Thematic networks: an analytic tool for qualitative research
TL;DR: In this article, the authors present a technique for conducting thematic analysis of qualitative material, presenting a step-by-step guide of the analytic process, with the aid of an empirical example.
Abstract: The growth in qualitative research is a well-noted and welcomed fact within the social sciences; however, there is a regrettable lack of tools available for the analysis of qualitative material. There is a need for greater disclosure in qualitative analysis, and for more sophisticated tools to facilitate such analyses. This article details a technique for conducting thematic analysis of qualitative material, presenting a step-by-step guide of the analytic process, with the aid of an empirical example. The analytic method presented employs established, well-known techniques; the article proposes that thematic analyses can be usefully aided by and presented as thematic networks. Thematic networks are web-like illustrations that summarize the main themes constituting a piece of text. The thematic networks technique is a robust and highly sensitive tool for the systematization and presentation of qualitative analyses.
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TL;DR: Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology as mentioned in this paper, and it offers an accessible and theoretically flexible approach to analysing qualitative data.
Abstract: Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology. In this paper, we argue that it offers an accessible and theoretically flexible approach to analysing qualitative data. We outline what thematic analysis is, locating it in relation to other qualitative analytic methods that search for themes or patterns, and in relation to different epistemological and ontological positions. We then provide clear guidelines to those wanting to start thematic analysis, or conduct it in a more deliberate and rigorous way, and consider potential pitfalls in conducting thematic analysis. Finally, we outline the disadvantages and advantages of thematic analysis. We conclude by advocating thematic analysis as a useful and flexible method for qualitative research in and beyond psychology.
103,789 citations
Cites background or methods from "Thematic networks: an analytic tool..."
...If we do not know how people went about analysing their data, or what assumptions informed their analysis, it is difficult to evaluate their research, and to compare and/or synthesize it with other studies on that topic, and it can impede other researchers carrying out related projects in the future (Attride-Stirling, 2001)....
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...…went about analysing their data, or what assumptions informed their analysis, it is difficult to evaluate their research, and to compare and/or synthesize it with other studies on that topic, and it can impede other researchers carrying out related projects in the future (Attride-Stirling, 2001)....
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...Relatedly, insufficient detail is often given to reporting the process and detail of analysis (Attride-Stirling, 2001)....
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...Thematic analysis is widely used, but there is no clear agreement about what thematic analysis is and how you go about doing it (see Attride-Stirling, 2001; Boyatzis, 1998; Tuckett, 2005, for other examples)....
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TL;DR: The process of conducting a thematic analysis is illustrated through the presentation of an auditable decision trail, guiding interpreting and representing textual data and exploring issues of rigor and trustworthiness.
Abstract: As qualitative research becomes increasingly recognized and valued, it is imperative that it is conducted in a rigorous and methodical manner to yield meaningful and useful results. To be accepted ...
9,963 citations
Journal Article•
TL;DR: This paper explored some of the challenges of teaching thematic analysis to students new to qualitative research, and suggested strategies for overcoming these challenges, which apply to teaching qualitative research more broadly, but focus their discussion on TA.
Abstract: With qualitative research methods an integral part of the psychology curriculum, questions arise of what approaches to teach, and how to teach them. We think thematic analysis (TA) offers a useful – and a relatively easy to teach and learn – basic introduction to qualitative analysis (see Braun & Clarke, 2006; 2012, 2013; Clarke & Braun, 2013); yet even teaching a fairly accessible approach like TA presents challenges in the classroom. Drawing on our experiences, and 38 responses from psychology students to a short qualitative survey on students’ experiences of qualitative and TA teaching, we explore some of the challenges of teaching TA to students new to qualitative research, and suggest strategies for overcoming these. Many of these are not specific to TA; they apply to teaching qualitative research more broadly, but we focus our discussion on TA.
1,406 citations
Cites background from "Thematic networks: an analytic tool..."
...Since first being named as an approach in the 1970s (Merton, 1975), a number of different versions of thematic analysis have been proposed within psychology (e.g., Aronson, 1994, Attride-Stirling, 2001, Boyatzis, 1998, Joffe & Yardley, 2004, Tuckett, 2005), including our own (Braun & Clarke, 2006)....
