The objective of this report was to use qualitative analysis methods to look at a transcript of

a phone interview. Our teacher gave us three questions to talk about, and we could see how
to do a subjective study. In the report, question 1 discusses the role of research design as
well as the parts of qualitative information. It also talks about the good and bad things about
this research, and how important research design is. Second, question 2 asks you to look for
common themes in the interview transcript. The examination goes through each step of the
themes and coding process to find the right themes. It also includes the creation of a
thematic map. Finally, question 3 talks about the most important findings and how they
connect to important literature. This discussion is based on the themes that were mentioned
in question 2.

Qualitative research is a process of social research that looks at how people interpret and
understand their experiences and the world they live in. It is an "umbrella term," and it refers
to a wide range of methods that are used in this sort of research (Atkinson et al., 2001:7).

According to Denzin and Lincoln (2011:6), qualitative research is difficult to characterise

because it doesn't make sense. It doesn't have any ideas or beliefs that are unique to itself.
Not either does it have a set of unique strategies or practices that are all its own. This shows
that it is a very big church that uses a lot of different methods and procedures from different
types of research. Despite this, some scholars have begun to figure out what qualitative
research is all about, despite the fact that it's different from quantitative research and its
basic assumptions don't agree. As Miles, Huberman, and Saldana (2013) show, most
qualitative research has a couple of things in it. It is done through direct contact with people
in a "field" or real-world setting. The examiner's job is to get a "comprehensive" or
incorporated overview of the evaluation, including the views of the people who took part. The
main goal of the research is to understand how people behave and account for their actions.
It's important for qualitative researchers to think about legitimacy and reliability when they
write up a review, break down results, and judge the essence of the review, Patton says.

Qualitative data may be obtained from a variety of sources. Field studies are the most well-
known, in which the investigator visits a location to gather information, typically via
observations or interviews. While comments, such as field notes and inspection, are more
likely to provide qualitative data, interviews may be used to collect quantitative and
subjective data. Concurrently, contextual studies may involve using research tools such as
questionnaires, interview schedules, and perceptions, all of which could offer personal
information (Gray, 2014).

2.2 Qualitative Research's Advantages and Drawbacks

Qualitative researchers have been chastised for relying too much on interviews and focus
groups at the expense of other methodologies such as ethnography, observation, narrative
investigation, case studies, and conversational assessment. When conducted correctly,
qualitative research provides many advantages. A strength is that information based on
learned human experience is influential and, at times, more compelling than quantitative
information. But, research quality is heavily dependent on the analyst's particular attributes
and is more easily influenced by the analyst's own biases and peculiarities. Another
advantage would be that interviews aren't limited to queries and maybe continually led by
the analyst. Nonetheless, qualitative research is usually not valued and recognised similarly
to quantitative analysis (Anderson, 2010).

2.3 The Value of Research Design

According to Zikmund et al. (2013), A study design is a ground-breaking method that
outlines the tactics and practices for obtaining and examining the essential data. It provides
a framework or plan of action for the study. The research design has a significant influence
on the consistency of the results obtained. As a result, it provides a solid foundation for the
whole study. It is essential since it is crucial for the proper running of various research
procedures (Universalteacher.com, 2017).

Braun and Clarke (2006:78) state that Thematic Analysis is a "foundational technique for
qualitative analysis." The primary motive for using this strategy is to search for themes or
examples in an informative index. Thematic analysis is a methodical but adaptive and
accessible method of examining qualitative data, and it is systematic in the sense that it
provides a purposeful and cohesive strategy for reviewing the material provided. Some
phases offer a set of guidelines for attempting Thematic analysis. These strategies involve
familiarising yourself with your data, creating initial codes, looking for themes and perceiving
connections, refining themes, and testing proposals.

3.1 Familiarisation with the obtained data

Before commencing theme analysis, it is critical to be familiar with the material. Because the
transcript has already been delivered, this may be accomplished by thoroughly reviewing the
transcripts before beginning the test (Caulfield and Hill, 2014). This step entails looking for
implications and recurrent themes and instances in the data (see appendix 1). Without
acknowledgement, the expert will be unable to participate in the subsequent diagnostic
processes. Data familiarisation is essential while analysing information (Saunders, Lewis
and Thornhill, 2015).

