Retelling the Riot: a Content Analysis of Okinawan Online Reporting on the 50th Anniversary of the ‘Koza Riot’

Sufficient knowledge is available about the definition, details and differences of qualitative content and thematic analysis as two approaches of qualitative descriptive research. However, identifying the main features of theme as the data analysis product and the method of its development remain unclear. The purpose of this study was to describe the meaning of theme and offer a method on theme construction that can be used by qualitative content analysis and thematic analysis researchers in line with the underpinning specific approach to data analysis. This methodological paper comprises an analytical overview of qualitative descriptive research products and the meaning of theme. Also, our practical experiences of qualitative analysis supported by relevant published literature informed the generation of a stage like model of theme construction for qualitative content analysis and thematic analysis. This paper comprises: (i) analytical importance of theme, (ii) meaning of theme, (iii) meaning of category, (iv) theme and category in terms of level of content, and (v) theme development. This paper offers a conceptual clarification and a pragmatic step by step method of theme development that has the capacity of assisting nurse researchers understand how theme is developed. As nursing is a pragmatic discipline, nurse researchers have tried to develop practical findings and devise some way to “do something” with findings to enhance the action and impact of nursing. The application of a precise method of theme development for qualitative descriptive data analysis suggested in this paper helps yield meaningful, credible and practical results for nursing.

Adult offspring of lesbian parents: How do they relate to their sperm donors?

Qualitative content analysis and thematic analysis are two commonly used approaches in data analysis of nursing research, but boundaries between the two have not been clearly specified. In other words, they are being used interchangeably and it seems difficult for the researcher to choose between them. In this respect, this paper describes and discusses the boundaries between qualitative content analysis and thematic analysis and presents implications to improve the consistency between the purpose of related studies and the method of data analyses. This is a discussion paper, comprising an analytical overview and discussion of the definitions, aims, philosophical background, data gathering, and analysis of content analysis and thematic analysis, and addressing their methodological subtleties. It is concluded that in spite of many similarities between the approaches, including cutting across data and searching for patterns and themes, their main difference lies in the opportunity for quantification of data. It means that measuring the frequency of different categories and themes is possible in content analysis with caution as a proxy for significance.

This study aimed to explore and describe women's experience of intimate relationships in connection to and after their partner's first myocardial infarction. Support from partners is important for recovery, but little is known about partners' experience of intimate relationships after myocardial infarction. The study used an explorative, qualitative design. The first author interviewed 20 women having a partner who had suffered a first myocardial infarction during the preceding year. Qualitative content analysis was used to analyse the data. Three themes emerged: 'limited life space', 'sense of life lost' and 'another dimension of life'. The women described how their self-assumed responsibility led to a more stifling and limited life. Their sense of life lost was described in terms of deficits and feeling the loss. The women also described experiencing another dimension of life characterised by three subthemes: 'uncertainty of life', 'certain of relationship' and 'share life more'. The partners' myocardial infarction had an impact on the interviewees' intimate relationships; they suffered a major loss and missed their 'former' partner, both emotionally and sexually. They struggled with the new asymmetry in their intimate relationship and felt compelled to adapt to their partners' lack of sexual desire or function. Also, their partner controlled them, which lead towards a stifling, more limited life space. Caregivers in hospital and primary care settings could apply the findings in their efforts to help couples recover or maintain intimate relationships following myocardial infarction.

The analysis of narrative data frequently raises methodological concerns oscillating between, on the one hand, the necessity to structure and highly heterogeneous and descriptive data for operationalizing analysis and, on the other hand, the interest to preserve the subtlety and context of narration for enhancing analysis. Based on existing research that evidences the inherent coherence of qualitative analysis for narrative data and the operational advantage of quantifying narrative data via textual analysis, this paper presents a methodological exploration combining textual analysis and qualitative content analysis to analyze narrative data. Positioning this methodological process within an abductive approach, this research assesses an analysis conducted on 75 narrative texts written by employees and managers about their work and shows that 1) the textual analysis, with its quantifying techniques, helps peruse and structure narrative data, particularly heterogeneous and massive data; 2) the interaction between quantifying techniques supported by textual analysis and qualitative content analysis based on interpretation favors the interaction between deductive reasoning and inductive reasoning during the analytical process and therefore reinforces the interpretative robustness of qualitative content analysis; 3) if qualitative content analysis cannot intrinsically dissociate from the subjective interpretation, textual analysis might provide relative objectifying adjustments to the subjectivity of interpretation. The paper ends by presenting propositions and recommendations with regard to the utilization of quantifying techniques in the qualitative analysis of narrative data.

Beyond theming: Making qualitative studies matter.

