Semi-structured in-depth individual interviews

Following the suggested procedures and processes of grounded theory, semi-structured in- depth individual interviews were used to gather information about the research question in the informants’ own words. Using this approach, an appreciation of each informant’s perspectives on the focus questions was gained. Although, in Minichiello et al.’s (1995) terms, these perspectives relate to the informants’ individual ‘construction of reality’, from the data this research was able to observe the emergence of common themes and general perspectives that these individual constructions began to reinforce. This is further illustrated by Marton and Booth’s (1997) contention that with interviews, one does not get uniform understandings nor completely different understandings from informants, but rather groups of answers, which form categories of understandings which give these common themes.

To facilitate a deeper investigation of the general research question, ‘How did these international students make the academic adjustment in their first year of study at VU?’ six focus questions were formulated. These questions were designed to assist in developing a systematic approach to the semi-structured in-depth interviews. These six questions are:

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(2) What did they perceive was the difference between their previous educational experience and their first year experience at VU?

(3) How did each student go about making changes in their academic approach to meet the demands of the new environment?

(4) What were the major stages they went through during this period of adjustment? (5) What were the students’ explanations of the need for these changes?

(6) What advice would each student give to new international students?

Three levels of inquiry were initiated in the six focus questions in exploring the research question of the academic adjustment experiences of the targeted students. Questions (1) to (3) addressed the students’ adjustment experiences, establishing their starting point in terms of their initial understandings of the educational process, discussing their perceptions of the essential and important differences between their previous educational experiences and those at VU and investigating the strategies which each student used to overcome these differences.

Question (1) set out to establish where students were. The background information gave information as to the highest level of education each student previously had, what their previous experiences had been, thus giving some background for comparison with the education at VU. Focus question (2) contributed to the research question by establishing the need for where academic adjustment arose. It attempted to pinpoint the differences in educational convention and practice by asking if their education at VU was different from their previous educational experiences, and what were the differences that the informants perceived? As the focus of the study was from students’ perspectives, it was very important to establish, in some way, this understanding of their previous experiences.

Hence the first two questions were posed to set the scene for the investigation, and looked to highlight if there were any significant differences in the background of the informants. Question (3) explored the specific adjustment students made during their study at VU, asking informants to give account of the actions taken to make the adjustment which they felt was necessary. This was the core of the research question of academic adjustment.

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Questions (4) and (5) were more analytical questions, which were aimed to address the stages and causes of the adjustment. These questions were designed to assist informants to analyse their own experiences to see whether they perceived any major stages in their adjustment, and, if so, what did they perceive as the cause or reason for the adjustment. It is from these possibly diverse personal reflections that we hope to identify common terms and opinions. We believed it was important to listen carefully to the voices of the informants on the matter, and because of the complex nature of some of the issues, we were prepared to pursue the investigation in the informants’ own terms.

As with any research study, the outcome is of limited use if one is content to remain in the analysis stage. The real usefulness of any research is demonstrated in the way that it addresses the problem, studies the causes and give recommendations as to the innovation in future practice. Question (6) explored the direction for change in future practice, focusing on students’ perspectives and experiences. This question was set to address the strategies for change in practices both relating to learning and teaching of international students. Again the perspectives from those informants were carefully sought.

An interview schedule was used to structure the interviews (Appendix B). As indicated earlier, the students were encouraged to make comments related to the four commonplaces of education (Schwab 1973) giving their experiences in terms of the students, the lecturers, the curriculum and the milieu. During the conduct of the interviews, the transcription, and the initial analysis of data were concurrently carried out to develop and ensure a systematic data collection (Minichiello et al. 1995). The analysis is detailed in Chapter 4.