"You can teach a student a lesson for a day; but if you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives"

Over the last couple of weeks, I have been introduced to two entirely new approaches to qualitative research- grounded theory and archival research.

Grounded theory is a systematic methodology that operates in almost a reverse fashion from traditional research. The approach emphasizes the generation of theory from data in the process of conducting research. So, instead of beginning with an analysis of the literature and building propositions against a theoretical framework, the first step is the actually the collection of data. I find this approach quite intriguing and am attracted by the practicality of it. I feel like this is an approach that could be used quite frequently in more applied settings, such as in industry, where firms collect data (i.e. consumer profiles, sales trends), and then use existing theory to explain the phenomena. Though it is something that I will leave for the time being. Whilst it has its merits, I feel like it is best used by experienced researchers, as there is a higher level of ambiguity and a lot of self-drive required (as well as knowing your way around data).

On the other hand, archival research is a way or sorting through and organizing historical data, whether it be digital or manually. It was interesting to see its application in qualitative research, as it is not something I had considered before. However, I question the relevance of archival research moving in the future in light of technological developments and the scope of information on the Internet. Whilst it is relevant to specific fields, such as looking at past financial statements for firms, it is not something that is entirely applicable to my current project. Nonetheless, I always enjoy learning about other methodologies and new ways of doing things, and this was no different!

“You don't have to be a 'person of influence' to be influential. In fact, the most influential people in my life are probably not even aware of the things they've taught me”

I often look back as a kid and think about how impressionable I was- and this moment in time is no different. I particularly remember when we had ‘free dress’ days, where we got to put aside the uniform and wear whatever it was that we felt like. But really, it was all about wearing the coolest outfit you possibly had. And it wasn’t a spur of the moment decision, it was something you had to put thought into, because what it all came down to was that you were going to get judged by your peers. So in making my decision, I would wear the clothes (or brands) that I thought would be most accepted by my friends, rather than those clothes that were either my favourite or most comfortable (and being honest, these days I care so much more about comfort rather than what I look like).

We have come a long way since those days, but the notion of group influence on consumption choices is still pertinent, and something that applies to my research project for the course. I came across the article ‘An Examination of Group Influence on Member Brand Preference’ (Stafford, 1966) which addresses this. The article looked at the influence of an individual’s social environment on his or her consumption practices. And from doing so, it found that informal groups had an influence on the member brand preference, and that they emulated the choices of their leader. This led to members becoming loyal to brands that their leader was loyal to.

This has made me think about the role of sociological influences on bottled water preference and consumption. Also, it is a product that is habitually consumed. Therefore, are individual’s consumption habits determined by those of their group, or will consumers alter their preference in the presence of others? Although not central to the research problem, it is most definitely related and as a result provides some food for thought.

But it doesn’t end there (my apologies if the post has lost its appeal). In reading the article I was able to actually kill two birds with one stone (not literally, I don’t condone that kind of business). Once I had finished the article, I had a ‘light bulb’ moment and was struck with the realisation that I was finally getting the art of reading academic literature. In the past, it would take me an hour and a half at the very least to read an article- so you can imagine how disheartening it is to get to the end and admit to yourself that it isn’t entirely relevant to the study. But those days are behind me and it is onwards and upwards!

The first step of reading academic literature is to have a glance at the title and abstract. If it is potentially relevant, I then look at the headings throughout the paper and take a squiz at the reference list. The next part in the process is about beginning to engage with the content. So to pick up some solid sources in the broader field and gain an understanding on the motivation for the project, I will read the introduction, followed by the first sentence of each paragraph, followed by the conclusion. And how long does this take you may ask- Less than twenty minutes hands down. By this stage I have a good enough grasp of the article, so I then go about ascertaining what parts of the article are relevant, whether it be a specific sub-topic or the whole thing, and go from there.

So there you have it- My rules of the game for academic reading. I’m looking forward to being able to save some time (and dignity in academic circles) with my research-savvy reading practices… I do impress myself sometimes.

"I don't mind arguing with myself. It's when I lose that it bothers me"

As it has been some time since I put pen to paper (or in this case fingers to keys) regarding my progress, I thought I would take some time out to provide an insight as to where I am at the moment. I have been dedicating a lot of time towards my thesis, using the skills that I have learnt throughout the course and applying them to my heavily invested year long project. One thing in particular that I have been working on is justifying my case with authority. A common flaw in my writing is that whilst I present and summarise points, I do not sufficiently critique the content and provide an argument. Therefore, I have been conscious of arguing my case.

One thing I have learnt in this process is the importance of citations. Another lecturer picked up one of my points in my proposal and asked me to justify myself, and by providing citations to other studies that prove my case, it strengthened my argument and made it convincing. Lesson learnt: never underestimate the power of citations. More broadly, it is about being well read on the topic and constantly drawing on the work of others to prove why you have drawn conclusions, as well as why you are convinced that you are correct in the assumptions you have made, which in turn aims to persuade the reader.

