Here’s an interesting paper (Greenland & Moore, 2021) that used our (Fugard & Potts, 2015) quantitative model for choosing a sample size for a thematic analysis. The authors also had a probability sample – very rare to see in published qualitative research.
Key ingredients: they had a sample frame (students who dropped out of open online university courses and their phone numbers); they wanted a comprehensive typology of reasons for drop out and suggestions for retaining students; and they could complete each interview within an average of 15 minutes (emphasis on average: some must have been longer).
Here are the authors’ conclusions:
“This study’s research design demonstrates the value of using a larger qualitative probability-based sample, in conjunction with in-depth interviewer probing and thematic analysis to investigate non-traditional student dropouts. While prior qualitative research has often used smaller samples (Creswell, 2007), recent studies have highlighted the need for more rigorous sample design to enable subthemes within themes, which is the key purpose of thematic analysis (eg, Nowell et al., 2017). This study’s sample moved beyond simple thematic saturation rationale, with consideration of the level of granularity required (Vasileiou et al., 2018). That is, 226 participants had a 99% probability of capturing all relevant dropout reason subthemes, down to a 5% incidence level or frequency of occurrence (Fugard & Potts, 2015). This study therefore presents a definitive typology of non-traditional student dropout in open online education.”
It’s exciting to see a rigorous and yet pragmatic qualitative study.
References
Fugard, A. J. B. & Potts, H. W. W. (2015). Supporting thinking on sample sizes for thematic analyses: A quantitative tool. International Journal of Social Research Methodology, 18, 669-684. (There’s an app for that.)
Greenland, S. J., & Moore, C. (2021). Large qualitative sample and thematic analysis to redefine student dropout and retention strategy in open online education. British Journal of Educational Technology.