Using the 'Life Grid' interviewing method as a qualitative research tool

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 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.


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.

http://www.socresonline.org.uk/4/2/parry.html

Contact details:

Any further questions?

[email protected]@[email protected]@brunel.ac.uk

http://www.brunel.ac.uk/about/acad/apdu/researchprojects/wlllnProject website: