Getting to Grips with Reflexive Thematic Analysis

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.

The course covers: 

• 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 

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

Course format 

This course will be delivered online on the 30th September 2025, running from 9:30 AM to 4:30 PM. The sessions will consist of discussion, lectures, independent work, group work, and interactive feedback (Q+A). The participants will have three breaks: two short 15-minute pauses (morning and afternoon) and a 45-minute lunch break.  
 
The course leader

The course is Led by Dr Christina Silver, an Associate Professor (Teaching) in the Department of Sociology at the University of Surrey and has designed, coordinated and delivered awareness-raising, capacity-building and training in qualitative methods and the use and implications of digital-tools for qualitative analysis since 1998.  Christina has contributed significantly to Computer Assisted Qualitative Data AnalysiS (CAQDAS) pedagogical development, including co-developing the Five-Level QDA method, and has published widely in the field. She is Director of the CAQDAS Networking Project and Co-Founder and Director of Qualitative Data Analysis Services (QDAS) Ltd.  
 
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.
 
Preparatory materials required:

Participants are required to read the following article before attending the course, and to summarise in their own words, the key points from their perspective.

• Braun, V., & Clarke, V. (2022). Toward good practice in thematic analysis: Avoiding common problems and be(com)ing a knowing researcher. International Journal of Transgender Health, 24(1), 1–6.  

The article is available open access from either of the two links below.  

• Link 1 
• Link 2

There will also be sample data that participants will need to familiarise with before attending the course, which will be made available to registered participants 2 weeks before the course.

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If you have not previously created an account for the Online Store, you will need to create an account to make a booking.