ࡱ> ?( #/ 0DTimes New Romanllrb0DArialNew Romanllrb0 DWingdingsRomanllrb0@ .  @n?" dd@  @@`` H(|      ' 0e0e A@A5%8c8c     ?1d0u0@Ty2 NP'p<'p@A)BCD|E? f@8Muʚ;2Nʚ;g4TdTdؚ b0ppp@ <4!d!d8i0lr<4dddd8i0lr <4BdBd8g0l0___PPT10 pp___PPT9ld& ? %64Workshop on Life History Interviews with Students55f 53University of Dar es Salaam, Tanzania,February 200744 47Locating life histories within the research methodology88f 8@Widening participation in higher education in Ghana and Tanzania AResearch Methodologyf Quantitative and qualitative methods Quantitative methods: international, national and institutional statistics equity scorecard Qualitative methods: analysis of policy documents life history interviews with students interviews with staff `;ZFZZZZ;FZ ,Differing interview methods, purposes & data--f -Interviews with students life histories method unstructured interviews focus on life experiences of students locate participation in HE in social and historical context rich data on enablers & barriers to participation, but also on social identities. PZZZ  $Interviews with staff semi-structured interviews focus on policies and policy implementation experienced of staff, and their perceptions of students experiences of policies locate policies in institutional contexts rich data on enablers and barriers to participation in HE TZZZ -Analysing the data and exploring connections..f .vData collected through different methods will be analysed to explore connections between: policies in higher education institutional practices learning programmes students identities and experiences social, political, economic, cultural processes widening participation in higher education and poverty reduction >< < Student life history interviews f What is a life history interview? A life history is a life story told to another person who records it. A life history is more than a description of a discrete experience. It includes giving an account of how and why a lifecourse took the form it did. P"" D33f  )Why are we using a life history approach?**f0Participation in HE can be influenced by long-term factors in students lives. Inequalities in participation in HE are evident throughout the lifecourse of participants and non-participants. Opportunities in the early stages of education can play a key role in whether HE is an option. Life history interviews can deepen our understanding of how disadvantaged learners overcome barriers to participation, and how they negotiate their identity as learners in HE. (Gorard et al. 2006; Reay et al. 2001; Archer and Hutchings 2000). nOZZpZZ_ZZZFZZZ)F33FfUF33 Ff<F33 FfF33FfF33BF333333 Making ConnectionsfA core principle of a life history approach is that all aspects of life interact with, and have implications for, each other. In working with participants to gather their life histories, researchers seek to understand connections between different aspects of life (Goodson and Sikes 2001). Some connections could be: gender and education parental education (social capital) and expectations/ aspirations access to basic education and geographic location @$ZZZZ  Margins and Mainstreamf Life history research is a valuable method for including marginalised voices in research processes. The method has been widely used in feminist research, social class history, holocaust research, reminiscence work etc. LZeZZxZ33  !Relevance to the WP in HE Project""fWP in HE is often presented in quantitative terms e.g. targets, quotas and statistical