Reflexive Thematic Analysis (RTA) as described by Braun and Clarke (2021) is an increasingly popular analytic method in qualitative inquiry. This course considers how researchers can use digital tools to enact RTA, including whether the use of Generative AI tools is appropriate for this type of analysis.
We begin with an overview of RTA, locating it within the broader landscape of qualitative data analysis method(ologies), and discussing what it means to be reflexive and to critically engage with and interpret data.
We then map out the landscape of computational support for qualitative analysis, including general-purpose tools (e.g. spreadsheets and word-processing applications), bespoke QDA programs (e.g. ATLAS.ti, Dedoose, MAXQDA, NVivo, Quirkos, etc.), and Generative-AI tools deriving from the capabilities of Large Language Models (LLMs).
The remainder of the course focuses on implementing the phases of RTA using digital tools, including consideration of whether the use of Generative AI can facilitate or hinders reflexive practice and critical engagement with qualitative materials, as has been claimed (Jowsey et al. 2025). To accomplish this, we compare the use of MAXQDA with and without its AI Assist features, with general-purpose Chatbots (e.g. ChatGPT, Claude, MS Copilot, etc.)
The aim of the course is to critically reflect, via practical experimentation, on the role of tools in the RTA process, from ethical and methodological perspectives, in the context of current debates about Generative AI. Participants will leave the course with a clear understanding of the implications of employing Generative AI and other digital tools to enact RTA, and with practical experience.
Participants will have free access to the tools used for the purpose of the course, and will be provided access ahead of the first sessions. If it is not possible for you to access these tools on your computers, you’ll be able to watch a demonstration on-screen.
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