Thematic Coding

Thematic coding was well aligned with the case study approach, given the social constructionist perspective adopted in this study (Flick, 2002; Harré, 1986; Wetherell, Taylor and Yates, 2001). Flick (2002) argues that one of the the best ways to code data from semi-structured interviews is thematic coding. Thematic coding was first developed by Anselm Strauss to examine the social distribution of perspectives on a phenomenon or a process (1987, cited in Flick, 2002:185). It is a qualitative process that can be used effectively to analyse subjective information (Braun and Clarke, 2006). This method of interpreting information requires researchers to encode various types of information based on respondents’ characteristics (Denzin and Lincoln, 2000).

Thematic analysis can be used as a way of systematically observing a person, an interaction, a group, a situation, an organization or a culture (Miles and Huberman, 1984). In other words, it gives researchers the opportunity to analyse different kinds of information in an organised way, in order to enhance the truthfulness of their understanding of observations about people, events, situations and organisations (Denzin and Lincoln, 2000).

Thematic coding also allows for the collection of qualitative information in a way that helps communication with other researchers (Miles and Huberman, 1984). It may help connect the ideas of people carrying out research in different disciplines (psychology, sociology, cultural anthropology, art history, political science, economics, mathematics, chemistry, etc.). It also enables researchers to use qualitative techniques to communicate their observations and findings more easily to others who are using alternative methods. For researchers wishing to translate their methods and results into forms accessible to

researchers in other fields, thematic analysis may improve communication between positivistic and interpretive scientists, between testers and developers of ideas, and between builders of theories and social constructionists (Silverman, 1993). Therefore, thematic analysis allows for a more complete understanding of the phenomenon being studied.

In the same way that case study analysis describes the answers of participants to understand emotional experiences in a social environment, thematic analysis explores displays and feelings relating to self-discipline and emotion management in interactions of respondents in specific cultural surroundings (Harré and Gillet, 1994:160, cited in Hanninen, 2007).). Therefore, case study and thematic perspectives help understand self-discipline and emotion management factors that are socially and historically defined (Edwards, 1997:179). In this thesis, a thematic perspective played a major role in analysing the case study interpretations of participants. It provided a framework in which text collected during the interviews could be explored using a case study approach. A thematic point of view provided a better understanding of the socio-cultural messages verbally and non-verbally articulated by respondents, enabling the accounts of interviewees regarding social influence to be more clearly perceived and analysed. A thematic standpoint helped the researcher to reflect on the language used by the respondents and to draw conclusions from a socio-cultural point of view. Using this type of approach enabled more effective study of underlying social structures within the dialogues (Flick, 2002:200) and reflection on participants’ conversational versions of events (memories, discussions and formulations), particularly in relation to affect (Flick, 2002:200). More specifically, it provided a better understanding of how people in the

call centre described and brought into play emotions in their everyday talk. For instance, participants recounted experiences and told stories to inform, instruct, entertain, impress, empower and even cathart. Edwards and Potter (1992:28) claim that a thematic viewpoint helps understand the “content of talk, its subject matter” and its social organisation. Therefore, in this thesis, language was the medium through which meaning and socially constructed reality was studied. Language provided access to subjective experience and insights into conceptions of self and identity, and opened up new ways of studying memory, thought, socialisation and culture.

A thematic perspective relies on the medium of conversation to understand the interpretations of participants. The researcher tried to understand how participants constructed their own versions of events, and how they used discourse to maintain or construct their own identity. Hence, the case study approach regarded self-discipline and emotion management as thematic phenomena to be studied as part of how talk performs social actions (Edwards 1997:187).

Thematic coding may be used with data collection methods that “seek to guarantee comparability by defining topics and at the same time remaining open to the views related to them” (Flick, 2002:185). This procedure for coding information is allied with the social constructionist theoretical perspective and the case study approach adopted in this research. The theoretical background of thematic coding is the multiplicity of social worlds assumed in the concept of social representation (Flick, 2002:190). Moscovici (1973:xvii, cited in Flick, 2002:24) describes social representation as:

a system of values, ideas and practices with a twofold function: first to establish an order which will enable individuals to orient

themselves in their material and social world and to master it; and secondly to enable communication to take place among the members of a community, by providing them with a code for social exchange and a code for naming and classifying unambiguously the various aspects of their world and their individual and group history.

The objective of thematic coding is to analyse the impact of the social environment on a phenomenon or process (e.g. EPM, crossover between self-discipline and emotion management) (Flick, 2002). Thematic coding allowed the researcher to exercise trustworthiness and authenticity in his research (Denzin and Lincoln, 2000:159), which would not have been possible with positivistic methods. It also facilitated the analysis of multifaceted and complex information about individuals in electronic surveillance contexts and how social phenomena are constructed by groups and individuals around a technological apparatus such as EPM. Moreover, thematic coding provided the opportunity to analyse more subjective information regarding the experiences of self- discipline and emotion management of people working under EPM (Denzin and Lincoln, 2000:159). The use of thematic coding in a topic relating to technology is consistent with Flick’s analysis of studies of technological change (Flick, 1995; 2000; 2002).

A number of interesting questions were raised in the present study through this form of analysis. For example, with regard to the conditions in which individuals work, why had EPM been installed in the organisation, what had led to this situation, and what was the background to introducing various monitoring techniques within the organisation? With

regard to interactions between actors, who acted under EPM (e.g. supervisors/employees, employees/employees) and what happened to them? What strategies and tactics were adopted to manage problems and how did people use them to handle situations, e.g. suppression, adaptation, avoidance? What were the consequences of working under electronic surveillance, and what emotions did people discipline and manage while working under EPM?

Hence, thematic analysis allowed group-specific correspondences and differences to be identified and analysed. Developing a thematic structure grounded in empirical material to analyse and compare cases increased the comparability of interpretations (Flick, 2002:189). At the same time, the method remained sensitive and open to the specific content of each individual case and social group with regard to EPM.