using the 'life grid' interviewing method as a qualitative research tool
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TRANSCRIPT
Transitional activities for widening participation: Exploring a “Life Grid” approach in
understanding the early HE experiences of students in one institution
RESEARCH TEAM
Dr Linda Murray - Director of Academic Practice Development Unit
Dr Julia Stephenson - Research Fellow
Anu Sharma and Natalie Parnis - Members of the Learning and Technology Advisory
Team
Overview of our Workshop
Project overview
Introduction to the Life Grid methodology
The Transitional Experience Life Grid
Fishbowl Life Grid demonstration
Life Grid activity
Discussion of the methodology in practice
Method of analysis
Outcomes of the project so far
The e-Transition Project
ObjectiveTo facilitate the transition of mature students and those with non-traditional qualifications into Higher Education.
Preparatory Programmes - ‘E-Welcome’ and ‘Higher Education Preparation’
‘GetPROGRESSive’ – e-portfolio PDP activities
Research study.
Interventions
The Research Aim
To explore factors that impinge on students’ lives as they adjust to studying at University.
Introduction to the ‘Life Grid’ method
History / background
Prior uses include the work of:Odette Parry, Carolyn Thomson, Gerry Fowkes (1999, 2001)David Blane & Lee Berney (1996, 2003)
A method for collecting retrospective data
Participatory interviewing techniqueSarah Wilson, Sarah Cunningham-Burley, Angus Bancroft, Kathryn Backett-Milburn & Hugh Masters (2007)
Allows for the construction of a visual temporal framework.
Life Grid Structure
Bell, 2005
Berney & Blane, 2003
Parry et al, 1999
Parry et al, 1999
Critical Advantages of the Life Grid
Good aide memoire
Stimulates accurate recall
Visual and interactive thus engaging
Facilitates discussion
Improves rapport between interviewer/interviewee
Facilitates the asking of difficult questions
Generates an informal atmosphere
Decreased eye contact puts student at ease.
Berney & Blane (2003)
Berney , L. & Blane, D. (2003) The Lifegrid method of collecting Retrospective Information from People at Older Ages. Research Policy and Planning, 21(2), 13-22.
“The lifegrid approach is extremely flexible and allows
for the subject to determine the recall cues. The
researcher can quickly identify those areas which assist
the recall process whilst simultaneously developing
rapport. This should not be understated.” (page 19)
The Transitional Experience Life Grid
“The grids were A2 in size”
“One grid per interviewee”
“Interviewer and/or interviewee
completed the grid”“Interview duration approximately 45
minutes”
“39 students were interviewed”
Flashbulb column
Y axis: weeks in Term 1
X axis: different life areas
“Interviews were audio-recorded”
Nature of the Life Grid Interview
OVERVIEW
Semi structured qualitative conversations were supported with the Life GridStudents were encouraged to bring diaries to aid in recalling datesGrid completion was a joint endeavour between researcher and intervieweeNote-taker was present to take additional notes Conversations were recordedStudents were encouraged to work chronologically, but not stopped if deviated.
LOGISTICS
Need physical space to accommodate size of gridInterviewer and respondent often sit in close proximity/adjacent so seating arrangements are importantUse of small post-it notes to avoid grid space constraints.
The Transitional Experience Life Grid
Work in Waitrose (12 hrs a week)
Brunel acceptance letter
Moved into Halls
Visit London every 2 wks to see girlfriend
CarFamily
Enrolled at Gym
MoneyCookingCleaningWashing
Attended Library tour
Met with personal Tutor
Visits Library 3 x week
Birthday
Project photos
Life Grid Preparation and Considerations
Please arrange into groupsEach group with:
ONE interviewer Simulate a short interviewONE intervieweeONE note-takerRemaining participants as observers
During your activity consider the following:Evaluate the techniqueIs it suitable for use in your context?Consider other innovative ways in which the methodology may be deployed within the institution.
Life Grid Activity
MATERIALS: Life Grid poster, pen, Post-it notes, biro, interviewer questions, note-taker document, tape-recorder, consent form.
Discussion
Data collection and analysis
Joint thematic content analysis
Data Collection
Interview recordings
(NVivo coded)Life Grid Field notes
“Data analysis was an exploratory,
confirmatory and iterative process”
Research outcomes including visualisations
Examples of Visualisations
“Also, a written report representing the HEP cohort was created.”
non-HEP cohort
non-HEP and HEP cohorts combined
Research Outcomes
An example of a visualisation
Some emergent themes
Evaluation of the University provision
Visualisation – One Student's Life
Some Emergent Themes
Complexity and Flexibility
Social Integration
Timely, targeted and tailored support
Emergent ThemesComplexity and Flexibility
” Timetable seems to favour people who live on campus...I’ve done what is best for me and making progress”
Worst moment: “Probably the jobs...spending ages going through the timetable and not being able to give me the job because I am not available enough basically.”
Emergent ThemesSocial Integration
Best moment: “When a girl told me she didn’t care about my age.”
