No universal method of data analysis is agreed within IPA (Smith, Flowers and Larkin, 2009). It is however,
…characterised by a healthy flexibility in matters of analytic development (Smith, Flowers & Larkin, 2009; p79).
In contrast to other qualitative approaches, the researcher does not impose a structure or framework on the data, within interpretative phenomenology (Nayar and Stanley, 2015). The researcher identifies the data and describes and interprets experiences as they were expressed.
An idiopathic approach to data analysis was undertaken, where the transcript of each interview was examined in detail, exploring how each individual made sense of studying OT with a disability (Wagstaff et al, 2014), before
considering the next. Thus allowing me to identify particular individual ideas and themes before general categorisation and consideration of similarities and differences (Clarke, 2009; Cronin-Davis, Butler and Mayers, 2009; Pringle et al, 2010; Smith and Osbourne, 2007; Smith, 2009). Only considering
convergence and divergence once
…the potential of the case had been realised (Smith et al, 2009; p78).
As this was the first time I had used IPA, I attempted to follow a systematic rigorous and robust approach to the data analysis as suggested by Smith et al (2009) in order to ensure that the findings ‘contribute with more confidence to the evidence base’ (Finlay, 2011; p22).
My aim was to ensure that the analysis was an ‘iterative and inductive’ (Smith et al, 2009; p79) and therefore I engaged in a cyclic process of reviewing, analysing and interpreting data ‘from the particular to the shared and from the descriptive to the interpretative’ (Smith et al, 2009; p79). I moved to and fro, thinking about my data from different perspectives. Smith, Flowers and Larkin (2009) describe the importance of the hermeneutic circle. The hermeneutic circle describes this cyclic nature of the interpretation process and the
consideration that is given to the whole and the part of many levels (Smith et al, 2009). Whilst attempting to logically follow the steps outlined by Smith Flowers and Larkin (2009) the need to move from ‘the part to the whole’ in many different ways was essential. Initially, I reviewed each individual
transcript, line by line, examining word by word the text. Setting the
individual’s words within the context of the sentence and the paragraph and within the whole interview and the individual’s life but constantly returning to review these analyses and interpretations over and over again. Then in light of these findings making comparisons with the whole data set (Smith et al, 2009).
My analysis was initially descriptive and superficial and led to theme development which reflected the responses to and the structure of the
interview rather than a deeper more interpretive analysis (see appendix 10.6). However, aware of the potential pitfalls such as treating data analysis
mechanistically to identify themes and becoming process driven I focused my attention on approaching data from a truly phenomenological perspective (Larkin and Thompson, 2011). I read, re-read and repeatedly replayed the audio recording of each interview allowing for full immersion in the data. I was interested to relive the experience of each interview, listening intently for intonation, pauses, tone of voice, the use of humour to support my
interpretations and provide a greater depth to my understanding. Moving to the transcripts, I initially explored the content, making preliminary
interpretations, summarizing and attempting to make associations whilst further exploring the semantic content. This occurred through making notes in the left hand margin of the transcript (see appendix 10.7). Emergent themes were developed, using key words, which focused on parts of the transcript and the researcher’s interpretations which were noted in the right hand margins of the transcripts (see appendix 10.7). Searching for connections across emergent themes and integrating themes which involved listing and clustering into super-ordinate and subordinate themes. Post- it notes and mind maps were used to group and regroup these emergent themes (see appendix 10.8). For each transcript a narrative summary was produced which included themes supported by verbatim quotations along with my analytical interpretations before moving on to the next transcript (see appendix 10.9). I returned to the transcripts reviewing the interview experience and taking the interpretations to a deeper level, deepening the analysis by considering metaphors and the temporal contexts and by relating other theory,
subsequently restructuring and redeveloping emergent themes (see appendix 10.10 and 10.11). Care was taken to ensure that the themes were not biased by the researcher and that interpretations were plausible, logical and reflected the ‘realities’ of the each individual. The transcripts of the first 2 participants were reviewed by the researcher and a critical friend. The process of coding and theme identification was completed separately before comparing findings. The findings identified close similarities with initial theme identification and therefore I analysed and interpreted all further transcripts alone. Supervision, the use of peer review and a critical friend allowed for the theme development to be audited, participation in reflexivity and the development of ‘coherence and plausibility of interpretation’ (Larkin and Thompson, 2011; p105). Diagrams were developed recording initial thoughts, emergent themes by case (see appendix 10.12) and then emergent themes across cases (Gee, 2011; Smith, Flowers and Larkin, 2009). Individual participant synopsis documents were developed (see appendix 10.13).
Care was taken to see each participant’s transcript with an open mind in order to do justice to the individuality of each case. Finally I began to look for
patterns across cases, clustering themes whilst noting their mutual
relationships (convergence) and their differences (divergence). Again using mind maps and post-it-notes for clustering and regrouping of themes (see appendix 10.8). Some similarities and differences in experience emerged thus promoting the idiographic perspective whilst considering some convergence and divergence of the data collected. I found the identification of super- ordinate common themes challenging. I experienced the ‘reluctance to
abandon the focus of the individual’ (p6) as described by Wagstaff et al (2104) in favour of what I saw to be reducing the uniqueness of the individual to a ‘commonality of experience’ (Wagstaff et al, 2014; p6). My challenge was moving from the individual to the shared experience, strongly aligned to idiographic concerns of IPA and reflective of my beliefs as an Occupational Therapist. I did, however, identify superordinate and sub-ordinate themes and applied these to each of the participants (see appendix 10.12). Drawing themes into a structure which demonstrates the relationship between these themes (see Figure 1) as described by Larkin and Thompson (2011).
I wanted to be open with my values and preconceptions when analysing data. I recognised the interactive process in which I had become involved and used a reflexive journal throughout the research process to assist in recognising and acknowledging my unique position within the research. The diary allowed me to record events, note ideas and develop thinking throughout the research process (see appendix 10.14). Reflexivity was an essential strategy integral to the whole research process, recognising that I was an integral part of the research and thus maintaining integrity of research was essential (Clarke, 2009; Maringer and Jensen, 2014).
3.7. Summary
Within this chapter, my decision to use IPA to explore the lived experiences of students, who have disabilities and are, studying to become an Occupational Therapist, has been justified. IPA is a hermeneutic phenomenology,
committed to idiography and as such allowed me to understand and interpret the experiences and the meaning associated with studying OT from the perspective of the individual with a disability. IPA allowed the participants voices to be heard (Larkin and Thompson, 2011) and I aimed to empower those who experience marginalisation to influence and enhance future practice (Bulk et al, 2017; Gibson, 2015). IPA allowed me to gain an insider perspective of each participant’s experience of disability whilst engaged in the occupation of studying OT.
Positioning and reflexivity were crucial throughout the research process, not only to enhance the credibility of the research but also to demonstrate the personal journey that I have experienced, thus allowing the reader to review and judge the findings in light of my values, beliefs and position as an insider researcher (Nayar and Stanley, 2015).
This chapter has considered and justified the approach used within the research. The research method has been discussed and justified and
consideration has been given to being an insider researcher. The strengths and limitations of this role have been identified.