Thematic data analysis

The method of analyzing the interview data was connected with the process of

transliteration. Thematic analysis was conducted manually (i.e. no computer software was used) following the procedure nominated by Braun and Clarke (2006): becoming familiar with the data when producing the transcripts; generating codes from the responses of each research participant to the interview questions; identifying preliminary themes by collating the codes; reviewing and revising the initial codes and developing a “thematic map”; and naming the final themes.

The logic of the thematic analysis was to add meaning to the interview transcript data, extract concepts, and highlight the significance of the interviewees’ words in the respective contexts. Coding the interview data was a process of data reduction. The initial codes developed were grouped around similar activities, experiences, perceptions, and processes mentioned by the interviewees. The initial codes were refined as the interview data from second and third KCO was analyzed, and this processed helped limit the number of initial codes. The naming of the initial codes was descriptive of the relevant event, experience and perception. Then a process of second-level coding was done, which involved further reducing the number of (refined) initial codes by expanding the conceptual basis for each code and

combining conceptually similar activities, experiences, perceptions, and processes into new codes.

Next, “pattern coding” was conducted. This involved more data reduction by further widening the conceptual foundation for the common events, experiences and

perceptions so that clear patterns were identifiable. Such patterns were a “thematic map” of the interview data. The naming of the pattern codes were less descriptive than the provisional codes, but more reflective of the relevant concept. The last step of data reduction was the process of identifying the themes. The number of

provisional themes was reduced if there was an obvious overlap between the main ideas or concepts, and the revised theme was expanded to produce coherence and

78 consistency. Consulting the thesis research questions shaped establishing the final themes. The naming of each theme was consciously generic so the conceptual basis of the theme was inclusive as possible in order to accommodate the related pattern codes. A separate “theme content” that is more descriptive than the theme name was developed for each KCO research participant group. As all managers interviewed worked for only one of the three KCOs means they did always share the same attitudes, behaviour and perceptions. These different organizational contexts helped identify thematic variability across the three KCOs (Javadi & Zarea 2016; Miles & Huberman 2014). My PhD supervisors actively assisted with the coding and thematic analysis. An example of the thematic analysis process is shown in Table 3.1.

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Table 3.1: Example of thematic analysis (coding and theme development), Experimental group responses to question #1 of Table A2.1.

KCO Initial Codes Pattern Codes Theme Theme Content

OilCo

Leader #1 Leading, Guiding, Vision. Role model. Concept of leadership Building relationships with followers and influencing them.

Leader #2 Leading, Follower diversity.

Understanding followers. Leader #3 Leading, Communication,

Follower diversity. Communication, Understanding followers. Leader #4 Communication, Relationships, Negotiations. Communication, Relationships. FinanceCo

Leader #1 Leading, Supporting followers, Influencing followers. Relationships, Supporting followers. Concept of leadership People oriented.

Leader #2 Influencing followers, Sharing decision making, Being fair.

Relationships, Engaging followers. Leader #3 Motivating others, High

follower engagement, Influencing followers. Motivation, Engaging followers. BankCo . Leader #1 Communication, Motivation, Trust, Teamwork.

Motivation, Trust. Concept of leadership People oriented and Motivation. Leader #2 Communication, Motivation, Educating followers, Teaching followers. Motivation, Teaching followers.

Leader #3 Role model, Two-way communication, Relationship building.

Relationships, Communication. Leader #4 Influencing followers,

Visionary,

Developing future leaders.

Employee development, Vision.

Thematic analysis was adopted because of its relative simplicity and flexibility, and its appropriateness for data analysis with qualitative research studies (Braun & Clarke 2006; Javadi & Zarea 2016). The themes identified were the patterns of responses for each of the Experimental and Control groups from the individual KCO case studies. The themes were informed by the research literature on the concepts and practices of leadership, and leadership development (see Chapter 2), rather than being inductively developed. Because of this, the analytical themes tend to be more

80 semantic and not generally latent. The themes reflect the unit of analysis of the thesis; the separate Kuwait organization. Hence no overall thematic analysis was attempted for the combined three KCOs. However, common themes were identified across the three KCOs and therefore the same theme names are used. This reflects the research aims and research questions of the thesis. The themes are reported in each of the case study chapters (Chapters 4, 5 and 6) and in Appendix 3.

For each KCO, five (5) main leadership themes were developed:

Concept of leadership – how the respective group understood the leadership idea;

Concept of management – how the respective group understood the management idea;

Way of practicing leadership – the values and behavior that shape the approach to leadership of each respective group;

Leadership style – the characterization of leadership practice of each respective group; and

Gender and leadership – how the respective group understood the role gender has in practicing leadership.

The responses to the sole question on gender produced data that was unexpected. For this reason, the analysis justified a separate theme on the issue of gender and

leadership.

Explaining and justifying the themes uses the “power” and “proof” quote method suggest by Pratt (2009) for qualitative research (also see Halvorsen, Treuren & Kulik 2015). The power quotes are the transcript extracts from a participant that best illustrate the theme, and are shown as block quotes. The proof quotes are shorter transcript extracts, which confirm or “bolster” the argument the power quote supports (Pratt 2009, p. 860). This method shows the analytical themes accurately reflect the interview data without the need for repetition and description (Javadi &

81 Zarea 2016, p. 38). This method also seeks to avoid the “pitfalls” of thematic

analysis (Braun & Clarke 2006, pp. 94-95).