Applying thematic analysis to analyse press coverage in cross-country comparative research: A qualitative study protocol

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet


The aim of this exploratory study is to investigate similarities and differences in how the press report on school education and policy in England and Germany. For the purpose of analysing relevant regional and national press coverage, we will create four data sets. Inspired by Bourdieu’s theories of the state and work in relation to news media, and applying thematic analysis, we will investigate which specific contents are reported and how issues are covered. To provide contextual information we will also survey who is given voice in the data and which article types are prevalent. Time frame and sample size for this study are determined by balancing the partly conflicting goals of (a) paying due attention to the exploratory ethos of the investigation, (b) analysing a relatively large number of articles, and (c) working with a manageable size of the data set. On the basis of the empirical findings, we will draw conclusions about the relationship between educational policy and the press, adopting a cross-country comparative perspective.
ZeitschriftThe International Journal of Qualitative Methods
Seiten (von - bis)1-6
Anzahl der Seiten6
PublikationsstatusErschienen - 21.06.2023

Bibliographische Notiz

Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study is part of the CODIP project which is funded by the Quality Initiative Teacher Training (Qualitätsoffensive Lehrerbildung), a joint initiative of Federal Government and the German states. The financial means were provided by the Federal Ministry of Education and Research (BMBF) (Support code: 01JA2002). We also acknowledge support by the German Research Foundation (DFG) and the Open Access Publication Fund of Leuphana University Lüneburg.

Publisher Copyright:
© The Author(s) 2023.