In this chapter, we will discuss the “big four” approaches to qualitative analysis – qualitative content analysis, thematic analysis, grounded theory, and discourse analysis – before briefly describing four additional commonly used approaches. Some of these approaches are empirical, either theory-driven or inductive, identifying observable concepts in the data. In others, research is from a social constructionist perspective, incorporating the researcher’s interpretation as an essential part of the analysis. Some methods, such as thematic analysis, can be used for either approach. This epistemological range means that, as with quantitative analyses, it is essential to select the appropriate method for analyzing the data, and the rigorous procedures involved in qualitative methodology must be followed meticulously.

This chapter explores the parameters of and a systematic approach for conducting a qualitative content analysis (CA). Qualitative content analysis can be divided into three distinct approaches: conventional, directive, and summative. A conventional approach to qualitative content analysis is used to describe a communication event. The approach is inductive since no pre-set codes, standards, or expectations are imposed on the data. A directive qualitative content analysis draws on existing theory and research to help guide the coding process, but existing theory or research is seen as insufficient for a complete understanding of the data. A summative qualitative CA starts in a similar fashion to a quantitative CA. A thematic analysis is a straightforward way to analyze qualitative data, particularly data related to interpersonal and relational issues. Owen outlines a three-step process one can take when analyzing transcripts of qualitative data: recurrence, repetition, and forcefulness.

BackgroundUS schools increasingly implement commercially available technology for social media monitoring (SMM) of students, purportedly to address youth mental health and school safety. However, little is known about how SMM is perceived by stakeholders, including the students who are the focus of these efforts.ObjectiveWe aimed to assess attitudes toward SMM in schools among 4 stakeholder groups and examine reasons for holding supportive, neutral, or unsupportive views toward the technology. We also sought to explore whether any differences in attitudes were associated with binary sex, race, ethnicity, sexual orientation, or gender identity.MethodsIn October 2019, we conducted a convergent parallel mixed methods web-based survey of young adults (aged 18-22 y; n=206), parents (n=205), teachers (n=77), and school administrators (n=41) via Qualtrics web-based panels. We included Likert-type survey items to assess perceived benefits, risks, and overall support of SMM in schools and test for differences based on stakeholder group or demographic characteristics. We also included open-ended questions, and the responses to these items were analyzed using thematic content analysis of reasons given for holding supportive, neutral, or unsupportive views.ResultsThe tests of group differences showed that young adults perceived lower benefit (P<.001) as well as higher risk (P<.001) and expressed lower overall support (P<.001) of the use of SMM in schools than all other stakeholder groups. Individuals identifying as nonheterosexual also perceived lower benefit (P=.002) and higher risk (P=.02) and expressed lower overall support (P=.02) than their heterosexual counterparts; respondents who identified as people of racial and ethnic minorities also perceived higher risk (P=.04) than their White counterparts. Qualitative thematic content analysis revealed greater nuance in concerns about SMM. Specifically, the primary reasons given for not supporting SMM across all stakeholder groups were (1) skepticism about its utility, (2) perceived privacy violations, and (3) fears of inappropriate or discriminatory use of the data. Within the young adult group in particular, concerns were also raised about (4) unintended and adverse consequences, including the erosion of trust between students and school institutions and administrators, and the chronic adverse effects of constant or prolonged surveillance. Thematic analysis also showed that individuals in every stakeholder group who indicated overall support of SMM were likely to cite the potential for enhanced school safety as the reason. Young adults’ overall stances toward SMM were the most polarized, either strongly for or strongly against SMM, and responses from teachers indicated similar polarization but more often favored support of SMM in schools.ConclusionsThis study found differing perspectives among stakeholder groups regarding SMM in schools. More work is needed to assess the ways in which this type of surveillance is being implemented and the range and complexity of possible effects, particularly on students.

The aim of the present study was to examine the pathology of social-civic education in lower secondary school students in Iraq, based on content analysis of social studies textbooks with an emphasis on the standards of the National Council. This research, in terms of its objective, falls under developmental and applied studies and is categorized as qualitative in terms of approach. Regarding data collection method, it is a documentary research carried out using qualitative content analysis. In the content analysis section of this study, social studies textbooks of the lower secondary school level and the upper-level national documents of Iraq were analyzed. In the Delphi consultation section, 40 Iraqi education experts were selected as the research sample. The study employed a qualitative content analysis method and a researcher-made questionnaire for the expert opinion section. In this study, data reliability and confirmability were confirmed, and the qualitative analysis was performed by two coders. The inter-rater agreement for the conducted analyses reached 79.6%. The obtained data and information in the systematic review section were analyzed using thematic analysis, and in the Delphi section, descriptive statistics such as mean, median, and frequency, as well as the inferential Kendall’s W test, were used. The results of the thematic analysis, after categorizing the initial codes, identified four organizing themes (objectives [cognitive, affective, and skill-based], content, teaching and learning strategies, and evaluation), which together shaped the overarching theme of the social-civic education program for lower secondary school students. Among these, the level of expert agreement on the extracted indicators was reported as adequate. Accurate identification of the challenges and addressing them in Iraqi secondary schools requires the development of appropriate standards and strong enforcement mechanisms.

