Table 1 Description of the steps of the... | Emerald Publishing

Table 1

Description of the steps of the thematic analysis

Step number	Description of the steps of the thematic analysis
Step 1	We read through the transcribed materials from the student youth’s discussion multiple times, focusing on poignant statements and interesting ideas expressed by the students
Step 2	In the transcribed Word documents, we identified recurring ideas of interest using systematic colour codes
Step 3	Reviewing the colour coded documents, we compiled similar student statements and together discussed how these could form primary themes (level 1) as well as sub themes (level 2). Sub-themes we carefully extended out of the primary themes to retain coherence in the thematic analysis. Using comparative readings, we considered alternative themes and how the sub-themes related to each other
Step 4	Three primary themes of the students were identified, biomedical, social-cultural and sensory value-knowledges (level 1 themes). These were further reviewed and refined in terms of nuance into a set of four sub-themes for each primary theme (level 2 themes). Drawn together these themes and sub-themes formed a thematic “map” for our further analysis highlighted in illustration 2. As we moved forward in the subsequent steps of our analysis we drew on this map to position our results
Step 5	As part of this step, primary and sub-themes were re-checked against the empirical materials to make certain that no important aspects of the student’s discussions were unaccounted for in the themes
Step 6	To provide readers with convincing arguments for our analysis, illustrative examples were selected out of the coded empirical materials. These were aimed at justifying the primary and sub-themes and to support our analytical results and conclusions. Throughout this final step, the paper’s aim and research questions guided the analysis and writing of the analytical report

Step number	Description of the steps of the thematic analysis
Step 1	We read through the transcribed materials from the student youth’s discussion multiple times, focusing on poignant statements and interesting ideas expressed by the students
Step 2	In the transcribed Word documents, we identified recurring ideas of interest using systematic colour codes
Step 3	Reviewing the colour coded documents, we compiled similar student statements and together discussed how these could form primary themes (level 1) as well as sub themes (level 2). Sub-themes we carefully extended out of the primary themes to retain coherence in the thematic analysis. Using comparative readings, we considered alternative themes and how the sub-themes related to each other
Step 4	Three primary themes of the students were identified, biomedical, social-cultural and sensory value-knowledges (level 1 themes). These were further reviewed and refined in terms of nuance into a set of four sub-themes for each primary theme (level 2 themes). Drawn together these themes and sub-themes formed a thematic “map” for our further analysis highlighted in illustration 2. As we moved forward in the subsequent steps of our analysis we drew on this map to position our results
Step 5	As part of this step, primary and sub-themes were re-checked against the empirical materials to make certain that no important aspects of the student’s discussions were unaccounted for in the themes
Step 6	To provide readers with convincing arguments for our analysis, illustrative examples were selected out of the coded empirical materials. These were aimed at justifying the primary and sub-themes and to support our analytical results and conclusions. Throughout this final step, the paper’s aim and research questions guided the analysis and writing of the analytical report

Source(s): Authors' own work