Table 2.

How the research team enacted Ajjawi and Higgs’ 6 stages of hermeneutic analysis, including integration of participant-voiced poetry

Ajjawi and Higgs’ analytic stage	Activities in line with Ajjawi and Higgs’ recommendations	Activities using and integrating research poetry
1. Immersion	The research team manually transcribed all data to foster familiarity AP and MB then engaged in repeated readings of the transcripts, both independently identifying first order constructs from all transcripts Following this initial identification, AP and MB met to discuss the constructs, subsequently returning to the data to deepen their own understanding as to the meaning of the previously identified first-order constructs	Each interview transcription and raw audio was reviewed in detail and notes made in the margins of transcripts regarding participant tone, emphasis, use of pauses, rhythm and syntax Transcripts were reviewed for repeating words, phrases and expressions Butler-Kisber recommends researchers make efforts to replicate participant emphasis and tone in prose, this process emphasised these considerations
2. Understanding	MB developed an overall set of first-order constructs, taking into account previous discussions held with AP. Where possible, first-order constructs were expressed using participants’ own words Following creation of one list of first order constructs, the entire research team met to discuss the final list in depth Further to this detailed discussion, GF reviewed three randomly selected transcripts, examining the list of first-order constructs alongside original data for concordance
3. Abstraction	MB, AP and GF met discuss their personal observations and understandings of first-order concepts Where relevant, and in line with other work utilising this framework (Bynum IV et al., 2019), educational theory was discussed at this stage. Multiple and multidimensional transition theory (MMT) was identified as relevant The entire team formed a list of second-order constructs. MB used this list to re-analyse all 7 transcripts As the second-order constructs were founded in the meaning of multiple individuals, GF secondarily re-analysed all transcripts using the list of second-order transcripts Multiple discussions were held throughout this process in order to deepen analysis and resolve discordance A whole group meeting (MB, AP, NY, GF) was undertaken, where second-order constructs were reviewed, ensuring credibility and concordance with original data Second order constructs were grouped into sub-themes by MB and GF in a joint meeting	The content of each transcript was reviewed to highlight poignant sections of narrative or metaphor relevant to the list of second order constructs identified from traditional analysis MB constructed one participant voiced research poem for each second-order construct identified. Each poem was taken from one participants’ interview, displaying their own words in chronological order in an attempt to represent underlying meaning, whilst maintaining participant voice Within the whole group meeting (MB, AP, NY, GF) participant-voiced research poems were evaluated alongside second-order constructs. Scrutiny of research poetry alongside the agreed list of second-order constructs not only deepened analysis and prompted reflexive discussion, but refined initially presented poetry, ensuring fit
4. Synthesis	Sub-themes were grouped into themes. This was facilitated by returning to data immersion alongside engaging in the contemporary transition literature base Cycles of writing were undertaken by MB to elaborate first upon sub-themes, and subsequently upon identified themes A document including this writing in full and all research poems was circulated to the entire research team, who then met to analyse the identified themes critically, negotiating changes to add clarity and best represent the underlying first- and second-order constructs. Critical analysis of thematic groupings alongside identified constructs and participant-voiced poetry, allowed for clarification of final themes ensured fit	Participant-voiced research poems for each identified second order construct were reviewed to assist with the grouping of sub-themes into themes As part of the cycles of writing, initial research poems were revised, combining second-order construct poems into sub-theme poems for each participant, where several second order constructs were present in one participant transcript. Creation of these poems facilitated thoughts regarding thematic connections As every participant did not speak of every second order construct contributing to a sub-theme, a small minority of poems did not fully encapsulate described sub-themes and were excluded from final data presentation Research poems and cycles of writing were integrated into one document for presentation to the full research team
5. Illumination	MB examined the connections between identified themes and sub-themes, reconstructing these themes into a narrative form of data presentation	Research poems assisted greatly within this stage, already acting as a form of illustrative narrative highlighting connections between themes in their revised form. MB read and re-read all research poems written for each second-order construct, evaluating them alongside their original data and original second-order constructs for concordance and fit as sub-theme poems
6. Integration	Themes were tested and refined through group discussion of the illustrative narrative and final set of research poems, presented also in narrative format, by MB Original themes were scrutinised alongside the thematic narrative and adjustment made, where necessary, to ensure to fit with, and appropriate portrayal of, participant recounts as a group The thematic narrative and poetic narrative were combined, then reviewed by the team as a whole for concordance	Research poems were presented in narrative format by MB Original themes were scrutinised alongside the poetic narrative and adjustment made, where necessary to ensure fit with original data Although some second-order poems were excluded when they could not contribute to a full sub-theme for a participant, use of research poetry alongside traditional analysis ensures all data is accounted for and presented The poetic narrative and thematic narrative were combined, then reviewed by the team as a whole for concordance