Global analysis: A methodological overview

In the case of the present study, a global analysis method is used in order to analyze the interview data. This method is viewed as a tool for thematic and networked analysis thus also widely known as thematic networks analysis (Attride-Stirling, 2001). Henning et al. 2004 explain that this kind of approach includes a whole range of analytic procedures, all of which share the common characteristic that the data is not disassembled and then re-assembled as is the case in other procedures like the qualitative content analysis for example. The global analysis method refers to an integrated view of the data and the way in which main themes are identified.

According to Attride-Stirling (2001), applying thematic networks is simply a way of organizing a thematic analysis of qualitative data. The same author explains that thematic analyses seek to unearth the themes salient in a text at different levels and thematic networks aim to facilitate the structuring and depiction of these themes.

Since the process of deriving themes from textual data and illustrating theses with some representational tool is well established in qualitative research, global analysis is not in any way a new method; it shares key features of any hermeneutic analysis (Stauss and Corbin, 1994).

What makes this method unique is that it offers a web-like network as an organizing principle and a representational means and it makes explicit the procedures that may be employed in going from text to interpretation. In the present study the researcher has made use of a step-by step guide to the analytic process of using thematic networks that was adapted from Attride-Stirling (2001). Attride-Stirling explains that thematic networks systematize the extraction of: (a) lowest-order premises evident in the text (Basic Themes); (b) categories of basic themes grouped together to summarize more abstract principles (Organizing Themes); and (c) super-ordinate themes encapsulating the principal metaphors in the text as a whole (Global Themes). These are

58 then represented as web-like maps depicting the salient themes at each of the three levels, and illustrating the relationships between them (see Figure 3.4). Morse (1994) provides a deeper understanding for the illustration in Figure 3.4 in the following explanation: A thematic network is developed starting from the Basic Themes and working inwards toward a Global Theme. Once a collection of Basic Themes has been derived, they are then classified according to the underlying story they are telling and these become the Organizing Themes. Organizing Themes are then reinterpreted in light of their Basic Themes, and are brought together to illustrate a single conclusion or super-ordinate theme that becomes the Global Theme.

Thematic networks are presented graphically as web-like nets to remove any notion of hierarchy, giving fluidity to the themes and emphasizing the interconnectivity throughout the network.

Importantly however, the networks are only a tool in analysis, not the analysis itself (Attride-Stirling, 2001). According to Stauss and Corbin (1994), once a thematic network has been constructed, it will then serve as an organizing principle and an illustrative tool in the interpretation of the text, facilitating disclosure for the researcher and understanding for the reader. Henning et al. (2004) reiterate this by highlighting that the aim of this type of approach to analyzing the data is to organize the data into a pattern that might not be clear in the data presented in its raw state but that comes to life because of the interpretation and organization of the researcher. The methodological approach to analysis is thus inductive, which, in the case of the current study fits the methodological position of the study- that is, induction

59 Figure 3.3: Structure of a thematic network

In working through the interview data gathered during field work, which was in the form of hand written notes, using a global analysis method the following steps suggested by Attride- Stirling (2001) were employed:

 Step one (coding the material)

The data was first reduced by dissecting the text into manageable and meaningful text segments using a coding framework (see Table 3.3). Twenty codes were derived on the basis of two foci namely specific theoretical interests guiding the research aim and recurrent, pertinent issues arising in the discussions with interviewees regarding the implementation of ICM in the Gamtoos River Catchment. Interview responses were then dissected, classified and organized according to these codes. For example the code „perceptions‟ included text segments such as

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“there is no such management taking place”. The code „priorities‟ included text segments such as “water quality; reduction of losses; control abstraction” etcetera.

 Step two (identifying themes)

Once all the interview responses- that is, the text, had been coded, themes were abstracted from the coded text segments. These themes were established by re-reading the text segments within the context of the codes under which they have been classified and extracting the salient, common and significant themes in the coded text segments. The themes were then further refined into themes that are specific enough to be discrete (non-repetitive) and broad enough to encapsulate a set of ideas contained in numerous text segments. The 20 codes were grouped into eight clusters (grouped according to relatedness of codes) which ultimately produced the decided themes. Table 3.3 incorporates steps one and two and gives a detailed illustration of how the researcher moved from codes to themes

61 Table 3. 4: Moving from codes to themes

Clusters Codes (step 1) Issues discussed with

interviewees Themes identified (step2)

1

Needs

Water quality, reduction of losses, eradication of AIPs, measurement of water, control abstraction

1.There are multiple objectives to ICM

Priorities

2.Intrinsic contextual needs will motivate objectives

Concerns

2

Attitudes

No such management, poor understanding, good management, poor understanding, sustainability, efficiency

3.There is no ICM taking place in the catchment

Interest 4.The kind of management that

exists leaves much to be desired

Perceptions 5.A varied understanding of ICM

exists

3 Time frame Learning from history, on-going

endeavour.no time frame exists

6.ICM is viewed as an on-going venture

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63 Table 3. 4 Continued

7 Future

Converting the GIB into a WUA 11.Creating a WUA in accordance with the NWA of 1998

8

Planning

Establishment of CMAs

12.The department is in a process of managing water resources at a catchment scale (establishing CMAs)

Vision

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 Step three (constructing the networks)

Based on context and in some instances theoretical grounds, themes were grouped into similar, coherent groupings which later became thematic networks. In accordance with Attride-Stirling‟s (2001) guideline which was outlined earlier (refer to Fig 3.3), basic themes were selected, then rearranged into organising themes and finally a global theme was deduced. This was achieved by first re-naming the original set of themes derived from the text as basic themes then creating clusters of basic themes centred on larger shared issues to make organising themes. Finally, the main claim, argument, assertion or assumption that the organizing themes are about was summarized in order to come up with the global theme. This process is depicted in Table 3.5 below. In linking the preceding Table- that is, Table 3. 4 to Table 3.5, it is evident that the 12 points that were made up of the identified themes (step 2) are what have now become the Basic Themes.

