Categorization and coding scheme

Even though qualitative content analysis does not necessarily require any coding, it was seen as a helpful tool to start analyzing the data. Categorization and coding were in this case used as a preliminary analysis of the data. The purpose of coding in this study was not to provide factual and holistic descriptions of the studied phenomenon, but assist in the process of interpreting and understanding the gathered data. Coding was done in order to find patterns, similarities and relationships, which would then assist the final interpretation of the data.

In the process of categorization and coding, all the transcribed interviews, both original versions and the condensed versions, were read through several times. This was followed by looking for recurring themes, which would then serve as categories. As expected it was expected, the chosen themes were very closely related to and even directly driven from the pre-planned interview themes. Eight main categories were formed that were seen to be the most relevant for the purpose of the study, and four of the categories were directly derived from theory and the rest from data, and these are: educational background, job satisfaction, life situation, drive to acquire, drive to bond, drive to learn, drive to defend and missing drives. Some categories also

were split into smaller and more detailed sub-categories, such as the drive to acquire was split into monetary pay and advancement at work. Coding was also done in terms of what part of participants answers were driven by their emotions and what parts were based on their beliefs.

After, and even before the categories were formed, repeating and recurring key words, phrases, sentences and themes were highlighted from the interview. The coding process was deductive as the coding is based on a theory and the coding was done to help clarifying the research. More on the categorization and the coding scheme can be seen on table 1 on the next page.

Table 1. Categorization and coding scheme

Labels/codes Specifications How to identify Examples educational

“If I had a different kind of educational

background I would perhaps be motivated more my money and all that”

“I am not educated what so ever, so what motivates me, is knowing that I am doing quite well despite not having a formal education”

“Currently I am unsatisfied with my work, which also means that I have very little motivation.”

“I like my work and I’m very happy with it, so yes I am motivates. It probably has a lot to do with how much I actually enjoy my work, and that it’s always nice to go there”

life situation marital status, income, possible children etc.

Participant refers to his/her life situation as a factor in regards of motivation

“Having kids might make you more motivated because you want to make sure they have a secure future”

“I like my job at the moment, but for now I do it just to survive while in university”

drive to acquire Split into sub-categories:

- monetary pay - advancement at work

Participant mentions attributes in concern with the drive to acquire in regards of motivation

“I find good compensation important. At least the pay you get should be a reflection of what you do”

“Raise in salary might make me a bit more motivated, but just for a short period of time. Soon I would forget about it”

drive to bond Split into sub-categories:

- work atmosphere and encouragement

- colleagues, being a member of a team and friendships

Participant mentions attributes in concern with the drive to bond in regards of motivation

“Sometimes you think that your colleagues and the atmosphere at work and all that does not play a big part when it comes to your motivation, but with experience I have learned how important those things are”

“I don’t think I could, or at least I would not want to work in a negative work environment. I would not be

motivated”

drive to learn Split into sub-categories:

- direct learning and challenges - intrinsic rewards

Participant mentions attributes in concern with the drive to learn in regards of motivation

“Being able to continue learning throughout your career is very important. At my work I am able to do that and it is very motivating”

“I find intrinsic rewards really important. Reward does not always need to be something physical. Kind words and feedback sometimes really do the job and motivate you.”

drive to defend Split into sub-categories:

- job security comply with the organizations values I work with.

My views need to be in lined with what I do”

“I think job security is important, but it might be something that you forget to appreciate because you take it for granted, which means that at the end of the day it’s not really playing a part in your motivation”

missing drives When any of the four drives are missing/would be missing

Missing drive is seen as a factor in regards of motivation

I don’t think you really know what truly motivates you until something you need is missing”

“Missing one of the four drives would have a major effect on motivation. There is not one that could completely compensate for another”