“..I also had to get to know everyone from scratch.. I lost a lot of friendships and ties that I made over the years.”
“You try to spend as many hours on campus just to feel involved but you still won’t be able to say ‘I’m from Mill Hall!’”
Emergent ThemesTimely, targeted & tailored support
“It would have been nice if I’d got it sooner… by the time I’ve handed in my 2nd assignment so that I‘d know what I was doing wrong”.
“I email lecturers fairly often if I don’t understand something. Usually, when I have an assignment to do.”
Evaluation of University Provision
u-Link
(Virtual Learning Environment)
Higher Education Preparation (HEP)
course / Intro ULL
“
“Mature Students that I know that did not attend that course have really felt like a fish out of water and would really have benefitted from it.”
“I use u-Link for everything...everything that goes
on, goes on u-Link.... I am on it constantly as it’s got everything
on it... It is hugely valuable”
“I was not aware you could do anything with it”
Best and Worst MomentsBest Worst
HEP
Getting feedback for first assignment (x2)
Don’t have one
Going out with friends for birthday
Stressing about submitting an assignment on u-Link as they put up the wrong date
Feels safe here, no bullets
Falling behind with probability
Sitting in canteen among friends, eating high quality food and feeling high quality
Dad visiting
Meet new people and expand social network
Enrolment
Working with friends
Getting no sleep because of friend’s party
Ensemble performances
Living in halls
ULL week - priceless
Worrying about memory issues and confidence
Bike stolen
First outings with TROGS
Argument with flatmate
Freshers’ week
Chosen to be a Widening Participation Officer
Best Worst
Non-HEP
Man U winning 4-3
Personal tutor giving excellent feedback and being told had promising start
Missing part of Man U match during enrolment
Everything - loads of bureaucracy slowing student down
Standing with friend at the Hamilton red wall checking out the guys
Meeting horrible guys who turn out to be immature
Getting assignment in on time
Meeting the girls on OT course
Library quiet area – not quiet
Girl telling student she didn’t care about his age
Parking ticket
Monday is a really long day
2nd week of lectures, course felt established
Going to Tiger Tiger
CD player stolen
First mock test
Selling car
Moving to halls
BBQ week 1
Freshers’ ball
Timetabling issues and hence declining 2 jobs
University Expectations
HEP Non-HEP Pretty much
Uni / course expectations
met?
Yes met expectations, wouldn’t expect anything less. But it’s still early on in the term
Yes, down to earth Uni, ****** teach you in a stuck up way because they want you to be stuck up…..**** mother you
Thought course might be more practical, but that might come in time
Not sure how I was going to find it
Yes (x2)
Balance about right, but not happy with 7pm lecture
Everyone made out it would be a shock, but it wasn’tNo, thought course
would start slowly, but you have to put in a lot of work
Yes, and a bit more. We were told at college that we would be on our own. Actually it’s not like that – really supportive
Had no expectations
Were a high quality standard
Easier than expected
Yes, enjoying Uni life
No, thought would have more lectures
Did a lot of research, Brunel gave more information
Yes, a bit fast paced, but coping well
Pleasantly surprised
New Year Resolultions
HEP Non-HEP
None
New Year’s Resolutions
for the second
term
Do more reading and prep material
None – hoping the foundation year will prepare me
None
Resolutions depend on outcome of exams in week 10
None
Find time to read more
None
None – its being going well so far
Do exams/tests as soon as they are set
None
To chill out, took Uni too seriously (was overwhelmed)
Try and plan assignments in advance and keep on top of it and to eat healthier
To try and keep on top of work
Resolutions to be decided after January exams
To organise notes and use diary better
To be on top of work
Keep an eye on deadlines and get a better calendar
ReferencesBell, A.J. (2005) “Oh yes, I remember it well!” Reflections on using the life-grid in qualitative
interviews with couples. Qualitative Sociology Review, 1(1), 51-67.
Berney, L.R., & Blane, D.B. (1996) Collecting retrospective data: Accuracy of recall after 50 years
judged against historical records. Social Science and Medicine, 45, 1519-1525.
Berney, L.R., & Blane, D.B. (2003) The Lifegrid method of collecting retrospective information
from people at older ages. Research Policy and Planning, 21(2), 13-22.
Parry, O., Thomson, C. & Fowkes, F.G.R(1999) Life course data collection: Qualitative interviewing
using the life grid. Sociological Research Online: http://www.socresonline.org.uk/4/2/parry.html
Parry, O., Fowkes, F.G.R., & Thomson, C. (2001) Accounts of quitting among older ex-smokers
with somking-related disease. Journal of Health Psychology, 481-493.
Wilson, S., Cunningham-Burley, S., Bancroft, A., Backett-Milburn, K., & Masters, H. (2007) Young
people, biographical narratives and the life grid: young people’s accounts of parental substance.
Qualitative Research, 7(1), 135-151.
Contact details:
Any further questions?
[email protected]@[email protected]@brunel.ac.uk
http://www.brunel.ac.uk/about/acad/apdu/researchprojects/wlllnProject website: