example of codebook in qualitative research

#Example of codebook in qualitative research how to

#Example of codebook in qualitative research how to

Ultimately, the provided example of how to implement the six-phase analysis is easily transferable to many contexts and research topics. While this paper is aimed at all scholars regardless of research experience, it may be most useful to research students and their supervisors. This paper is intended to be a supplementary resource for any prospective proponents of RTA, but may be of particular interest to scholars conducting attitudinal studies in an educational context. The worked example will be presented in relation to the author’s own research, which examined the attitudes of post-primary educators’ regarding the promotion of student wellbeing. The purpose of this paper is to contribute to dispelling some of the confusion and misconceptions regarding Braun and Clarke’s approach by providing a worked example of their contemporary approach to reflexive thematic analysis.

Braun and Clarke have repeatedly iterated that researchers who chose to adopt their approach should interrogate their relevant publications beyond their 2006 article and adhere to their contemporary approach (Braun and Clarke 2019, 2020). Much of their subsequent body of literature in this area addresses these issues and attempts to correct some of the misconceptions in the wider literature regarding their approach. Indeed, the term ‘reflexive thematic analysis’ only recently came about in response to these misconceptions (Braun and Clarke 2019). Commendably, they have acknowledged that their 2006 paper left several aspect of their approach incompletely defined and open to interpretation. However, on numerous occasions Braun and Clarke have identified a tendency for scholars to cite their 2006 article, but fail to fully adhere to their contemporary approach to RTA (see Braun and Clarke 2013, 2019, 2020). These authors have since published several articles and book chapters, as well as their own book, all of which make considerable contributions to further delineating their approach to TA (see, for example, Braun and Clarke 2012, 2013, 2014, 2019, 2020 Braun et al. Much of the credit for the recent enlightenment and subsequent increase in interest in TA can arguably be afforded to Braun and Clarke’s ( 2006) inaugural publication on the topic of thematic analysis in the field of psychology. While the data used in the worked example has been garnered from health and wellbeing education research and was examined to ascertain educators’ attitudes regarding such, the example offered of how to implement the RTA would be easily transferable to many other contexts and research topics.Īlthough the lineage of thematic analysis (TA) can be traced back as far as the early twentieth century (Joffe 2012), it has up until recently been a relatively poorly demarcated and poorly understood method of qualitative analysis. This paper will offer a worked example of Braun and Clarke’s contemporary approach to reflexive thematic analysis with the aim of helping to dispel some of the confusion regarding the position of RTA among the numerous existing typologies of TA. Over the course of numerous publications, Braun and Clarke have elaborated significantly upon the constitution of RTA and attempted to clarify numerous misconceptions that they have found in the literature. The authors themselves have identified that many researchers who purport to adhere to this approach-and who reference their work as such-fail to adhere fully to the principles of ‘reflexive thematic analysis’ (RTA). However, confusion persists as to how to implement this specific approach to TA appropriately. Since the publication of their inaugural paper on the topic in 2006, Braun and Clarke’s approach has arguably become one of the most thoroughly delineated methods of conducting thematic analysis (TA).