43
Step 5: Defining and Naming
the Themes
A narrative was formed by analysing each theme
and their meanings to identify whether any of the
themes contained sub-themes, which may include
the names of the themes. The data for each theme
was cross-checked to ensure all data relevant to
the respective themes were included in the notes.
A final thematic map was produced with revision
where necessary.
The central theme evolving from the activities
were climate, community, youth and change. A
coding tree was used to present the relationships
between the identified themes, their sub-themes
and the crosslines between all categories.
The theme “climate” was coded as a parent
node, and the identified climate change stressors
were established as its daughter nodes. The climate change stressors/pressures include SLR,
storms and hurricanes, temperature rise, rainfall
patterns and drought. The theme community was
coded as a parent node and enlisted sub-themes/
clusters including unsustainable livelihoods
(tourism, agriculture and fisheries) and low community capacity. The theme youth was coded as a
parent node with youth preparedness, and the
identified youth preparedness events were
enlisted and coded under the parent node as subthemes. The theme youth preparedness was one
of the daughter nodes evolving from the data
collected from interviews with policymakers and
youth from the FGD and has the following
enlisted sub-themes/clusters, including irrelevant
education and lack of understanding of climate
change concept. The theme change was coded as
change enablers’ parent node, and the enlisted
sub-themes were subdivided into two further
themes, which include (1) youth empowerment
and (2) adaptation. The “change enablers for
youth empowerment” parent node from the data
collected from policymakers and youth has the
following enlisted sub-themes: capacity development (skills development), technological innovation and creativity and opportunities for
decision-making. The change enabler adaptation
parent node emerging from data collected from
interviews with policymakers had the following
sub-themes/clusters: (1) integration of climate
change education, (2) new CCA policy and (3)
innovations in sustainable livelihoods.
Step 6: Producing the Report
A rigorous process of data analysis was implemented with two representative analyses: (1) the
data that represented only charismatic participants and (2) the entire body of data with all
voices of all participants (Fig. 3.5).
Summary of the Thematic Analytical
Process
The thematic analysis brought together data from
each interview and focus group discussion datasets relevant to a theme. This was to ensure that
during the writing-up process, a clear and concise
depiction of the experience of the body of contributors would be given reasonably. In essence,
the thematic analysis transformed the individual
life stories of the participants to a collection of
accessible/available information concerning particular life experiences. The data presented central themes with sub-themes on the perceptions
and experiences of policymakers/senior officials
and youth adapting to climate change in small
island developing states.
Language: Translation from Local
Dialect to Standard English
Overall, most of the participants from the colleges participating in the FGDs used a combination of English and the local dialect
interchangeably, whereas those attending technical and vocation education centres and those representing
unattached/unemployed
youth
communicated solely in the local dialect. A team
of local youth researchers transcribed the conversations verbatim from the FGDs in the local dialect. During the data analysis process, the youth
researchers translated the notes that were taken in
dialect into standard English. Analysis of the data
was conducted using NVivo 11.
Koulourioris (2011) states that when researching with non-native English speakers, sometimes
their language skills may prevent them from
sharing their whole experiences during the
Section 2: Implementation of the Conceptual Framework…
Step 5: Defining and Naming
the Themes
A narrative was formed by analysing each theme
and their meanings to identify whether any of the
themes contained sub-themes, which may include
the names of the themes. The data for each theme
was cross-checked to ensure all data relevant to
the respective themes were included in the notes.
A final thematic map was produced with revision
where necessary.
The central theme evolving from the activities
were climate, community, youth and change. A
coding tree was used to present the relationships
between the identified themes, their sub-themes
and the crosslines between all categories.
The theme “climate” was coded as a parent
node, and the identified climate change stressors
were established as its daughter nodes. The climate change stressors/pressures include SLR,
storms and hurricanes, temperature rise, rainfall
patterns and drought. The theme community was
coded as a parent node and enlisted sub-themes/
clusters including unsustainable livelihoods
(tourism, agriculture and fisheries) and low community capacity. The theme youth was coded as a
parent node with youth preparedness, and the
identified youth preparedness events were
enlisted and coded under the parent node as subthemes. The theme youth preparedness was one
of the daughter nodes evolving from the data
collected from interviews with policymakers and
youth from the FGD and has the following
enlisted sub-themes/clusters, including irrelevant
education and lack of understanding of climate
change concept. The theme change was coded as
change enablers’ parent node, and the enlisted
sub-themes were subdivided into two further
themes, which include (1) youth empowerment
and (2) adaptation. The “change enablers for
youth empowerment” parent node from the data
collected from policymakers and youth has the
following enlisted sub-themes: capacity development (skills development), technological innovation and creativity and opportunities for
decision-making. The change enabler adaptation
parent node emerging from data collected from
interviews with policymakers had the following
sub-themes/clusters: (1) integration of climate
change education, (2) new CCA policy and (3)
innovations in sustainable livelihoods.
Step 6: Producing the Report
A rigorous process of data analysis was implemented with two representative analyses: (1) the
data that represented only charismatic participants and (2) the entire body of data with all
voices of all participants (Fig. 3.5).
Summary of the Thematic Analytical
Process
The thematic analysis brought together data from
each interview and focus group discussion datasets relevant to a theme. This was to ensure that
during the writing-up process, a clear and concise
depiction of the experience of the body of contributors would be given reasonably. In essence,
the thematic analysis transformed the individual
life stories of the participants to a collection of
accessible/available information concerning particular life experiences. The data presented central themes with sub-themes on the perceptions
and experiences of policymakers/senior officials
and youth adapting to climate change in small
island developing states.
Language: Translation from Local
Dialect to Standard English
Overall, most of the participants from the colleges participating in the FGDs used a combination of English and the local dialect
interchangeably, whereas those attending technical and vocation education centres and those representing
unattached/unemployed
youth
communicated solely in the local dialect. A team
of local youth researchers transcribed the conversations verbatim from the FGDs in the local dialect. During the data analysis process, the youth
researchers translated the notes that were taken in
dialect into standard English. Analysis of the data
was conducted using NVivo 11.
Koulourioris (2011) states that when researching with non-native English speakers, sometimes
their language skills may prevent them from
sharing their whole experiences during the
Section 2: Implementation of the Conceptual Framework…