under-representation. Researching life histories of non-traditional students will bring: voices experiences interpretations into the research process. It will enable us: to reconstruct our understanding of the social relations of higher education to locate these within historical, economic and cultural contexts. mZZCZ&ZZZZZ2BB`B How we can use life historiesfbWe can explore: how learners negotiate their self-identities, including their identities as learners in HE; how learners experience, create and make sense of the rules, roles and norms of the social world in which they live; dynamics of power between different groups within a society, and within an educational institution. (Goodson and Sikes 2001) ZZ\ZZuZZeZZ3333\ud )Revealing the (micro)political processes *(fThe aims of the life history interviews in this study are to enrich our understanding of: access retention achievement. To tell the stories behind the statistics.^ZZZ!ZZ+Z"How to do a life history interview##f #Workshop, Tanzania 2007 &How do we do a life history interview?''f 'The purpose of the interview is to enable the interviewee to tell the story of their life in their own words The role of the researcher is to facilitate and support the process, and encourage the interviewee to share their experiences The interview is based on a few key topics that are the focus of the research Talking about these topics can take time, it might need more then one meeting^Z ff f :Key topics for the life history interviews in this project;;f ;Early years and family life Early education Secondary education Decisions to go to university and influences Expectations of university University experiences Experiences of the transition to university  Discussion f How do you think a life history interview should be conducted? Consider... the interview style the interview questions the venue ethical issues - consent, confidentiality, disclosure; Then compare your ideas to Handout 1 b?ZZnZ'ZZ? #The life history interview schedule$$f $O Your comments on the interview schedule Your comments on the consent leaflet OP P Life history interview role play!!f !Use the interview schedule, consent leaflet and Handout 1 to help you in this activity. Nominate one team member to carry out a life history interview with another member of the team. *Xa %Evaluating the life history interview&&f & What were the strengths of the interview? How could we improve on it? Are there any points raised in Handout 1 that we need to think more about? What would you do if....f BConsider the scenarios suggested in Handout 2. What would you do? C:How will we evaluate the quality of our life history work?;;f ;l self-evaluation co-evaluation within country co-evaluation with Sussex See Handout 3, as well as Handout 1*H$m m!The student life histories sample""f "Tanzania, Feb 2007  Whose lives?  f Life history interviews with 50 students from each case study institution (i.e. 100 per country) Choose our 50 students through purposive sampling - sample constructed to address our research questions Construct sample based on the social groups and education opportunities that inform our quantitative work Sample frame will be informed by patterns in the statistics BUT life history sample goes beyond the limited priorities we have selected for the scorecard <ZZqf\ The Sampling Framef *How will you identify and select students?++f +From a range of social backgrounds: socio-economic backgrounds gender age disability ethnicity religion regional background and...... 2$ZcZZ  *How will you identify and select students?