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TL;DR: Thematic analysis is outlined, positioning it in relation to other methods of qualitative analysis, and described when it is appropriate to use the method under a variety of epistemological frameworks, as this term is often misapplied.
Abstract: Thematic analysis is a widely used, yet often misunderstood, method of qualitative data analysis. It is a useful and accessible tool for qualitative researchers, but confusion regarding the method's philosophical underpinnings and imprecision in how it has been described have complicated its use and acceptance among researchers. In this Guide, we outline what thematic analysis is, positioning it in relation to other methods of qualitative analysis, and describe when it is appropriate to use the method under a variety of epistemological frameworks. We also provide a detailed definition of a theme, as this term is often misapplied. Next, we describe the most commonly used six-step framework for conducting thematic analysis, illustrating each step using examples from our own research. Finally, we discuss advantages and disadvantages of this method and alert researchers to pitfalls to avoid when using thematic analysis. We aim to highlight thematic analysis as a powerful and flexible method of qualitative analysis and to empower researchers at all levels of experience to conduct thematic analysis in rigorous and thoughtful way.
919 citations
TL;DR: In this paper, the intercoder reliability of a coding frame is evaluated as a good practice in qualitative analysis, and the ICR is a somewhat controversial topic in the qualitative research community.
Abstract: Evaluating the intercoder reliability (ICR) of a coding frame is frequently recommended as good practice in qualitative analysis. ICR is a somewhat controversial topic in the qualitative research c...
894 citations
Cites background from "Thematic networks: an analytic tool..."
...Several practical how-to guides have been published to date (e.g., Attride-Stirling, 2001; Braun & Clarke, 2006; Charmaz, 2006; Joffe, 2012; Roberts et al., 2019; Smith et al., 1999)....
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References
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Book•
12 Jan 1994
TL;DR: This book presents a step-by-step guide to making the research results presented in reports, slideshows, posters, and data visualizations more interesting, and describes how coding initiates qualitative data analysis.
Abstract: Matthew B. Miles, Qualitative Data Analysis A Methods Sourcebook, Third Edition. The Third Edition of Miles & Huberman's classic research methods text is updated and streamlined by Johnny Saldana, author of The Coding Manual for Qualitative Researchers. Several of the data display strategies from previous editions are now presented in re-envisioned and reorganized formats to enhance reader accessibility and comprehension. The Third Edition's presentation of the fundamentals of research design and data management is followed by five distinct methods of analysis: exploring, describing, ordering, explaining, and predicting. Miles and Huberman's original research studies are profiled and accompanied with new examples from Saldana's recent qualitative work. The book's most celebrated chapter, "Drawing and Verifying Conclusions," is retained and revised, and the chapter on report writing has been greatly expanded, and is now called "Writing About Qualitative Research." Comprehensive and authoritative, Qualitative Data Analysis has been elegantly revised for a new generation of qualitative researchers. Johnny Saldana, The Coding Manual for Qualitative Researchers, Second Edition. The Second Edition of Johnny Saldana's international bestseller provides an in-depth guide to the multiple approaches available for coding qualitative data. Fully up-to-date, it includes new chapters, more coding techniques and an additional glossary. Clear, practical and authoritative, the book: describes how coding initiates qualitative data analysis; demonstrates the writing of analytic memos; discusses available analytic software; suggests how best to use the book for particular studies. In total, 32 coding methods are profiled that can be applied to a range of research genres from grounded theory to phenomenology to narrative inquiry. For each approach, Saldana discusses the method's origins, a description of the method, practical applications, and a clearly illustrated example with analytic follow-up. A unique and invaluable reference for students, teachers, and practitioners of qualitative inquiry, this book is essential reading across the social sciences. Stephanie D. H. Evergreen, Presenting Data Effectively Communicating Your Findings for Maximum Impact. This is a step-by-step guide to making the research results presented in reports, slideshows, posters, and data visualizations more interesting. Written in an easy, accessible manner, Presenting Data Effectively provides guiding principles for designing data presentations so that they are more likely to be heard, remembered, and used. The guidance in the book stems from the author's extensive study of research reporting, a solid review of the literature in graphic design and related fields, and the input of a panel of graphic design experts. Those concepts are then translated into language relevant to students, researchers, evaluators, and non-profit workers - anyone in a position to have to report on data to an outside audience. The book guides the reader through design choices related to four primary areas: graphics, type, color, and arrangement. As a result, readers can present data more effectively, with the clarity and professionalism that best represents their work.
