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
Objective
To 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 technique
Sarah Wilson, Sarah Cunningham-Burley, Angus Bancroft, Kathryn Backett-Milburn & Hugh Masters (2007)
Allows for the construction of a visual temporal framework.

Berney & Blane, 2003
Life Grid Structure
Parry et al, 1999
Bell, 2005
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)
“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)
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.

Flashbulb column
X axis: different life areas
Y axis: weeks in Term 1
“Interviewer and/or interviewee completed the grid”
“Interview duration approximately 45 minutes”
“One grid per interviewee”
“39 students were interviewed”
“The grids were A2 in size”
“Interviews were audio-recorded”

Nature of the Life Grid Interview
OVERVIEW
LOGISTICS
Need physical space to accommodate size of grid
Interviewer and respondent often sit in close proximity/adjacent so seating arrangements are important
Use of small post-it notes to avoid grid space constraints.
Semi structured qualitative conversations were supported with the Life Grid
Students were encouraged to bring diaries to aid in recalling dates
Grid completion was a joint endeavour between researcher and interviewee
Note-taker was present to take additional notes
Conversations were recorded
Students were encouraged to work chronologically, but not stopped if deviated.

Work in Waitrose (12 hrs a week)
Visit London every 2 wks to see girlfriend
Car
Family
Brunel acceptance letter
Attended Library tour
Met with personal Tutor
Visits Library 3 x week
Money
Cooking
Cleaning
Washing
Enrolled at Gym
Moved into Halls
Birthday

Project photos

Life Grid Preparation and Considerations
Please arrange into groups
Each group with:
ONE interviewer Simulate a short interview
ONE interviewee
ONE note-taker
Remaining participants as observers
During your activity consider the following:
Evaluate the technique
Is 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
“Data analysis was an exploratory, confirmatory and iterative process”
Research outcomes including visualisations
Joint thematic content analysis

Examples of Visualisations
non-HEP cohort
non-HEP and HEP cohorts combined
“Also, a written report representing the HEP cohort was created.”

Research Outcomes
An example of a visualisation
Someemergent 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 Themes
Complexity 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 Themes
Social 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 Themes
Timely, 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
“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”
“
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.”

Don’t have one
Getting feedback for first assignment (x2)
Argument with flatmate
Living in halls
Feels safe here, no bullets
Going out with friends for birthday
Chosen to be a Widening Participation Officer
Worrying about memory issues and confidence
Bike stolen
Enrolment
Best and Worst Moments
HEP
ULL week - priceless
First outings with TROGS
Freshers’ week
Meet new people and expand social network
Falling behind with probability
Getting no sleep because of friend’s party
Dad visiting
Ensemble performances
Working with friends
Sitting in canteen among friends, eating high quality food and feeling high quality
Stressing about submitting an assignment on u-Link as they put up the wrong date
Standing with friend at the Hamilton red wall checking out the guys
Missing part of Man U match during enrolment
CD player stolen
Girl telling student she didn’t care about his age
Non-HEP
Timetabling issues and hence declining 2 jobs
Meeting horrible guys who turn out to be immature
Man U winning 4-3
Meeting the girls on OT course
Selling car
2nd week of lectures, course felt established
BBQ week 1
First mock test
Getting assignment in on time
Monday is a really long day
Moving to halls
Freshers’ ball
Personal tutor giving excellent feedback and being told had promising start
Going to Tiger Tiger
Everything - loads of bureaucracy slowing student down
Library quiet area – not quiet
Parking ticket

University Expectations
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
Yes, down to earth Uni, ****** teach you in a stuck up way because they want you to be stuck up…..**** mother you
Yes (x2)
Yes, enjoying Uni life
Thought course might be more practical, but that might come in time
No, thought would have more lectures
Pleasantly surprised
Easier than expected
Pretty much
Uni / course expectations met?
Had no expectations
Balance about right, but not happy with 7pm lecture
Everyone made out it would be a shock, but it wasn’t
Not sure how I was going to find it
Yes, a bit fast paced, but coping well
Did a lot of research, Brunel gave more information
No, thought course would start slowly, but you have to put in a lot of work
Were a high quality standard
Yes met expectations, wouldn’t expect anything less. But it’s still early on in the term

New Year Resolultions
Try and plan assignments in advance and keep on top of it and to eat healthier
None
To chill out, took Uni too seriously (was overwhelmed)
Resolutions to be decided after January exams
Find time to read more
Keep an eye on deadlines and get a better calendar
None
New Year’s Resolutions for the second term
None – hoping the foundation year will prepare me
None
To be on top of work
None
To organise notes and use diary better
Resolutions depend on outcome of exams in week 10
Do exams/tests as soon as they are set
None – its being going well so far
Do more reading and prep material
None
To try and keep on top of work

References
Bell, 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.

Any further questions?
Contact details:
linda.murray@brunel.ac.uk
julia.stephenson@brunel.ac.uk
anu.sharma@brunel.ac.uk
natalie.parnis@brunel.ac.uk
http://www.brunel.ac.uk/about/acad/apdu/researchprojects/wllln
Project website:

http://cloudworks.ac.uk	103
http://afdujardin.wordpress.com	2
https://online.manchester.ac.uk	1

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Using the ’Life Grid’ interviewing method as a qualitative research tool Presentation Transcript