Student Life Experiences at University

This assignment analyzes a student's interview responses about their transition to university life. It explores various themes such as the influence of family, initial anxieties, participation in extracurricular activities, accommodation satisfaction, and perceived university support systems. The analysis delves into the student's individual experiences and highlights key challenges and positive aspects they encountered during this transformative period.

Interview qualitative research
reports

TABLE OF CONTENTS
INTRODUCTION...........................................................................................................................1
Thematic analysis Interview 1................................................................................................1
Interview 2 .............................................................................................................................3
Interview 3..............................................................................................................................5
Transition to university...........................................................................................................5
Theme 1: Interviewee was agreed to provide 45 minutes for interview..........................................5
REFERENCES................................................................................................................................7

INTRODUCTION
Interview is important sources of primary data analysis used by various scholars to
collect data and information from the selected respondents for undertaking research. In present
report, qualitative data analysis of information collected by researcher will be accomplished by
using methods of thematic representation (Brinkmann, (2014).
Thematic analysis Interview 1
“how the interviewee university experience and background affected his experience of
transition to university”
Theme:1 Interviewee was agreed to provide 45 minutes for interview.
Interpretation: As per response, it was analysed that respondents have stated Yes for duration
of 45 minutes interviewee because they were not obliged for taking part in research study. They
were also free to decline for answering the questions or stop the interviewee at any time without
giving nay reason. They were also having right to withdraw their data after completion of
research study. However, it can be said that respondents were agreed with the maximum time
limit of 45 minutes for interviewee.
Theme 2: Interviewee have read and signed the consent form.
Interpretation: As per analysis, it is identified that respondent have stated “Yes”, as they have
read and signed the consent form. Thus, it is clear that respondent have provided its consent for
taking interview ethically after reading the form.
Theme 3: Interviewee lived in both urban and rural community before coming to university.
Analysis: From the response, it was clearly identified that interviewee has lived in both urban
and rural community as she was born and brought up in rural community and then moved to
urban area.
Theme 4: ERM experience of starting university was not as per expectation.
Analysis: As per response, it was analysed that ERM experience of starting university is
turned a lot harder despite of what she listened about university being easier than the course
which she has to do. Therefore, it can be said that Erm has found it harder than she would go in
there which she was expecting to be easier.
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Theme 5 Erm's partner and children helped him with the transition to university.
Analysis: From the response, it was analysed that respondent had achieved encouragement from
his partner and also from consideration of children that she is doing this now. This has made it
easier than obviously, not carrying or dropping out is really an option. However, it is clear that
Erm's partner and children's have supported him in transition to university.
Theme 6: Erm feel that university has not provided support in transition to student life.
Analysis: from the response, it was identified that Erm's did not believe that she was not
supported by university in transition to student life because she has faced many difficulties in
transition to university (Ritchie & et.al., (2013). Respondent have faced problem in parking as he
had wait for around 20 to 40 minute for getting parking space. However, it can be said Erm feel
that university has not provided support in transition to university.
Theme 7: Respondent gets motivation from family to attend university
Analysis: From the response, it was analysed that Erm's family motivated her to attend university
as she has desire have to make her current employment as career. She was having desire to be in
similar profession with her partner. Erm got encouragement from her children and other family
member for doing diploma , for getting access to teaching. Respondent also feel that transition to
university was her natural progression and it was something that she needs to accomplish. In this
context, it can be said that Respondents gets motivation from family to attend university.
Theme 8: Respondent has not planned always to attend the university?
Analysis: As per the response, it was understood that she did not always plan to attend the
university because she thinks that it was difficult for mature students and there are lot of hoops to
jump through along with lot qualification which students are expected to have, whereas for her
she was younger. There are various changes have been occurred in past several years. Further
she, had also taken various alternatives routes as she was butchers apprentice and then a
bricklayer apprentice. Further, Erm's family and culture has not provided an impact on her
decision. Respondent always get support from her family of her decision of transition to
university. Moreover, it can be said that Erm has always planned to attend and taken alternative
routes for learning. Despite of providing any impact on decision, her family has supported in
implementation of transition to university.
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Theme 9 Experiences have not influenced transition of Erm to university
Analysis: As per response, it was identified that these experience have not influenced her
transition to university as she don't think that she only gets influenced from her family. She also
stated that nothing is that the university has done for her specifically that has helped, she that has
come from her family. Thus, it can be said that these experiences have not support her transition
to university.
Theme 10 University does not have good or mature students as she expected while transition.
Analysis: From the response of Erm, it was identified that she was sold on this university being
good for the mature and travelling students but she didn't feel that university has delivered it
personally.
Theme 11. Nothing is there in the interview that Erm wants from interviewer to transcribe.
Analysis: From Erm response, it was analysed that nothing is there in the interviewee which she
would like interviewee not to transcribe. Thus, it can say that nothing is their in the interviewee
which Erm wants to transcribe.
Interview 2
Theme 1: Respondent has read and signed the consent form.
Analysis: From the response, it was realized that respondent have stated Yes, as she was agreed