41,986 citations
"Thematic networks: an analytic tool..." refers background or methods in this paper
...Again, this is a commonly used procedure and parallels are easily found in the literature (see, for example, Bryman and Burgess, 1994; Corbin and Strauss, 1990; Miles and Huberman, 1994; Ritchie and Spencer, 1994)....
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...…other analytic techniques; for example, grounded theory (Corbin and Strauss, 1990; Glaser and Strauss, 1967), frameworks (Ritchie and Spencer, 1994), and many others (see Bryman and Burgess, 1994; Cresswell, 1997; Denzin and Lincoln, 1998; Feldman, 1995; Miles and Huberman, 1994; Silverman, 1993)....
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...…issues of qualitative analysis is, indeed, encouraging (e.g. Bryman and Burgess, 1994; Cresswell, 1997; Denzin and Lincoln, 1998; Feldman, 1995; Miles and Huberman, 1994; Silverman, 1993), but there is still a need for more sophisticated tools to facilitate such analyses (Huberman and Miles,…...
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...This article aims to describe how to do a thematic analysis using thematic networks and, as stated earlier, this is only one technique among a plethora of qualitative approaches (see Bryman and Burgess, 1994; Miles and Huberman, 1994)....
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TL;DR: The discipline and practice of qualitative research have been extensively studied in the literature as discussed by the authors, including the work of Denzin and Denzin, and their history in sociology and anthropology, as well as the role of women in qualitative research.
Abstract: Introduction - Norman K Denzin and Yvonna S Lincoln The Discipline and Practice of Qualitative Research PART ONE: LOCATING THE FIELD Qualitative Methods - Arthur J Vidich and Stanford M Lyman Their History in Sociology and Anthropology Reconstructing the Relationships between Universities and Society through Action Research - Davydd J Greenwood and Morten Levin For Whom? Qualitative Research, Representations and Social Responsibilities - Michelle Fine et al Ethics and Politics in Qualitative Research - Clifford G Christians PART TWO: PARADIGMS AND PERSPECTIVES IN TRANSITION Paradigmatic Controversies, Contradictions and Emerging Confluences - Yvonna S Lincoln and Egon G Guba Three Epistemological Stances for Qualitative Inquiry - Thomas A Schwandt Interpretivism, Hermeneutics and Social Constructionism Feminisms and Qualitative Research at and into the Millennium - Virginia L Olesen Racialized Discourses and Ethnic Epistemologies - Gloria Ladson-Billings Rethinking Critical Theory and Qualitative Research - Joe L Kincheloe and Peter McLaren Cultural Studies - John Frow and Meaghan Morris Sexualities, Queer Theory and Qualitative Research - Joshua Gamson PART THREE: STRATEGIES OF INQUIRY The Choreography of Qualitative Research Design - Valerie J Janesick Minuets, Improvisations and Crystallization An Untold Story? Doing Funded Qualitative Research - Julianne Cheek Performance Ethnography - Michal M McCall A Brief History and Some Advice Case Studies - Robert E Stake Ethnography and Ethnographic Representation - Barbara Tedlock Analyzing Interpretive Practice - Jaber F Gubrium and James A Holstein Grounded Theory - Kathy Charmaz Objectivist and Constructivist Methods Undaunted Courage - William G Tierney Life History and the Postmodern Challenge Testimonio, Subalternity and Narrative Authority - John Beverley Participatory Action Research - Stephen Kemmis and Robin McTaggart Clinical Research - William L Miller and Benjamin F Crabtree PART FOUR: METHODS OF COLLECTING AND ANALYZING EMPIRICAL MATERIALS The Interview - Andrea Fontana and James H Frey From Structured Questions to Negotiated Text Rethinking Observation - Michael V Angrosino and Kimberly A Mays de Perez From Method to Context The Interpretation of Documents and Material Culture - Ian Hodder Re-Imagining Visual Methods - Douglas Harper Galileo to Neuromancer Auto-Ethnography, Personal Narrative, Reflexivity - Carolyn Ellis and Arthur P Bochner Researcher as Subject Data Management and Analysis Methods - Gery W Ryan and H Russell Bernard Software and Qualitative Research - Eben A Weitzman Analyzing Talk and Text - David Silverman