Following from the epistemological and ontological stance of the study, relevant analysis methods and approaches were adopted. The method of analysis chosen was also tied to the theoretical framework of the study. Data were analysed using content and thematic analysis, based on the template analysis (TA) approach (King 2004). Major themes coming out of the stories, transcripts and experiences were identified and analysed to determine what meanings they had for the participants, and how they shape the
participants‘ interactions and functioning within the community (Reissman, 2003). The
position adopted in this study is that the information generated by the narratives are social constructions of the FACM based on their own perceptions; experiences and interpretations of the world around them (Murray, 2008; Robson, 2002).
Analysis of Field data (Key informant Interviews, Narrative Interviews and Focus Groups)
All interviews and focus group discussions were tape-recorded and later transcribed verbatim. These were then analysed thematically using Template Analysis. TA is a useful method in analysing textual data emerging from fieldwork (Cassells et al., 2009; King, 2004). Template analysis involves reducing large amount of data into a framework of a few pages to simplify the process of analysis of substantial amounts of raw data (King, 2004). It is an adaptation of thematic analysis in qualitative research and has been successfully applied in the field of qualitative research with human subjects.
Since King‘s (2004) seminal paper, several studies have utilised the method to interpret
textual data of social phenomena and the meanings research participants derives from them (see Troung and Simmons, 2010; Andersen et al., 2007; Dries and Pepermans, 2008; Wainright and Waring, 2007; Cassells et al., 2009). This demonstrates the applicability, efficacy and ease of usage of template analysis in a variety of fields. In their application of template analysis to strategic marketing, Troung and Simmons, (2010, p.246) writes:
the template approach allows codes and categories to be presented hierarchically to aid the analytical process in categorising and unitizing data ...while bearing some resemblance to grounded theory, template analysis is less prescriptive and more flexible in its approach to analysis, allowing the researcher to amend its use to the needs of the research project...the template analysis introduces structure and consistency into the categorising and unitizing of qualita tive in- depth interview transcripts.
This view is also shared by Wainright and Waring (2007) who contend that the beauty of template analysis in comparison with grounded theory is its flexibility and ease of adaptation without necessarily applying puristic inductive procedures and also the prospect of developing broad conceptual themes which can be clustered into broader categories.
I therefore found TA quite helpful and appropriate in my research as I had substantial textual data from multiple sources. The similarity in the themes explored and the interview/discussion guide made it easier to construct an initial template based on the
research tools. This was modified by the first few interviews and later again finalised by reading through all the textual data collected and applying them to the initial templates (framework for data analysis). While I could have utilised grounded theory approach or conventional narrative analysis, I needed the flexibility exhibited by TA considering that there was a mixture of data from various groups within the research area (see Troung and Simmons, 2010).
TA was also particularly applicable to the broader philosophical approach of the study which borrowed extensively from phenomenology to explore the lived experiences of the research participants (see also Wainright and Waring, 2007). I found it useful and appropriate to utilise TA method because it presents a theoretical middle ground between realist ontology and constructivism. Its philosophical stance also allows for the fact that there are multiple realities, and therefore accepts a multiplicity of perspectives in the interpretation of social realities (King, 2004). It also recognises that the interpretations of these multiple realities will be contingent on the social context and the disposition or assumptions of the researcher.
The main strategy in TA is to determine the main themes for the study and derive the subsequent smaller level themes in a nested but orderly hierarchical way (King, 2004). In my case, an initial template was developed by utilising information from the main research questions and the interview guides which had been developed prior to the commencement of fieldwork to determine initial codes (King, 2004). Manual analysis was relied upon in ordering the information on an acceptable template. This involved pulling out a large manila paper (3/4 of a square meter) and an initial template was drawn in pencil and all emerging themes and sub-themes added to it as the data collection process evolved. This was later enriched by considering the themes emerging from the data. Further adjustment to the template was made during the data transcription process when more codes were applied to the initial template and modification made to the original template (Cassells et al, 2009; Dries and Pepermans, 2008).
The process of developing the template was quite laborious and it included reading through the texts over and over again to pick out all the key thematic issues. These were listed on a piece of paper and categorised based on their level of significance and relationships to the research questions and aims. This was applied to the narrative
interviews, the key informant interviews and the focus groups transcripts. Transcripts of texts from interviews with various participants were considered in turns to develop emerging themes. Focus group data were also brought in later to further enrich the templates and make reflections on upcoming issues. In constructing the templates I was however, also mindful of new emerging themes which were not considered critical at the commencement of the study. This process was repeated for all textual data until no new and significant codes or themes were emerging.
While I used TA I was aware that this is only a tool to help in organising data and does not bring out the issues in the study or derive understanding about experiences. Data interpretation was thus guided by my research aims, the research questions, theoretical frameworks and my own epistemological stance and assumptions.
Analysis of Secondary Data
Secondary data were analysed using content analysis following some identified criteria and parameters. These criteria followed from the main objectives of the study and the research questions. For the interventions, the focus was on analysing their targeting, reach, strategies, quality of interventions indicators and important assumptions. Other criteria included the potential and strategies for lesson learning, durability of the interventions and perspectives of the target groups and key informants on planned activities.