Getting to Grips with Reflexive Thematic Analysis

Course overview and aims

This one-day online course provides a comprehensive introduction to the principles and practices of Reflexive Thematic Analysis (RTA). It balances theoretical discussions with hands-on practical exercises to facilitate participants to understand and be able to enact an RTA themselves. This involves discussion of the underpinnings of RTA, the centrality of reflexivity and quality, and how to document and communicate analytic practice as well as learning how to enact the six phases of RTA – i) familiarisation, ii) coding, iii) generating initial themes, iv) developing and reviewing themes, v) refining, defining and naming themes, and vi) writing-up.

The aim of this course is to open up thinking about the processes of qualitative analysis and enable participants to enact RTA in flexible, iterative and reflexive ways as appropriate to the needs of their projects. To this end, the course is interactive, combining discussion, demonstration and practical exercises. Participants will work in small groups and engage in individual reflection during the day, as well as actively contribute to discussions.

The course does not teach the use of digital tools for accomplishing the phases of RTA, but these are outlined, and sources of further information and learning are provided should participants like to explore the options further.

Course Content

The course covers:

• Thematic analysis approaches in the context of qualitative research
• Principles and methodological underpinnings of RTA
• Planning an RTA
• Understanding and enacting the phases of RTA via practical exercises
• Codes, Coding, and Themes – what are they and why are they important
• Reflexivity and its centrality to RTA
• Accomplishing and evidencing quality in RTA practice
• Tools available for enacting RTA (pen-and-paper and computer-assisted methods)

Learning objectives

By the end of the course participants will:

• Understand the characteristics of Reflexive Thematic Analysis (RTA) in comparison to other approaches
• Be able to describe and enact the six phases of RTA (familiarising, coding, generating initial themes, develop and review themes, refine, define and name themes, write-up)
• Be able to engage in and document reflexive practices throughout the analysis process
• Understand the importance of quality and what it looks like in RTA practice
• Consider the appropriateness of different tools to facilitate RTA
• Know where to access further resources to develop RTA practice

Format and documentation

This course is delivered in a series of live online sessions during the day that combine discussion, demonstration and hands-on exercises.

To deliver as tailored an experience as possible, we contact you on enrolment in order to understand your research goals and analytical strategies. Additionally, our participant numbers are capped to a small group size, allowing us to cover the core topics, as well as specialist needs arising out of individual projects.

Participants have the opportunity to discuss their qualitative projects with each other, and with the facilitators.

Participants are provided with slide decks, reading lists and resources to further knowledge about the topics covered during the day.

Who is this course for?

Students and ECRs in any discipline

Pre-requisites

There are no formal pre-requisites, but participants who have a general understanding of the principles of qualitative data analysis will find the course easier to follow. The course discusses software for RTA but does not use it.

Facilitator

Christina Silver, PhD is the director of Qualitative Data Analysis Services and manager of the CAQDAS Networking Project at the University of Surrey, UK. Christina’s interests relate to the relationship between technology and methodology and the effective teaching of qualitative methods and digital tools. She is co-author of Using Software in Qualitative Research: A Step-by-Step Guide (Sage publications, 2007, 2014) and Qualitative Analysis using ATLAS.ti/MAXQDA/NVivo: The Five-Level QDA® Method (Routledge 2018). Christina has trained more than 11,000 researchers around the world in qualitative methods and the use of digital tools for analysis, since 1998, and is a Fellow of the UK Academy of Social Sciences.

About Qualitative Data Analysis Services

QDA Services provide tailored and flexible training, consultancy, coaching and analysis for qualitative and mixed-methods researchers. We specialise in facilitating high-quality analysis through the powerful use of digital tools. Our website provides information about our work, including our pedagogy - the Five-Level QDA method, which underpins the way we think about, undertake and teach methods and tools.