Focus Groups in Feminist Research - Esther Madriz Applied Ethnography - Erve Chambers PART FIVE: THE ART AND PRACTICES OF INTERPRETATION, EVALUATION AND REPRESENTATION The Problem of Criteria in the Age of Relativism - John K Smith and Deborah K Deemer The Practices and Politics of Interpretation - Norman K Denzin Writing - Laurel Richardson A Method of Inquiry Anthropological Poetics - Ivan Brady Understanding Social Programs through Evaluation - Jennifer C Greene Influencing the Policy Process with Qualitative Research - Ray C Rist PART SIX: THE FUTURE OF QUALITATIVE RESEARCH Qualitative Inquiry - Mary M Gergen and Kenneth J Gergen Tensions and Transformations The Seventh Moment - Yvonna S Lincoln and Norman K Denzin Out of the Past
26,318 citations
Book•
01 Jan 1998
TL;DR: Creswell as mentioned in this paper explores the philosophical underpinnings, history and key elements of five qualitative inquiry traditions: biography, phenomenology, grounded theory, ethnography and case study.
Abstract: This book explores the philosophical underpinnings, history and key elements of five qualitative inquiry traditions: biography, phenomenology, grounded theory, ethnography and case study. John W Creswell relates research designs to each of the traditions of inquiry and compares each of the research strategies for theoretical frameworks, writing introduction to studies, collecting data, analyzing data, writing the narrative, and employing standards of quality and verifying results. Five journal articles in the appendix offer fascinating reading as well as examples of the five different qualitative designs.
23,020 citations
"Thematic networks: an analytic tool..." refers methods in this paper
...This article details a technique for conducting thematic analysis of qualitative material, presenting a step-by-step guide of the analytic process, with the aid of an empirical example....
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Book•
01 Jan 1967
TL;DR: In this paper, the discovery of grounded theory is discussed and grounded theory can be found in the form of a grounded theory discovery problem, where the root cause of the problem is identified.
Abstract: The discovery of grounded theory , The discovery of grounded theory , کتابخانه مرکزی دانشگاه علوم پزشکی تهران
22,245 citations
Book•
01 Jan 1994
TL;DR: In the field of qualitative data analysis, qualitative data is extremely varied in nature. It includes virtually any information that can be captured that is not numerical in nature as mentioned in this paper, which is a generalization of direct observation.
Abstract: Qualitative data is extremely varied in nature. It includes virtually any information that can be captured that is not numerical in nature. Here are some of the major categories or types:
In-Depth Interviews
In-Depth Interviews include both individual interviews (e.g., one-on-one) as well as "group" interviews (including focus groups). The data can be recorded in a wide variety of ways including stenography, audio recording, video recording or written notes. In depth interviews differ from direct observation primarily in the nature of the interaction. In interviews it is assumed that there is a questioner and one or more interviewees. The purpose of the interview is to probe the ideas of the interviewees about the phenomenon of interest.
Direct Observation
Direct observation is meant very broadly here. It differs from interviewing in that the observer does not actively query the respondent. It can include everything from field research where one lives in another context or culture for a period of time to photographs that illustrate some aspect of the phenomenon. The data can be recorded in many of the same ways as interviews (stenography, audio, video) and through pictures, photos or drawings (e.g., those courtroom drawings of witnesses are a form of direct observation).
Written Documents
Usually this refers to existing documents (as opposed transcripts of interviews conducted for the research). It can include newspapers, magazines, books, websites, memos, transcripts of conversations, annual reports, and so on. Usually written documents are analyzed with some form of content analysis.
sumber : http://www.socialresearchmethods.net/kb/qualdata.php
18,082 citations