Framework analysis

This highly structured approach to thematic analysis was developed during the last 20 years by qualitative researchers working at the UK National Centre for Social

Research15 (NatCen; Richie & Spencer, 1994). It originated due to the need for a method in applied qualitative research that could be used to link rigorous qualitative outcomes with future policy recommendations. Thus, it is regarded as ideal for use in applied policy research (Richie & Spencer, 1994; Furber, 2010). The Framework method has gained popularity in recent years particularly within health psychology (e.g., Dovey-Pearce, Doherty, & May, 2007; Ssebunnya, Kigozi, Ndyanabangi, & Cooper, 2011), and education research (Agbenyega, 2007; Baginsky, 2007; Baker- Henningham & Walker, 2009), and is often used alongside trials with predetermined samples, aims and objectives, and short timeframes (Furber, 2010; Pope, Ziebland, & Mays, 2000). As was the case in the current study, the timescale for applied research is often short and often there is a need to integrate quantitative and qualitative data. In these kinds of studies, certain aims and objectives may be decided from the outset rather than determined by themes which emerge from the data. These aims can be specified by the researcher based on literature review and/or by funding bodies. Furthermore this approach has clear sequential stages which allow those who fund research to observe the manner in which results were obtained (Lacey & Luff, 2001).

Framework analysis may be regarded as incorporating both inductive and deductive approaches to the data, although the researcher should be mindful not to ‘force’ data to fit to expected themes (Srivastava & Thompson, 2009). It contrasts with the traditional conceptualisation of thematic analysis in the sense that, rather than grouping code headings using a linear approach, these are instead grouped together under a thematic ‘framework’ which itself becomes the main (but not only) resource for analysis (Rivas, 2012). Topics under investigation may be specified at the outset, but emergent themes can also be incorporated into the analysis and reporting (Barnett-Page & Thomas, 2009). As will be discussed in this chapter, the Framework approach provides a matrix-based method for managing data, but the different stages of analysis are similar to those found in other qualitative data analysis methods.

15 _{The National Centre for Social Research is a not-for-profit organisation which conducts social}

research in the UK across a number of different areas. Established in 1969, NATCEN has since grown to become Britain's largest independent social research organisation. For further information, see http://www.natcen.ac.uk/.

Although specialist software is available for managing and analysing data based on the Framework method, this may also be conducted using alternative Computer Assisted Qualitative Data Analytic Software (CAQDAS) as well as Microsoft Excel, or a simple pen-and-paper/hard copy approach (Smith, Chen, & Liu, 2008).

The highly systematic approach adopted in Framework analysis (Littlewood, Ashton, Mawson, May, & Walters, 2012) involves five discrete stages (Pope et al., 2000; Richie & Spencer, 1994), all of which were used in the current research (see Figure 6.4). These were as follows:

1. This first stage of ‘familiarisation’ necessitated immersion in the interview transcripts. This stage is largely similar to that of other qualitative approaches and involves an ongoing process of reading and re-reading transcripts, with the study’s aims in mind. In the current study, the reading of transcripts took place alongside a process of initial audio-based analyses whereby intonations in voice, pauses, and filled pauses were noted. This was also accompanied by reading the notes taken during and immediately after the interviews, in order to recognise contextual factors which were not identifiable from the audio recordings alone.

2. It is predominantly this stage which differentiates Framework from other qualitative approaches. The second stage involved identifying a ‘thematic framework’ or index of potential themes. This involved noting all aspects germane to the research, from issues deemed important by funding bodies (e.g., the baseline level of difficulty experienced by teachers in classroom behaviour management), those informed by a literature review (e.g., teacher stress), and those which emerged from the data (e.g., classroom isolation and helplessness). Despite the predetermined, deductive nature of framework identification, it was vital that predetermined aims of the study were implemented alongside an inductive approach towards the data. Thus, this framework which incorporated both a priori and emergent issues, developed in a recursive (i.e., the re-examination of previously analysed transcripts), rather than linear process, throughout the analytic process. Initial codes, identified from stage 1 (familiarisation with the texts), were organised into a

draft framework alongside pre-determined issues topics which had been identified. As shown in Table 6.3, data were summarised in this stage under a number of developing thematic frameworks (Rivas, 2012).

Table 6.3.

Thematic Framework for ‘Impact upon Teachers’

3. The third stage of the analysis involved ‘indexing’, which is comparable to coding in other analytic approaches (i.e., wherein the thematic framework was applied to the data). As with other forms of qualitative analysis (e.g., IPA, GT), numeric identifiers or codes were applied in the margins of the interview transcripts. The focus here was on the identification of both explicit and implicit codes within the data. At this point, the theoretical framework which was drafted using a priori and emerging issues (as previously outlined) was applied to the transcripts to examine whether they were an appropriate fit, or if amendments to the framework were necessary (see Table 6.4). This process continued throughout the indexing stage, with each new transcript. Within the current study, once the theoretical framework was applied to the transcripts an iterative process of data re-immersion occurred, which involved re-reading previous transcripts

1. Difficulties experienced 5. Helplessness

2. Stress 6. External pressures

3. Frustration 7. Respect

Table 6.4. Data Indexing

Theme 2 from thematic framework ‘impact upon teachers’

Quote from transcript

Helplessness (later renamed as helplessness and hopelessness)

“Some days I went home and just cried, because I was just so exhausted and frustrated with the situation. Because, you know, I could see it in the other children, and I could see it in the other parents as well.” (T10)

4. The penultimate stage of analysis involved ‘charting’; this refers to the organisation of data according to specific appropriate thematic frameworks to which they relate. This process resulted in the creation of common charts under identified headings so that a comparison could be made across cases, or studied on an individual case-by-case basis. (See Appendix 21 for some examples of data charts across all participants and themes).

Table 6.5.

Sample of ‘Charted’ Participant Data

Helplessness and hopelessness

Teacher ID T10 T9 T4 T12 T21

Theme content: Acknowledging limitations in own efforts, helpless and hopeless in the classroom Didn't have the skills, experience or support (P35) Not knowing how to do things that weren't taught in college (P37, P39) I’m not going to get anywhere with him (P10) It's going to happen every day (P20) Whilst disciplining (P5) Afraid to touch child (P10) I couldn't manage (P2, P3) Nothing I can say (P13)

5. The final stage of analysis entailed ‘mapping and interpretation’, that is, using previously developed charts to help define key concepts, to identify patterns or typologies, and to explain findings. The focus of the researcher, at this stage, was on maintaining balance between the original research question and the emergent themes, as suggested by Ritchie and Spencer (1994).

Data Immersion

Identification of themes (both a priori and emergent)

Indexing (Application of thematic framework to the transcripts)

Application of framework to all transcripts (Enables an overview of framework applicability)

Charting data (Creation of charts to enable

comparison across/within cases)

Chart mapping using patterns emergent from the analysis and

presentation

Figure 6.2. Process involved in Framework Analysis (adapted from Rivas, 2012)