In regards to my research project for BUSN8018, I am in the process of arranging focus groups, which are my chosen research method- more information on this to follow in my next blog. Included in this is the structure of the questioning, which will be written based on measurable objectives and used to guide the focus group discussion. However, one thing I am struggling with is how I then go about analysing and synthesising this information to make it meaningful. I hope to be able to answer this question after next week’s lecture, and in the meantime am reading an article by Jenny Kitzinger (1995), who is from the medical profession and writes about focus groups and their contribution to qualitative research.

"An investigation may take six months. A quick interview, profile, a day"

Whilst attending a conference in Dubai, I conducted three in-depth interviews to ascertain the motivations and outcomes of Australian students participating in Education Without Borders 2011. In order to prepare myself, I read ‘Interviews: An introduction to qualitative research interviewing’ (Kvale, 1996), which helped my understanding of the role of interviews in qualitative research, and some handy hints on how to try and get the most out of your interviewees. But, as they say, you can only learn so much from paper and it is all about how it unfolds in practice.

The experience of interviewing was interesting, and one which is reliant on strong interpersonal communication skills. Before the interview even commences, the interviewer needs to be able to read both verbal and non verbal communication cues to ascertain their personality and subsequently approach them in the appropriate manner. For instance, one of the interviewees was rather shy and as a result I ensured I changed my pace so that it was quite slow, spoke in a quieter tone and also put more of an emphasis on establishing a rapport before getting into the questioning. Furthermore, the questions themselves were changed slightly from what I had anticipated so that they were less confronting.

Overall, I found the interviews effective in measuring attitudes, as I was able to probe by asking follow up questions; the line of questioning was more about exploration than confirmation. Furthermore, it is a highly flexible technique that can be adapted to the situation, such as changing a line of questioning if the interviewees body language indicates that they are disengaged.

However, it is evident that they are a skill to be crafted and I am only on the early days of that apprenticeship. I learnt from my very first interview that as the person firing the questions, you need to keep a neutral position, which includes facial expressions, so as to not influence any responses or present a bias. I got a response back that I wasn’t expecting and had a surprised expression; immediately the respondent thought that they had provided the “wrong” answer which differed to what I was looking for and so changed their line of response. I feel that this is something that can happen very easily and as a result skew the responses. Also, the interview process itself is time consuming, as it can take a long time to write everything down and synthesise the information. We will be learning more about interviews when we return from the study break, where I hope to address these potential issues with Kerry.

Interviews definitely have their place, however they are only suited to a certain type of research problem. From my experience with this exercise, I feel they would be well suited to in-depth attitudinal studies, particularly those that seek expert opinions or studies with smaller sample sizes.

My report of the interviews (in plain text format) is below:

An assessment of the 2011 Education without Borders conference

Ben Hamer (u4774372)

1.0       Introduction

From 28 March – 1 April 2011, I attended the Education without Borders global student conference in Dubai, United Arab Emirates (UAE).

The conference brings together student leaders from around the world to discuss challenges facing the global community and propose innovative solutions. As such, I was given the opportunity to meet like-minded socially aware young adults who strive to make a meaningful difference in a variety of different disciplines, from economics to technology and poverty. 640 international students joined over 1000 UAE locals for the conference, with students selected based on a combination of academic merit, leadership abilities and demonstrated involvement within their community.

However, I wanted to delve deeper into why the Australian students applied to attend the conference and their motivations, beyond superficial intent and scoring a free trip. As such, I used the Education without Borders conference to conduct interviews with the Australian delegates to find out the reasons as to why they applied and what they got out of the conference. I was intrigued to come up with an overall profile of these community-focussed people; do they actively engage in positive social change, do they act as advocates, or do they participate for educational value?

Three students were interviewed and will be identified throughout the report, having received their express permission to do so; Lucy Junghans (Bachelor of Psychology- Edith Cowan University), Mahilla Abbiss (Bachelor of Medicine- Deakin University) and Chris Jones (Bachelor of Business- University of Technology Sydney).

2.0       Motivations for participating

There were two distinct reasons behind applying for and subsequently attending the EWB conference, one being altruistic in nature and the other more practical.

The primary reason the students got involved, which they felt was representative of the entire cohort, was the opportunity to meet like-minded young people from a range of cultures to gain perspective on what students from around the world consider to be global challenges – “But it is not just about raising awareness” commented Mahilla. “It is also about developing strategies and innovative solutions for future consideration”.

