Data analysis

The process of data analysis was carried out through a framework developed by Smith et al. (2009), identifying that ‘the essence of IPA lies in its analytic focus’ (p.79). An iterative and inductive cycle of six steps, this approach focuses on the move from descriptive to interpretative, beginning with the individual and transitioning to the commonalities across cases.

3.7.1 Stages of data analysis

Reading and re-reading the transcripts

As stated by Smith et al. (2009) the first stage of IPA analysis involves active engagement with the data, becoming immersed through a process of reading and re-reading of each transcript. To become familiarised, the researcher chose to transcribe the interviews rather than utilising a private company or online service. This allowed both internalisation of the participant’s voice, alongside opportunities to record variations in intonation, hesitations or contradictions. As recommended in IPA guidance (Smith et al., 2009), the researcher is also encouraged to note their own emotional responses, providing an opportunity to ‘bracket off’ these thoughts to remain focused on the data.

Initial noting

Described as the most time-consuming stage of the analysis process (Smith et al., 2009), the researcher focused on the semantic content and use of language in an exploratory manner. As recommended in IPA guidance (Smith et al., 2009), the transcript was placed into a table to allow exploratory comments to be recorded in an adjacent column. As advised by Smith et al. (2009), these notes were categorised into three areas of focus to allow a deeper understanding of the experience (see Table 5).

Stage 1

Table 5. Description of exploratory comments. Adapted from Smith and colleagues (2009)

Developing emergent themes

As part of this stage, the researcher aims to reduce the volume of the data gathered whilst upholding its complexity. This process utilises the exploratory commenting recorded in stage 2, to organise notes into concise statements/themes. As noted by Smith and colleagues (2009), the emergent themes aim to capture the essence of the interview, whilst remaining ‘grounded’ (p.92) within the transcript.

Developing subordinate and superordinate themes

In stage 4, structure is introduced to the analysis, with the emergent themes categorised and grouped together to create subordinate themes. To aid the researcher, the emergent themes were printed and cut out to allow arrangement into related groups. To search for

Descriptive

A focus on the content of what is spoken about by the participant (e.g. experiences, descriptions, events).

Linguistic

A specific focus on the participant’s use of language (e.g. idioms, tone, pauses, repetition, laughter).

Conceptual

A focus on interpretation and engagement with the data on a conceptual level. The researcher asks interrogative questions focusing on the participant’s understanding of their experiences.

Stage 4 Stage 3

connections, a series of different approaches documented by Smith et al. (2009) were employed:

1) Numeration – recording the number of times an emergent theme occurred within the transcript.

2) Abstraction – clustering emergent themes together by putting ‘like with like’ (p.96)

3) Subsumption – the process in which an emergent theme gains subordinate or superordinate status.

4) Polarisation – developing oppositional relationships by searching emergent themes for difference rather than similarity.

Following this process, the development of superordinate themes for each participant was completed. This involved identifying conceptual connections across subordinate themes and grouping these together.

Repeating stages 1 to 4 for each participant

At this stage, steps 1 to 4 were repeated for each participant, ensuring the same rigorous analysis was applied to all transcripts. Individuality of experience was valued, with the researcher acknowledging the importance of adhering to each of the stages whilst holding an awareness of the influence of previous analyses. Stage 5

Looking for patterns across cases

The final stage of the analysis process involved searching for connections across cases. This consisted of a process of making links, analysing the convergence and divergence across the participant’s accounts. As stated by Smith et al. (2009), superordinate themes were considered recurrent when present in one third to half of the included sample. Whilst the aim of this stage is to identify commonalities, the ideographic qualities of the participant’s experiences are valued, with each transcript viewed as individual and unique.

As two of the participants did not meet the full inclusion criteria, they were not included at this stage to ensure that the sample remained as homogenous as possible. Honouring their views and commitment to the research process, their superordinate themes were compared to the main sample group, allowing similarities and differences to be observed. Through this stage, five overarching themes were identified, bringing the analysis together.

Table 6 details the data analysis process and the six steps employed by the researcher, providing the reader with a comprehensive data trail.

Table 6. Details of the six-stage data analysis process and corresponding appendices.

Data analysis stage Appendix content Location

Stage 1 – 3: Reading, initial noting and

development of

emergent themes

Example of an interview transcript with initial notes and emergent themes (Sharon)

O

Stage 4: Development of subordinate and superordinate themes

Example of subordinate and

superordinate theme

development (Sharon)

P

Stage 5: Repetition of stages 1-4

Overview of data trails for each participant Q - Lily R - Devlin S - Ali T - Tracy U - Julie Stage 6: Patterns across

cases Table of overarching themes for the main participant group V Comparison of superordinate

themes with participants who did not meet inclusion criteria

W