This case reflects on key differences between thematic analysis and qualitative content analysis. I describe how I pivoted from a thematic analysis to a content analysis mid-way through a project analyzing environmental and sustainability education resources. My research question and the assumptions I had about the status of the data I was analyzing were more suited to qualitative content analysis, with its systematic procedures for reducing data and producing descriptive (though interpreted) statistics. Many of the mistakes I made with this project can be traced back to me using a tried and tested approach to analysis rather than critically reflecting on my assumptions and the best ‘fit’ between method, methodology and data. I write this case in the hope that other researchers can choose between these apparently similar approaches by arguing that the two have quite different underlying logics behind them.

Qualitative content analysis (QCA) is often used in social and health sciences. However, as there are different approaches to using QCA, it can be challenging to understand and use the method. Recent articles have described what QCA is, and how it differs from other qualitative methods, such as thematic analysis and grounded theory. This article contributes to the methodological literature by framing the analytical process of QCA within the hermeneutic paradigm, specifically, it is based on the theoretical premises of philosophical hermeneutics. Thus, the aim is to describe how to conduct an inductive QCA clarifying how the analysis is based on preunderstanding and how meaning is grounded in the context. Further, to show how results can be developed and serve as reliable explanations to the problem under study. Hence, this presentation of the method seeks to bring clarity to the methodological and philosophical premises and the use of terminology.

The integration of different analytical approaches allows harnessing their respective benefits. Nonetheless, the integration of varied methods is challenging, primarily due to the scarcity of comprehensive guidelines for such complex analyses. This paper introduces a five-step approach for combining two distinct research methods: qualitative content analysis and narrative analysis as a useful tool for researchers working under critical realist paradigm, or those who just wish to use both – categorizing and connecting approaches – in their research analysis. Qualitative content analysis plays a crucial role in categorizing insights from data. However, an exclusive reliance on content analysis might result in the loss of important contextual aspects associated with these insights. Consequently, narrative analysis becomes valuable, as it enables linking diverse elements in the data, such as the subject of study, its context, associated events, and identified categories. The process of combining the qualitative content analysis and narrative analysis method introduced in the current study was formulated during a doctoral research project within a critical realist paradigm, which necessitated a thorough consideration of both the subject matter and its context. In response to the absence of guidelines for combining content and narrative analysis, the author developed and tested a unique process during her research project. Employing the suggested approach of connecting content and narrative analysis can assist researchers, particularly those applying the critical realist paradigm in the process of generating contextually situated yet generalisable results. From a practical standpoint, innovative research methods and more comprehensive insights from academic studies enhance our understanding of various patterns in the business and management landscape.

Research has a long tradition of quantitative research which still dominates many university courses on research methods. Qualitative research is a younger phenomenon that was established in research after the second world war. An emerging research field that needed new analysis methods tailored for qualitative data. Two of the most frequently used approaches in qualitative data analysis are content analysis and thematic analysis. In several aspects content analysis and thematic analysis both share a common approach to analytically examine qualitative data, and the fact that they have been used interchangeably has made it difficult for the more unexperienced researchers to distinguish and choose between them. The aim of this study is to examine doctoral students’ perceptions of qualitative analysis with content analysis and thematic analysis. The study had a qualitative approach with data collected from two webinars on qualitative data analysis, where a total of 76 doctoral students participated. Data consists of participant reflections in a Padlet on content analysis and thematic analysis at the two webinars. Webinar participants have given their consent to use their reflections in the Padlet for research. Content analysis with an abductive coding approach was used to analyse the collected data and formulate categories that answer the study’s aim and research question. Results show both perceived similarities and differences between content analysis and thematic analysis. Both are perceived to have a similar process in the coding of data, although content analysis has a wider selection of coding approaches and thematic analysis support deeper immersion. Content analysis is also perceived as more practical and straightforward, while thematic analysis is perceived as more intuitive and faster to learn. Both content analysis and thematic analysis are perceived to have individual opportunities and challenges that make them appropriate for different types of research. Findings presented in this study can be used by researchers at any level to explore similarities and differences between content analysis and thematic analysis, and where to apply them in research.

This essay analyzes a locally networked resistance movement against the Phulbari Coal Project, an immense open-pit coal mine excavation project initiated by the multinational corporation Asia Energy (U.K.) in Bangladesh. The project was violently brought upon the rural and Indigenous peoples in 2006 but met with a formidable resistance that forced the company to halt the project and leave the country. The success of the protest was amplified by shows of solidarity from international environmental justice movements. We argue that the mobilization of movements and protests like this signify a global arcade of networked activism against transnational and geomorphic extractivism. Drawing from interviews and qualitative digital media content analysis, we identify common themes, similarities with global appeals and vocabularies, and the communicative architecture of the movements, including their digital turn. We pay attention to how local voices were picked up by national and transnational alliances. Although deeply situated in local cultures, the Phulbari movement shows that antiextractivism has become a digitally networked and globally circulated cause.