Thematic analysis

Thematic analysis is a systematic approach that allows a researcher to combine analysis of the frequency of codes with the meaning in context that requires interpretation (Joffe et al., 2003). Lieblich et al. (1998) and Boyatzis (1998) defined thematic analysis as one of various ways of analysing narrative material in a systematic manner and as a process of encoding qualitative information. Braun & Clarke (2006) referred thematic analysis as a method of identifying, analysing, and reporting patterns or themes within data. It was argued a lot of analyses that are essentially thematic but are claimed as something else, such as discourse analysis or content analysis, or not identified as any particular method at all where data were subjected to qualitative analysis for commonly recurring themes (Brawn & Clarke, 2006). At this point, it could be concluded that the difference between content and thematic analysis is all patterns or codes generated from the narrative are systematically grouped into themes, which consist of a list of codes or categories that represent themes revealed from the data that have been collected (Saunders et al., 2009).

93 This approach starts with coding the recurring patterns found in the information that describes and organises the possible observations and interprets aspects of the data (Boyatzis, 1998). Coffey and Atkinson (1996) described coding as a way of relating data to the ideas about the data. The themes may be initially generated inductively from the raw information or deductively from the theory and prior research (Boyatzis, 1998). The thematic analysis process necessitates the researcher’s judgement to determine whether the themes generated capture something important about the data in relation to the research question and represent some patterned responses or meaning (Braun & Clarke, 2006). To quote what quantifies as a theme, Braun and Clarke (2006) stated,

As this is qualitative analysis, there is no hard or fast answer to the question of what proportion of your data set needs to display evidence of the theme for it to be considered a theme. It is not the case that if it was present in 50% of one’s data set item, it would be a theme, but if it was present only 47%, then it would not be. Nor is the case that a theme is only something that many data items give considerable attention to, rather than a sentence or two. A theme might be given considerable space in some data items, and little or none in others, or it might appear relatively little of the data set. Our initial guidance around this is that you need to retain some flexibility.

Gibbs (2002) explained the stages of using thematic analysis as follows: (1) deciding on sampling and design issues, (2) developing themes and code, and (3) validating and using the code (Gibbs, 2002). A more detailed phase a thematic analysis process is illustrated in Figure

94 Figure 11: The Phase of Thematic Analysis

(Source: Braun & Clarke, 2006)

Phase One: The data collected from the focus group discussion, observation, and in-depth interview were then transcribed. The process of transcription is an excellent way to start familiarising with the data (Riessman, 1993). The most important thing when transcribing is to retain the information needed in a way which is true to its original nature and the transcription is practically suited to the purpose of analysis (Braun & Clarke, 2006). It is vital to be familiar with all aspects of the data and to immerse oneself with the depth and breadth of the content by repeatedly and actively reading the data. The aim is to search for meanings, patterns, and identification of ideas and to check the transcript back again against the original audio recordings for accuracy (Braun & Clark, 2006). The whole process allowed the researcher to approach the analysis with some prior knowledge of the data.

Phase one: Transcribing verbal data and familiarising yourself with your data

Phase two: Generating initial codes

Phase three: Searching for themes

Phase four: Reviewing themes

Phase five: Defining and naming themes

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Phase two: This phase began by generating an initial list of ideas about what is in the data and

by producing initial codes. Codes are features in the basic form of data that appear interesting to the researcher. They contain information that give meaning or can be assessed in a meaningful way to a particular phenomenon (Boyatzis, 1998). The coded data are then organised into meaningful groups which are different from the units of analysis or themes (Lieblich et al., 1998; Tuckett, 2005). Generating themes is the interpretative analysis of the codes identified. Coding can be done either manually or using software. For this study, the researcher manually coded the data. The interesting aspects in the data are highlighted and notes were written on the texts to indicate ideas, potential patterns, and themes. The themes development for the preliminary findings will be presented in Table 9 (see page 110).

Phase three: This stage involved listing out and collating the initial coded data and sorting

them into potential themes. Braun and Clarke (2006) suggested tables and mind maps to sort the codes into themes. At this point there was a collection of potential themes, subthemes, and miscellaneous themes. All were kept for reviewing later for more refined themes to be emerged. Lieblich et al. (1998) indicated that researchers bring their own theoretical or common sense assumptions to the material they are attempting to synthesize and interpret to allow revision of the predefined categories or themes.

Phase four: This was the stage where the researcher combined, refined, and discarded some

of the themes. The discarded theme either contained insufficient data to support the initial themes or that they were too diverse. There were two levels of reviewing and refining process of the themes. The first involved checking and reading all the coded data within a theme and observing whether they formed a coherent pattern. If some of the data did not work, a new theme was created or the data were discarded. The second level involved the researcher

96 considering the validity of the themes and whether they reflected meanings and accurately represented the theoretical and analytical approach. Because coding is an ongoing process, additional data were recorded, reviewed, and refined.

Phase five: This stage involved defining and naming the themes. The researcher identified

what the themes were about and determined what aspect of the data each theme had captured (Braun and Clarke, 2006). Detailed analysis was conducted at this stage to identify the story behind the themes. This was the point where the themes were given a working title for analysis. As part of the refinement, some of the themes may came with subthemes to give a structure to particularly large and complex theme.

Phase six. This phase involved analysis and writing out reports on the fully worked out themes

generated. This is when the themes were processed descriptively to generate coherent reports of the content. Braun et al. (2006) further explained this phase as telling the complicated story of the data in a way to convince the readers of the merit and validity of the analysis. It must provide concise, coherent, logical, nonrepetitive, and interesting account of the story that the data tell. In the analysis process, the sort of questions the researchers should ask in order to guide the analysis were “What does this theme means?” “What are the assumptions underpinning it?” “What are the implications of this theme?” “What conditions are likely to have given rise to it?” “Why do people talk about this thing in this particular way?” and “What is the overall story the different themes reveal about the topic? (Braun et al., 2006).”

Holding on to Lieblich et al. (1998) and Boyatzis (1998) definition earlier on, thematic analysis was applied for this study as the best approach to elicit and analyse the narrative of internationals students on their food acculturation. The thematic analysis approach emphasised

97 on encoding qualitative information, with patterns and indicators between forms that are causally related (Boyatzis, 1998). The process allowed themes that are directly observable in the information and themes underlying the phenomenon to be explored, thus confirming the appropriateness of thematic analysis for this study.