The second element of the conference that attracted the students was the networking possibilities. Not only was there a large group of talented students with unbelievable potential, but the conference also invited prominent leaders from around the world, including Prime Ministers, astronauts, authors and academics. Students were given the opportunity to network and converse with these prominent individuals. “I got to speak with the Dean of Colombia University in New York. He gave me his business card and wants to hear from me; money can’t buy things like this” said Lucy. Chris further emphasized the networking attraction, saying that “attending a conference with students from 129 countries is something that cannot be missed”.

3.0       Perceptions of the conference

It was collectively agreed that the conference was an incredible experience, meeting hundreds of young people from around the world with diverse interests and passions. And it was the people that they met which created such an inspiring experience- “everyone had amazing homes, dreams and solutions to many issues facing the earth. It is good to know that I am not the only young person who cares about the future of both humanity and the earth as a whole” said Lucy. At the same time, the anticipating networking opportunities were realised, with the students leaving with a range of business cards as well as many Facebook friend requests.  Therefore, it can be said that overall the Australian delegates achieved what they were hoping for out of the experience.

That being said, there were also a number of unexpected outcomes. Mahilla went into the conference purely for the educational value, but came out the other end with the confidence and motivation to pursue things that would otherwise raise doubt in her mind. “When you see what all these other people in the world have accomplished, it proves that you can do anything when you put your mind to it.” Whilst these dreams are more personal rather than for collective benefit, it shows the diverse strengths of the conference in its ability to extend beyond social causes and aid in personal development.

And whilst it was an educational conference, the United Arab Emirates government is not entirely short of money and as such went to extreme lengths to impress delegates and aid in a memorable experience. There was an opening ceremony in the park of the Burj Kahlifa (tallest building in the world), numerous fireworks displays, entertainment flown in from around the world, amazing laser shows and a silver-service dinner in the Emirates Palace gardens. Mahilla in particular was extremely impressed with the ‘wow factor’ of such events.

However, it appeared to overshadow the conference’s goals and become the highlights of her experience, which was made evident by the passion and length of which she spoke about it compared to the conference’s educational content. On the other hand, Lucy and Chris found it to be extremely impressive though overly-extravagant. “It is a bit of a slap in the face when we spend the day talking about ways to solve poverty, and then we have an event that invests AUD$1.5 million on a fireworks and laser display”. Therefore, it can be said that the level of social awareness differed between delegates; some (such as Mahilla) were there for the entire experience, whilst Chris and Lucy were more concerned about action and as a result not entirely thrilled with the perceived reckless expenditure “which could have been used as a donation for a charitable cause or something” said Lucy.

4.0       Future activity

The educational value of the conference could not be questioned, with all three respondents enthusiastically conveying their gratitude for the opportunity to listen to the range of quality presenters. Lucy is the events coordinator for TEDxPerth and plans to screen several of the keynote sessions at the groups event. 

The break-out sessions held on the Wednesday of the conference were more disciple specific, so that students chose to attend the presentations they were most interested in. It was these sessions that provided the most value to the delegates and inspired action. As a medical student, Mahilla was exposed to a range of healthcare techniques and practices used around the world which she would be able to adopt, “particularly in regards to bedside manner and non-surgical care”.

On the other hand, Chris found the commercial leadership workshops beneficial, particularly a student presentation which spoke about the potential for university students to act as business mentors for high school students. Chris said that he would like to implement similar programs in Australia, and as such “I will make sure I stay in contact with the relevant students from around the world to find out best practice and get help”.

All interviewees were motivated at the end of the conference to go back to Australia and act on what they had learnt. However, the degree and type of action different between students, whether it is further educating others, implement initiatives or change personal attitudes and practices.

5.0       Conclusion

The interviews were conducted with minimal complications as all interviewees spoke freely and confidently. They were engaged in conversation and as such were receptive to the questions and responded positively to follow-up questions as well.

The Australian delegates got involved with the conference for two main reasons. Firstly, it provided an opportunity to get a perspective on challenges facing the global community and participate in discussion as to how students can play a part in solving them. This represented the socially aware, community-minded nature of the individuals. Secondly, with over 600 talented students from 129 countries, there were vast networking opportunities, which held strong appeal for the delegates.

The conference was an exciting experience for those involved, proving to be of both personal and educational value. The delegates were inspired by the presenters, instilling motivation to go back to Australia and implement what they had learnt, both at a personal and community level.

Overall, it can be said that the students are all community minded and motivated by education and continuous improvement. Whilst they are all show an interest in social causes, the level at which they engage with this varies; for some it is educational, whilst with others it is more about inspiring action.

However, whilst the reasoning behind getting involved can be treated as reliable, the student responses pertaining to the worth of the conference should be taken with caution as they were still participating in the event (albeit at the end of proceedings) and therefore had no opportunity for reflection. Rather, it would be more accurate if delegates were interviewed several weeks after the conference and also see whether they had acted on what it was they were hoping to.  Nonetheless, the interviews proved it to be a worthwhile conference of strong educational value, which was well received by the Australian delegates.