++f +With a range of education backgrounds degree students professional programmes over-represented programmes under-represented programmes (other than professional) main campus, colleges, satellites different access routes into university "&ZZ !Design the sample framef qHandout 4 How will you identify students in under-represented groups? How will you approach them for interview?  r" Plan the workf Use Handout 5 to help plan the work.... minimum 12 interviews by July Transcripts to be sent by email to Sussex as soon as they are complete and confirmed by student Please keep sending transcripts in steady flow Maintain the data management forms((   0` 3ffffƍ` 3f3fff̙3ff̙` ______` 3f33>?" dZ@$?lKd@   l@  P`lA n?" dd@   @@``PT   @ ` `p>> | t   (  <T   "h  s *"h  s *""  < ʓG0*"p` >@   6ȓ "@  X Click to edit Master title style!! (  0Γ "@  RClick to edit Master text styles Second level Third level Fourth level Fifth level!    S    `Փ ??" @  f*C     `(ۓ ??":Z   \*C     `ߓ ??"5  `* G ^T    "n"   0G"r  B T??B  s *޽h ? 3f3fff̙3ff̙ CapsulesC  0 @ (    6+w"@  >@ "  <zG0*"pp  >@   <L z "4   z [#Click to edit Master subtitle style$$ lT     "  n" B 0G" R r  T??"L      `8Gz ??" @  z j* G     `\Kz ??"    z \*C     `Oz ??"x z `* G     `,Tz ??"NnR z X Click to edit Master title style!! B  s *޽h ? 3f3fff̙3ff̙` P(    0B/  P   /  P*    0G/     /  R*    6J/  `P  /  P*    60Q/  `  /  R*  H  0޽h ? ̙3380___PPT10.Pxj0 0 0(   x  c $]z NnR z x  c $<^z4   z H  0޽h ? ̙330 `X$(  Xr X S Hz NnR z r X S  z4   z H X 0޽h ? 3f3fff̙3ff̙ 0 p$(  r  S w@  w r  S w@ w H  0޽h ? 3f3fff̙3ff̙d 0  (  r  S  z@  z x  c $z@  z r  S zH  z H  0޽h ? 3f3fff̙3ff̙n 0 $P(  $r $ S z@  z  $ S z@<$ 0 z H $ 0޽h ? 3f3fff̙3ff̙VN___PPT10..+!0 D'  , = @B D' = @BA?%,( < +O%,( < +D' =%(D' =%(D@' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*$Z%(D' =-o6Bwipe(up)*<3<*$ZD' =%(D' =%(D@' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*$Zw%(D' =-o6Bwipe(up)*<3<*$ZwD' =%(D' =%(D@' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*$w%(D' =-o6Bwipe(up)*<3<*$wD' =%(D' =%(D@' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*$%(D' =-o6Bwipe(up)*<3<*$D' =%(D' =%(D@' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*$%(D' =-o6Bwipe(up)*<3<*$D' =%(D' =%(D@' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*$%(D' =-o6Bwipe(up)*<3<*$D' =%(D' =%(D@' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*$9%(D' =-o6Bwipe(up)*<3<*$9+8+0+$0 + 0 H$(  Hr H S xz@  z r H S Pz@ z H H 0޽h ? 3f3fff̙3ff̙ 0 ,\(  ,x , c $, @  ,   , c $, @<$ 0 ,  H , 0޽h ? 3f3fff̙3ff̙___PPT10i.+%D ' , = @B D' = @BA?%,( < +O%,( < +D_' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*,O%(D' =+4 8?RCBBCB#ppt_wB*Y3>B ppt_w<*,OD' =+4 8?RCBBCB#ppt_hB*Y3>B ppt_h<*,OD_' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*,P%(D' =+4 8?RCBBCB#ppt_wB*Y3>B ppt_w<*,PD' =+4 8?RCBBCB#ppt_hB*Y3>B ppt_h<*,PD_' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*, %(D' =+4 8?RCBBCB#ppt_wB*Y3>B ppt_w<*, D' =+4 8?RCBBCB#ppt_hB*Y3>B ppt_h<*, D_' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*,!%(D' =+4 8?RCBBCB#ppt_wB*Y3>B ppt_w<*,!D' =+4 8?RCBBCB#ppt_hB*Y3>B ppt_h<*,!D_' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*,%(D' =+4 8?RCBBCB#ppt_wB*Y3>B ppt_w<*,D' =+4 8?RCBBCB#ppt_hB*Y3>B ppt_h<*,+8+0+,0 + 0 4\(  4x 4 c $1, @  ,   4 c $2, @<$ 0 ,  H 4 0޽h ? 3f3fff̙3ff̙___PPT10.+%Dp' 4, = @B D+' = @BA?