1/ Head on over to my YouTube channel for new lectures on Thematic Analysis, the Foundations of Qualitative Research & Qualitative Research Design created by me, @drnikkihayfield & @ginnybraun with narration by me (& occasionally my cat!) - please share!: youtube.com/channel/UCLBw6…
2/ We will add the slides & handouts to thematicanalysis.net as soon as we get a chance. There are two - 3 part - lectures on the Foundations of Qual Research. Foundations 1 is a gentle introduction for those new(ish) to qual, starting w/ what is qual?:
3/ Foundations 1 part 2 is about meaning and meaning making in Big Q qualitative research - the lectures in the series focus on Big Q (the use of qualitative techniques underpinned by qualitative research values) -
4/ Foundations 1 part 3 is about orientations to meaning in Big Q qualitative -
5/ Foundations to Qualitative Research 2 provides a less gentle introduction to the philosophical underpinnings & key concepts in Big Q qualitative - this is part 1 on key characteristics:
6/ Foundations 2 part 2 is about experiential and critical orientations to Big Q -
7/ Finally part 3 of Foundations 2 is about the dreaded 'ologies and the key concepts of subjectivity and reflexivity -
8/ Next a 3 part lecture on Qualitative Research Design - part 1 is on qualitative research design principles and research questions -
9/ Part 2 of Qualitative Research Design focuses on methods of data collection, 'sampling' and recruitment:
10/ Finally part 3 of Qualitative Research Design focuses on data analysis and ethics -
11/ Finally for now (another lecture will follow at some point next yr) a 4 part lecture on #thematicanalysis. Part 1 addresses the question what is TA?
12/ Part 2 of the Thematic Analysis lecture explores the idea that thematic analysis is uniquely flexible -
13/ Part 3 of the Thematic Analysis lecture is the beast (!!) focused on the six phases of reflexive TA -
14/ Finally part 4 of the Thematic Analysis lecture focus on quality and avoiding common problems -
15/ OK some caveats - these were created for teaching at UWE so there will be some references to Blackboard (our virtual learning environment), lectures not uploaded to YouTube etc. As noted the slides & the handout for the TA lecture will appear on thematicanalysis.net as
16/ soon as we get time to do that. Follow me & @ginnybraun as we will tweet when that happens. Finally, finally please admire my choice of images! All copyright cleared from Pexels and Pixabay. Please share these resources with your students, use in your teaching etc!

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More from @drvicclarke

3 Oct
1/ To follow up on yesterday's small q/Big Q thread here are the things I'm making a note of to emphasise in this year's qually res methods teaching to help students avoid appearing to be confused about their Q when they come to write their dissertation/thesis. First is research
2/ questions - we see a lot of qual questions that are thinly disgused quant questions (how does A relate to B) in ethics apps. I'm going to give students egs of qually research questions - including the typology from Successful Qualitative Research: uk.sagepub.com/en-gb/eur/succ…
3/ & emphasise that qual questions are typically at the initial stages open & exploratory - we can't measures relationships between variables in any concrete way... & we need to centre participants' sense making (in res w/ people!) - so not impact of X but *perceptions* of impact
Read 6 tweets
2 Oct
1/ A thread on the Big Q/small q qualitative distinction & why I find it so helpful for "mapping" different approaches to qual research. It's what informs @ginnybraun & my writing on qual research & @drnikkihayfield & my shaping of the qual res methods curriculum @PsychUWEBristol
2/ First point is it's not our distinction - it comes from this chapter by Kidder & Fine (although I LOVE Michelle Fine's writing on qually I have to say that students don't generally find this chapter that helpful in developing their understanding) - onlinelibrary.wiley.com/doi/abs/10.100…
3/ Big Q/small q captures 2 conceptualisations of qually research - 1) small q=the use of techniques for collecting & analysing qualitative data within the typically disciplinary dominant quantitative/scientific framework. So typical small q practices include a "tidy" & more
Read 22 tweets
18 Sep
1/ At the start of a new academic year, a thread for folk supervising qually projects using TA. You read B&C 2006 ages ago - what's changed? What common problems do you need to watch out for in student work? 10 things you need to know - w/ readings for those w/ a bit more time!
2/ Number 1 - we now call our approach reflexive TA to acknowledge that TA is a diverse family of methods & our approach centres the reflexive & "artfully interpretive" researcher (Finlay, 2021). Read more here: tandfonline.com/doi/abs/10.108…
3/ Number 2 - we've changed the name of the 6 phases to better reflect the reflexive & interpretive approach to coding & theme development (we're not searching for themes anymore!). Familiarisation, data coding (no initial any more!), generating initial themes (to capture the
Read 18 tweets
2 Sep
1/ A thread about Harvard referencing style. My message for students is always use whatever Harvard style you like just use it consistently. What I've realised is that students struggle with the consistently bit because they haven't been taught where the choices are. So here's a
2/ thread on some of these choices. First up Harvard is a generic style where you cite author name(s) + publication date in the main text & then have a separate list of references at the end. There are lots of different versions of Harvard - APA, lots of unis have their own
3/ many publishers have their own Harvard house style... so Harvard & APA are not different styles. APA is Harvard! Okay so in the main text you typically cite the author last name & publication date. Eg (Braun & Clarke, 2006)... Different versions of Harvard give you different
Read 15 tweets
2 Sep
1/ Themes don't emerge but themes can be emergent?! What? Eh? A quick thread on the differences between emerge(d) & emergent. @ginnybraun & I bang on about themes not emerging. We are critical of the phrase "3 themes emerged..." etc for 2 reasons. First, it can imply themes are
2/ ontologically real things that exist in data independent of a researcher's engagement with the data. If themes are real the researcher's role becomes one of extraction or discovery. In our reflexive TA approach themes aren't real! They're not in data fully formed. Instead,
3/ themes are generated by the researcher through their interpretative engagement with data - created from codes & through coding. Second, "the themes emerged" can imply the researcher is passive in the theme development process when they are anything but. At the same time the
Read 6 tweets
3 Jul
1/ @ginnybraun & I have written a lot about TA since our first paper Using Thematic Analysis in Psychology in 2006. Here's a thread of things we have written since then, starting with a paper on what constitutes quality practice in TA & 10 common problems: tandfonline.com/doi/abs/10.108…
2/ Unsure if TA is the right method for your project? And when & why you'd use TA & not IPA, or qualitative content analysis or grounded theory or discourse analysis... then this paper is for you (free to read online right now): onlinelibrary.wiley.com/doi/epdf/10.10…
3/ One of the hallmarks of TA is its flexibility but this also means there are a lot of decisions to be made about the conceptualisation & design of your project. Our most recent paper - a beast! - walks you through these decisions & has tips on reporting: psycnet.apa.org/doiLanding?doi…
Read 35 tweets

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