 Step four (describing and explaining the thematic networks)

Here the researcher explored the themes that emerged from the global analysis by identifying the patterns that underlie the thematic networks. This was done by returning to the original text and interpreting it with the aid of networks. The thematic networks that were established made it possible to re-read the text through the global themes as opposed to a linear manner. By taking each network in turn and describing its contents, descriptions were thus woven which were supported with text. These were also often illustrated in concept diagrams.

 Step five (summarizing the thematic networks and interpreting patterns)

Once a network was described and explored in full, a summary of the main themes and patterns characterizing it was made. The aim of this was to make explicit the patterns that emerged in the exploration. Finally, the deduction in the summaries of all the networks were brought together in connection with relevant theory to explore significant themes, concepts and structures that arose in the text. The aim of this final step was to return to the original research aim and the theoretical interests underpinning it and address this with arguments grounded on the patterns that emerged in the exploration of the text.

65 Table 3.5: From Basic to Organizing to Global themes

Themes as Basic themes Organising themes Global themes

1. There are multiple objectives to ICM in the catchment

Multiplicity of objectives Objectives 2. Intrinsic contextual needs will

motivate objectives

3.There is no ICM taking place in the catchment

on-going venture No specific time frame set Time frame

7.The NWA of 1998 is the main

specific Diversity of challenges Challenges

10.There is a need for better organization

11.The department is in the process of managing the water resources at a catchment level (establish

CMAs) Long term plans Vision for the future

12.Creating a WUA in accordance with the NWA of 1998

66 3.6.2 Grounded theory analysis

This kind methodology is used as a tool for constructing substantive theories. According to Kitchin and Tate (2000), the grounded theory method consists of flexible strategies for focusing and expediting qualitative data collection and analysis. Henning et al. (2004:115) share a similar understanding and further suggest that “these strategies provide a set of inductive steps that lead the researcher from studying concrete realities to rendering a conceptual understanding of them.” It is in this process of converting „concrete realities‟ to „conceptual understandings of them‟ that the analyst in grounded theory tradition works. According to Charmaz (2002) put simply, grounded theorists theorize reality according to a set of empirically organized categories.

Grounded theorists do not only intend to conceptualize qualitative data but to also demonstrate relations between conceptual categories. They also intend to specify the conditions under which theoretical relationships emerge, change, or are maintained. The theories that emerge are thus grounded in the researched reality, meaning the researcher achieved the theory from their own theoretical position and existing knowledge- that is, the data.

In the case of the present study, a process of inductive refinement of categories- that is, the learning scenarios, into more abstract levels was undertaken. The researcher sought out relationships between the different scenarios and themes and fit them logically into patterns. The content in the patterns was then continually re-arranged, always relying on data to substantiate theorizing, until it became in the context of the research. Ultimately a theory emerged which integrated and connected categories in a theoretical framework as conceived by the researcher through the analysis process. The framework includes causes, conditions and consequences of the studied phenomena all of which Henning et al. (2004) highlight as being important.

According to Strauss and Corbin (1994) grounded theories are very fluid because they embrace the interaction of multiple actors and they emphasis temporality and process. They call for exploration of each new situation to see if they fit, how they fit and how they may not fit. For that reason such theories are thus systematic statements of plausible relationships. This characteristic of grounded theories is best suited for the purpose of addressing the latter part of the third objective for the study which is “to identify what are the main problems influencing implementation in the area and what extent these problems exist”. In making use of the

67 aforementioned global analysis method in working through the interview data, challenges were identified. The same interview data was used to construct scenarios and the grounded theory analysis applied at this stage made it possible to explore the extent to which these challenges exist. The theory deduced from this process of inductive refinement is also more broadly applicable.

3.7 Conclusion

The chapter has highlighted that the study has been carried out within the context of a qualitative paradigm. The study adopts an inductive strategy to the connection between theory and practice in which the theoretical propositions that form the conclusions to the study have been generated from the data as opposed to pre-existing theory as Flowerdew and Martin (2005) explain. This inductive framework is also deemed as being exploratory seeing as the important variables to be examined are not known from the onset; these are only established after a preliminary inquiry.

The study makes use of a framework employed in a case study conducted by Bellamy et al.

(2001) in Queensland Australia in order to establish evaluation criteria and thus generate the evaluation of the implementation of ICM in the Gamtoos River Catchment. The adaptation of this framework is outlined in Fig 3.2. The process of development is achieved through a three step process of exploration in the current study which involves a) the exploration of existing objectives, programs and impacts through semi-structured interviews b) the establishment of suitable methods to explore the extent to which the initial findings are applicable within the context of the Gamtoos River Valley; which was achieved through the decision to use learning scenarios as a tool for exploration and c) the application of these selected methods to the study in order to develop recommendations which involves the assessing of findings from the preliminary interview inquiry against the three scenarios that were developed in the second step.

The details of the outcomes of implementing the third and final step are documented in the proceeding chapter. Triangulation is applied in the choice of methods of analysis of data in order to build the strength of the inquiry. This involves the use of more than one method, namely global analysis which was applied to analyzing the interview data and grounded theory analysis which was applied in making sense of the learning scenarios that were constructed using the

68 interview data. The proceeding chapter details the findings from the application of the outlined methods in this chapter.

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