%,( < +O%,( < +D_' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*4%(D' =+4 8?RCBBCB#ppt_wB*Y3>B ppt_w<*4D' =+4 8?RCBBCB#ppt_hB*Y3>B ppt_h<*4D_' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*4$%(D' =+4 8?RCBBCB#ppt_wB*Y3>B ppt_w<*4$D' =+4 8?RCBBCB#ppt_hB*Y3>B ppt_h<*4$D_' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*4%@%(D' =+4 8?RCBBCB#ppt_wB*Y3>B ppt_w<*4%@D' =+4 8?RCBBCB#ppt_hB*Y3>B ppt_h<*4%@D_' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*4AV%(D' =+4 8?RCBBCB#ppt_wB*Y3>B ppt_w<*4AVD' =+4 8?RCBBCB#ppt_hB*Y3>B ppt_h<*4AVD_' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*4V%(D' =+4 8?RCBBCB#ppt_wB*Y3>B ppt_w<*4VD' =+4 8?RCBBCB#ppt_hB*Y3>B ppt_h<*4VD_' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*4%(D' =+4 8?RCBBCB#ppt_wB*Y3>B ppt_w<*4D' =+4 8?RCBBCB#ppt_hB*Y3>B ppt_h<*4+8+0+40 +  0 8\(  8x 8 c $ F, @  ,   8 c $ G, @<$D 0 ,  H 8 0޽h ? 3f3fff̙3ff̙  ___PPT10l .+WZD ' I, = @B D ' = @BA?%,( < +O%,( < +D{' =%(D#' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*8f%(D' =+4 8?dCB0-#ppt_w/2BCB#ppt_xB*Y3>B ppt_x<*8fD' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<*8fD{' =%(D#' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*8g%(D' =+4 8?dCB0-#ppt_w/2BCB#ppt_xB*Y3>B ppt_x<*8gD' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<*8g+8+0+80 +Q+ 0 <\(  <x < c $X, @  ,   < c $Y, @<$ 0 ,  H < 0޽h ? 3f3fff̙3ff̙-)%)___PPT10).+%D(' \, = @B D`(' = @BA?%,( < +O%,( < +D_' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*<m%(D' =+4 8?RCBBCB#ppt_wB*Y3>B ppt_w<*<mD' =+4 8?RCBBCB#ppt_hB*Y3>B ppt_h<*<mD_' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*<n%(D' =+4 8?RCBBCB#ppt_wB*Y3>B ppt_w<*<nD' =+4 8?RCBBCB#ppt_hB*Y3>B ppt_h<*<nD_' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*<%(D' =+4 8?RCBBCB#ppt_wB*Y3>B ppt_w<*<D' =+4 8?RCBBCB#ppt_hB*Y3>B ppt_h<*<D_' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*<%(D' =+4 8?RCBBCB#ppt_wB*Y3>B ppt_w<*<D' =+4 8?RCBBCB#ppt_hB*Y3>B ppt_h<*<D_' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*<%(D' =+4 8?RCBBCB#ppt_wB*Y3>B ppt_w<*<D' =+4 8?RCBBCB#ppt_hB*Y3>B ppt_h<*<D_' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*<%(D' =+4 8?RCBBCB#ppt_wB*Y3>B ppt_w<*<D' =+4 8?RCBBCB#ppt_hB*Y3>B ppt_h<*<D_' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*<%(D' =+4 8?RCBBCB#ppt_wB*Y3>B ppt_w<*<D' =+4 8?RCBBCB#ppt_hB*Y3>B ppt_h<*<D_' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*<S%(D' =+4 8?RCBBCB#ppt_wB*Y3>B ppt_w<*<SD' =+4 8?RCBBCB#ppt_hB*Y3>B ppt_h<*<SD_' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*<S%(D' =+4 8?RCBBCB#ppt_wB*Y3>B ppt_w<*<SD' =+4 8?RCBBCB#ppt_hB*Y3>B ppt_h<*<S+8+0+<0 + 0 @\(  @x @ c $ls, @  ,   @ c $lt, @<$ 0 ,  H @ 0޽h ? 3f3fff̙3ff̙___PPT10i.+%D ' v, = @B D' = @BA?%,( < +O%,( < +D_' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*@%(D' =+4 8?RCBBCB#ppt_wB*Y3>B ppt_w<*@D' =+4 8?RCBBCB#ppt_hB*Y3>B ppt_h<*@D_' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*@m%(D' =+4 8?RCBBCB#ppt_wB*Y3>B ppt_w<*@mD' =+4 8?RCBBCB#ppt_hB*Y3>B ppt_h<*@mD_' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*@n%(D' =+4 8?RCBBCB#ppt_wB*Y3>B ppt_w<*@nD' =+4 8?RCBBCB#ppt_hB*Y3>B ppt_h<*@nD_' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*@I%(D' =+4 8?RCBBCB#ppt_wB*Y3>B ppt_w<*@ID' =+4 8?RCBBCB#ppt_hB*Y3>B ppt_h<*@ID_' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*@Ic%(D' =+4 8?RCBBCB#ppt_wB*Y3>B ppt_w<*@IcD' =+4 8?RCBBCB#ppt_hB*Y3>B ppt_h<*@Ic+8+0+@0 + 0 D\(  Dx D c $, @  ,   D c $,, @<$ 0 ,  H D 0޽h ? 3f3fff̙3ff̙___PPT10i.+%D ' {, = @B D' = @BA?