3.2 Creating the First Codes

This step begins after you have been acquainted with the provided transcript and have
produced a list of ideas on what is in the data and what fascinates you. Next, this step
entails creating preliminary codes from the data by emphasising the interview (see appendix
1). Codes identify a piece of information that piques the researcher's interest and "the most
fundamental segment, or fragment, of the raw data or information that may be analysed in a
meaningful manner addressing the phenomena" (Boyatzis, 1998: 63). The coding process is
an inquiry (Miles & Huberman, 1994) since the researcher is sorting out the material into
significant categories (Tuckett, 2005). In every instance, the coded information differs from
more elaborate theme units. The themes produced in the next step are where the
interpretive inquiry of the material occurs and in conjunction with which contentions
regarding the event under examination are made (Boyatzis, 1998). Appendix 2 depicts this
period.

3.3 Looking for themes

This is when the investigator categorises the codes into potential themes, collecting all
relevant information for each subject. Using thematic maps to create visual representations
of the concepts is often beneficial. As a result, specific codes may frame core issues, while
others serve as sub-headings. A few themes may not initially match into the subject guide
and are given temporary titles such as 'incidental' (Gray, 2014). Appendix 3 has a map of
this early stage.

This step concludes with a collection of themes and sub-themes and any information
fragments classified concerning them. There'll be a sense of the significant individual pieces
at this time. Regardless, no one will be disappointed by this term since it is questionable
whether the issue holds or whether it can be joined, refined, isolated, or disposed of without
looking at every extract in detail (Braun and Clarke, 2006).

3.4 Examining themes

This begins with the creation of a group of competing subjects and involves the
enhancement of those subjects. During this stage, it will become evident that certain
competing topics are not themes, while others may collide. Different subjects should be
divided into distinct topics. Information inside themes should absolutely comply together if
there is well-defined and noticeable improvement between them (Braun and Clarke, 2006).
This contains two levels of evaluating and changing the issues shown in Figure 2. The first
level takes into account the level of coded information. Reread all of the material that
corresponds with each subject to ensure that all of the information forms a clear example.
The next level is a survey at the topic level (Sites.google.com, 2017). Appendix 4 depicts this
stage.

3.5 Theme definition and naming

This is the last step, which starts after an appropriate thematic map of the material has been
created - see Appendix 5 for the most recent changes. Following that, the examiner
describes and refines the topics that will be accessible in the inquiry, as well as analyses the
material included within them. 'Characterize and refine' entails identifying the'substance' of
the subject and determining what set of information each topic captures. This should be
achievable by going through the previously acquired material for each issue and categorising
it into appropriate and internally consistent account accompany narratives (Braun and
Clarke, 2006).

The transcript revealed many themes, including strategy, development, environment

employability, and risk.

Strategy (4.1)
During the conversation, it was revealed that one of the most important goals for every
organisation is to learn, expand, and ensure long-term viability. However, it should be done
in a more compelling manner in order for the organisation to grow and expand. This is
shown by the following quotation: "Organisations aren't static; they are always changing and
evolving."

4.2 Advancement
The second topic discovered during a thematic study was development. Each organisation
must grow in order to handle further growth and overcome minor financial adjustments. A
company should be adaptive and capable of adapting to both internal and external factors
that may impact operational management. The transcript quotation that supports this subject
is "constantly evolving, expanding, and increasing."
4.3 The Environment
Third, it is stated in the transcript that UWS is aware that they, as an organisation, must
consider the natural impact they have. "Whether it's recycling, lowering our electricity use, or
switching to a more sustainable kind of energy, thinking green and manageability are
essential challenges for any organisation." We need to have a more nuanced perspective of
the power that we and organisations wield."

4.4 Prospective Employability

Fourth, employability was a major theme that was repeated throughout the text. The
discussion discussed how UWS is preparing and preparing its understudies for the future via
training. "We take the problem of employability extremely seriously in our teaching and
learning of business and operations at UWS," says one professor. Wye is the author of the
relevant material that supports this idea (2009). This author indicates that the college
students are all extremely capable of showing all of the specific attributes listed. Qualities
like adaptability, aggressiveness, vivacity, and enthusiasm indicate that pupils have an
abnormally high level of proficiency in satisfying the needs of enterprises. These particular
characteristics are significant since it requires a person's passion, vigour, and enthusiasm to
surpass expectations in his or her job. A versatile personality is required to adapt to
unanticipated changes, whether within the set of professional obligations or within the
hierarchical structure.

4.5 Danger
Finally, it is critical for businesses to concentrate on risk management. Risk management is
an essential component of effective operational administration and strategy. An
organization's future and development may be divided into two categories: internal and
external risk. Organizations must understand this and then respond to it effectively: "Risk is
about future events and it spans throughout an organisation." According to Stulz (1996), risk
management may assist an organisation achieve both its perfect capital structure and its
ideal ownership structure by removing downside risk and reducing and minimising the
regular expenditures of monetary annoyance.

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