to provide 20 to 30 minutes for taking interview. Further, respondents have also said that both
the forms were visually easy to read and understand. Respondents also considered that they can
opt out any time during the interview. Thus, it can be respondent was agreed to move further for
interview as she considered the forms effectively.
Theme: 2
Analysis: As per the response, it was analysed that the respondent was one of the female siblings.
She moved to UK about 18 months ago and spent her time in both Germany and Switzerland.
Further, she mainly belongs to Slovakia. She has interest in drama and theatre and wants to be an
actress in UK.
Theme3: Before attending university , respondent lived in Urban culture.
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Analysis: From the report, it was analysed that before attending the university the respondents
was lived in Urban culture. She relied that “I would say most definitely urban”.
Theme 4: community of Slovakia is not different from UK
Analysis: As per the response, it is stated by respondent that the community is not from UK as
she said that Slovakia is still very old fashioned with regard to the LBST community because of
elder generation still regard this as a sin, due to their major religious beliefs. Thus., it can be
community of Slovakia is not different from UK.
Theme 5: Family members of very traditional.
Analysis: From this report, respondent have stated that her family members are very traditional
within the values morals and beliefs. It was analysed that the father of respondent was very
intelligent and hard working personality (Marshall & et.al., (2013).
Theme 6:Respondent get support from her family members.
Analysis: In this, it was stated by the interviewee that her family members are very supportive
people in to be honest as they have belief in education and have always wanted her to reach
higher and become more. Thus, it clearly provided an understanding the respondent gets major
support from her family for education.
Theme 7: she looks back on the day was the cathedral
Analysis: from the response. It was analysed the first thing which respondent have analysed was
about the when she looks back on the day was the cathedral, she don't know why.
Theme 8:She found that university has exceeded her expectation.
Analysis: As per the response, it was analysed that transition to university for the respondent was
very good as she said that she was already moving a little and working Germany before she came
to study in UK.
Theme 9:
Analysis: As per the response, it was analysed that she found that the university has exceeded her
expectation. The people were nice and first point helped with finance and accommodation
meeting and forms.
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Interview 3
Transition to university
Theme 1: Interviewee was agreed to provide 45 minutes for interview.
Analysis : As per response, it was analysed that respondents have stated Yes for duration of 45
minutes interviewee because they were not obliged for taking part in research study. They were
also free to decline for answering the questions or stop the interviewee at any time without
giving nay reason. They were also having right to withdraw their data after completion of
research study. However, it can be said that respondents were agreed with the maximum time
limit of 45 minutes for interviewee
Theme 2: Consent form was clearly read and signed by respondent.
Analysis : As per the response, it was analysed that respondent have said Yes, Because she was
agreed that interviewee must be transcribed and information which will be provided by her is
only accessible to the researcher and supervisors. The transcribed will be analysed interviewer
and supervisors. She also replied that the consent form was clearly read and signed by her.
Theme 3: respondent has provided its consent for disclosure of unlikely event to supervisor.
Analysis : From this, it is clearly analysed that respondent was agreed that if in the unlikely event
that she said something in the interview that indicated that you are or someone else is at the risk
of harm, I would have duty to disclose this to her supervisor (Merriam & Tisdell, (2015).
Theme 4: Respondent was having age of 19 years and experience of business management.
Analysis : In her response, interviewee stated that she is nineteen year old and she does business
management.
Theme 5: Before coming to university the respondent lived in urban community
Analysis : As per response, it is clearly stated that before she came to university she lived in
Bromsgrove. Erm Small , there was not very younger people in her community. Thus, it can be
said that respondent lives in Urban society before coming to university in UK.
Theme 6: Respondent cannot live without her mother.
Analysis : As per the response, it was clearly that respondent cannot live without her Mother as
her dad was passed away when she was 12 years old. She does not have any siblings at home
Theme 7: The first experience of respondent in university was scary.
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Analysis : As per reponse, the first experience of respondent in university was Scary because she
suffered from anxiety and it was like major step for her to live in the city campus. Although, she
was scared that she was bitten scared that she wouldn't get very well (Jacob & Furgerson,
(2012).
Theme 7: In university, respondent also participates in physical activities
Analysis : As per response, it is identified that respondents has replied yes, as she has
participated in the pole fitness as she was the member of society at university.
Theme 8: she found living accommodation in university.
Analysis : As per the response, it was identified that the respondents have found a living
situation in the university and her accommodation was very good. Thus, it can be said that
respondent was living in good condition.
Theme 9: experience of moving away from home has influenced your transition to University
was quit scary.
Analysis: In this context, it is analysed that the respondent have stated that she moved Worcester
anyway as it closes to her home. She has always tried to nearby her mum as she can't live
without her mother so long.
Theme 10: University has provided support in her transition to student life.
Analysis: In this, it was analysed that she haven't used any options which are provided by
university but she knows that option are available.
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REFERENCES
Books and Journals
Brinkmann, S. (2014). Interview. In Encyclopedia of critical psychology (pp. 1008-1010).
Springer New York.
Jacob, S. A., & Furgerson, S. P. (2012). Writing interview protocols and conducting interviews:
Tips for students new to the field of qualitative research. The Qualitative Report, 17(42),
1-10.
Marshall, B., Cardon, P., Poddar, A., & Fontenot, R. (2013). Does sample size matter in
qualitative research?: A review of qualitative interviews in IS research. Journal of
Computer Information Systems, 54(1), 11-22.
Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and
implementation. John Wiley & Sons.
Ritchie, J., Lewis, J., Nicholls, C. M., & Ormston, R. (Eds.). (2013). Qualitative research
practice: A guide for social science students and researchers. Sage.
Silverman, D. (Ed.). (2016). Qualitative research. Sage.
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