%,( < +O%,( < +D_' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*DZ%(D' =+4 8?RCBBCB#ppt_wB*Y3>B ppt_w<*DZD' =+4 8?RCBBCB#ppt_hB*Y3>B ppt_h<*DZD_' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*D[c%(D' =+4 8?RCBBCB#ppt_wB*Y3>B ppt_w<*D[cD' =+4 8?RCBBCB#ppt_hB*Y3>B ppt_h<*D[cD_' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*Dcn%(D' =+4 8?RCBBCB#ppt_wB*Y3>B ppt_w<*DcnD' =+4 8?RCBBCB#ppt_hB*Y3>B ppt_h<*DcnD_' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*Dn|%(D' =+4 8?RCBBCB#ppt_wB*Y3>B ppt_w<*Dn|D' =+4 8?RCBBCB#ppt_hB*Y3>B ppt_h<*Dn|D_' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*D}%(D' =+4 8?RCBBCB#ppt_wB*Y3>B ppt_w<*D}D' =+4 8?RCBBCB#ppt_hB*Y3>B ppt_h<*D}+8+0+D0 +0 T$(  Tr T S ,  NnR ,  r T S Hy, 4   ,  H T 0޽h ? 3f3fff̙3ff̙ 0  ($(  (r ( S , @  ,  r ( S x, @ ,  H ( 0޽h ? 3f3fff̙3ff̙ 0 0P$(  Pr P S , @  ,  r P S , @ ,  H P 0޽h ? 3f3fff̙3ff̙ 0 @L$(  Lr L S t, @  ,  r L S 8, @ ,  H L 0޽h ? 3f3fff̙3ff̙ 0 Px$(  xr x S `, @  ,  r x S 8, @ ,  H x 0޽h ? 3f3fff̙3ff̙ 0 `|$(  |r | S , @  ,  r | S , @ ,  H | 0޽h ? 3f3fff̙3ff̙ 0 p$(  r  S H, @  ,  r  S  , @ ,  H  0޽h ? 3f3fff̙3ff̙ 0 $(  r  S , @  ,  r  S , @ ,  H  0޽h ? 3f3fff̙3ff̙ 0 $(  r  S L, @  ,  r  S $, @ ,  H  0޽h ? 3f3fff̙3ff̙0 \$(  \r \ S ,  NnR ,  r \ S x, 4   ,  H \ 0޽h ? 3f3fff̙3ff̙ 0 d0(  dx d c $, @  ,  x d c $h, @ ,  H d 0޽h ? 3f3fff̙3ff̙n 0 h(  hx h c $$ / @  /  B h ZD??@B h ZD??`  h  fH, ?? p SSocial identities  h  `, ?? p aEducational experiences in HE   H h 0޽h ? 3f3fff̙3ff̙ 0 &`$(  `r ` S / @  /  r &` S / @ /  H ` 0޽h ? 3f3fff̙3ff̙ 0 $(  r  S !/ @  /  r  S "/ @ /  H  0޽h ? 3f3fff̙3ff̙ 0 $(  r  S  / @  /  r  S z@ z H  0޽h ? 3f3fff̙3ff̙ 0  $(  r  S 4/ @  /  r  S X5/ @ /  H  0޽h ? 3f3fff̙3ff̙rp?LlZP^<`b } ǖj"{V$B&d\~ 135$:.(*,-/<=?VA#1Oh+'0 hp , L X dpx0Workshop Life History Interviews with StudentsstaffPC:\Program Files\Microsoft Office\Templates\Presentation Designs\Capsules.potstaff16Microsoft PowerPoint@p(W@d13@Po0G\g  J  y--$xx--'̙--$xPxP--'--J$#   " % (+-/122V2Y2\1_/a-c+e(f%f"feca_\YV--'3f--$ UU[[?[?[?U?UU--'--$ UUVWXYZ[[[UU--'@Arial-. f2 ; Workshop on ."Systemh:-@Arial-. f32 %"Life History Interviews with .-@Arial-. f2 .CStudents.-@Arial-. ff'2 ESUniversity of Dar es 7.-@Arial-. ff2 KSSalaam, .-@Arial-. ff(2 QSTanzania,February 2007.-՜.+,0    On-screen ShowպB  Times New RomanArial Wingdings Capsules5Workshop on Life History Interviews with Students8Locating life histories within the research methodologyResearch Methodology-Differing interview methods, purposes & data.Analysing the data and exploring connections Student life history interviews*Why are we using a life history approach?Making ConnectionsMargins and Mainstream"Relevance to the WP in HE ProjectHow we can use life histories*Revealing the (micro)political processes #How to do a life history interview'How do we do a life history interview?;Key topics for the life history interviews in this project Discussion$The life history interview schedule!Life history interview role play&Evaluating the life history interviewWhat would you do if....;How will we evaluate the quality of our life history work?"The student life histories sampleWhose lives? The Sampling Frame+How will you identify and select students?+How will you identify and select students?Design the sample framePlan the work  Fonts UsedDesign Template Slide Titles_lBstaffstaff  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root EntrydO)Current UserSummaryInformation(PowerPoint Document(BDocumentSummaryInformation8