that I used was based on the research questions that guided the interviews. The analysis was based on effectively assessing each participant’s response based on the questions that were being asked. The generation of codes was based on theoretical thematic analysis (Williamson, Given, & Scifleet, 2018). The research questions that were asked presented a better approach to capturing crucial information that was found to be interesting and relevant. I used open coding, where I modified the codes as I continued the coding process. However, I noted the interviewee and the code line. The research questions that I considered include, What is the meaning of work?, Tell me information about your work?, What you like most about the job?, What you do not like about the job?, Who gives you direction? And What attracted you to the job?

Each of the transcripts was coded differently based on the research questions identified. When I finished, I combined them and compared them to identify common themes. I used Microsoft Excel to generate codes and coming up with better themes.

Searching for themes

Themes are patterns in the data that present meaningful information that can be extracted to provide meaning about a given research question. Braun and Clarke (2006) asserted that there are no specific rules regarding the formulation of themes in qualitative data analysis (Braun & Clarke, 2006). Thus, having an improved understanding of the research question. In this case, I focused on the research questions that formed the basis of the interview in developing codes, considering that they presented a different understanding of essential approaches that improve theme development.  I evaluated the codes that I developed in the initial step to formulating themes. The central theme of the study was work experience since the research aimed at understanding the knowledge of the interviewees who worked in a different field to provide transparent information regarding their experiences at work.

The themes that I developed were mainly descriptive because they described patterns of data that were relevant to the study. Appendix 2 shows the themes that I developed based on the research questions and the responses based on the four transcripts. The main themes that I developed include meaning of work, information about the job, Interests about the job, cons of the job, reporting directive, and attraction to the job. These themes describe the patterns in the data.

Review themes

During this stage, I expertly reviewed the themes that I developed in the previous step to ensure that they have meaning and explain the underlying research questions. In reviewing themes, I used excel to compare the themes which were derived from the possible sub-themes, which created a better emphasis on crucial aspects for a better focus on the adoption of accurate information.  I ensured that all the themes developed are distinct and in the form of a specific aspect of the research.

In reviewing the themes I have developed earlier, I focused on six questions to provide more information on the themes that I had developed. I considered whether the themes make sense, whether there is available data that supports each idea, ensure that there are no overlapping themes, the presence of sub-themes and whether there were other themes available in the dataset.

The themes that I have developed earlier were all users based on these assessment concepts that I considered. However, there was a need to help define a well elaborate system that helps in the formulation of themes. I reviewed all of the themes and came up with three significant ideas that helped understand the basis of the research and ensure a strong understanding of the findings. The first theme was work definition, which presents an understanding of the different opinions of how they define work. The sub-themes that provide more information on life and personality as sub-themes. The second theme was work perception, which provides an emphasis on positive and negative feelings about their work. The third theme was job preference. The sub-themes developed under this theme include pros of the job, cons of the job, leadership, and attraction to the job.

I reviewed the second theme on information about work to a more direct approach to work perception that focuses on the negative and positive understanding of work as the sub-themes. I also merged the third and fourth themes to job preference with the pros and cons of the job.

I also reviewed the fifth theme, which focused on reporting to senior personnel from reporting directive. I felt that senior staff is a more weighty theme that would help relate job experience to the ability to develop relationships with their seniors. The review of themes has been organized in appendix 3.

Define the themes

This is the final refinement of the research themes with a critical focus on identifying the essence of themes and their meaning concerning the research question (Cassell, Symon, & King, 2014). It also presents a clear definition of sub-themes, which are vital to the development of themes. The thematic map is illustrated, as shown below.

The write up of the findings

The thematic analysis presented a firm understanding of the research question and knowledge of differences in the experience among individuals across different settings. The report has focused on different types of jobs, including permanent as well as part-time jobs.

Themes

Theme 1: Work definition

The respondents provided different definitions regarding work based on their understanding of what they perceive work means. The participants provided two distinct outcomes in explaining what work entails.

Life

Work defines an individual life considering that most of the time is spent at work hence defining an individual life rather than only responsibilities within the workplace. Bonnie asserted that “Probably life, because I realize, through my whole work experience, my journey so far along with my career. I realized that I spend most of my time at work, not at home”(line 30-33).

Personality

Some of the participants affirmed that work describes their personality. Sandra stated that “I think it’s a, it’s, it’s a way of finding your place in the world, a way of expressing parts of your personality” (line 40). Annah also affirmed that “Well, work is something I have to do because I need to be paid to live” (line 11).

Theme 2: Work perception

The research also focused on understanding the perception of work as perceived by each of the participants. The participants had both positive and negative impressions of their jobs.

Positive perception

The participants highlighted that they loved their jobs.  Jane identified that “it was, it was a dream job because I communicated with very different people we had people from Spain” (line 98). Annah also stressed that “I enjoy my job, so it’s more than just something I do to get paid, it’s something I enjoy”(line 14).

Negative perception

One of the participants asserted that he did not like the job. Bonnie stressed that “I didn’t really feel myself or I didn’t feel like me as my personality was welcome that much from senior management” (46).

Theme 3: Job preference

Job preferences focused on understanding general perception about the jobs as identified by the respondents. The findings from the analysis were based on four significant sub-themes. The subthemes investigated include pros of the job, cons of the job attraction to the job, and leadership.

Pros of the job

The participants had different aspects of their jobs that they considered to be exciting and essential in improving their stay within the work. Bonnie highlighted that she liked he face to face conversations she had with other managers and staff across the different stores. She emphasized that “I was traveling to the stores. And we call that a store visit and during the store visit I would have one on one’s, like in person face to face conversations with each manager” (line 117 – 120). Jane stated that “Yeah, it’s always interacted with many people, I love, I love this job and I hope next year go there again” (line 107). Sandra stressed that “I like it for its diversity” (57). Annah also emphasized that “It’s different every day. No two days are the same, which keeps it fresh and interesting” (line 55).

Cons of the job

The participants had different challenges in their respective workplaces, which had a negative influence on their perception of their jobs. Bonny stated that she had a rough time getting along with her bosses, “I had a very tough time getting along with my bosses” (line241). She further highlighted that, “….my seniors sold my work as their work (line 256). Jane stated that “I don’t like it’s probably I think is that there is no schedule. So it is not like you started the job at 9 you finished it at 6 pm.  It’s kind of your lifestyle” (line138). Annah asserted that the working hours were long, “The hours can be long. And it can be relentless during that time” (line 65).

Attraction to the job

Different factors influenced the interest of the participants to their respective jobs.  Bonnie stated that “loved HR because I loved it… I’m very, very creative, flexible, and I talk to people… you know … I deal with people’s issues” (line 313). Jane stressed that “I came to this farm as a volunteer myself, a year ago. Okay. And I realized we’re on the same page with the CEO of this place” (line 160). Annah emphasized that “have always been interested in building, enjoyed the process, and was always interested in woodwork” (line 77).

Leadership

The study also sought to investigate whether the participants had leaders to whom they reported in their workplace. Bonnie stated that “…. we had our supervisor who was like basically telling us what to do” (line 156). Jane affirmed that “My job is my report because everything I do is visible, and sometimes my manager” (line 123). Annah highlighted that “So, I report to my construction director who’s my direct line manager” (line 23).

References

Appendix 1: Codebook

Appendix 2: Searching of themes