The wellbeing of international alumni seems understudied and research around alumni from Africa appears to be minimal within the general field of literature. Where present, it is constrained within studies around international scholarships, adding to a prevalent discourse of dependence. To approach this problem, this study utilises a Postcolonial and Health Promotion framework to explore the use of a participatory small-scale study into the wellbeing of alumni from Africa who studied at a London university. As far as the author is aware, this is the first study of its kind to use this framework or methodological approach for this topic. The study hopes to find out how participants define wellbeing?; how has studying at a London university influenced their perceived wellbeing?; what do participants suggest as areas for actions by them or others, with regards to alumni wellbeing?; and what are participants’ reflections on the participatory nature of the research itself? Regarding data collection, the fieldwork is based around a series of virtual focus groups – utilising ranking for defining wellbeing, adapted Photovoice and group analysis, reflecting on emerging findings, and advocacy. Semi-structured interviews, using ‘River of Life’, are used to provide a private environment to navigate internal power dynamics within the group. The fieldwork takes place over a month and could change based on group opinion. Analysis is thematic. As based on community concerns and having undertaken a partial literature review, while fieldwork is yet to take place, findings could include benefits to careers, the complexity of a transnational identity and network, and the detriments to relationships and family life. The expected findings could inform initiatives for alumni wellbeing, and also trial an approach to participation which accounts for academic constraints and constraints on physical travel, such as disability, poverty, care responsibilities or environmental concerns.

1. A participatory exploration of how
studying at a ‘London University’
influences the wellbeing of alumni from
Africa
Eleanor Booth, University College London
IDSP Competition 2020
Leamington Spa
23rd July 2020

2.  Issue raised by the African alumni community.
 African alumni have a limited presence in the literature on alumni and
student wellbeing (Alharbi and Smith, 2018).
 International education is not treated as a Health Promotion issue, despite
being key social determinant of wellbeing.
 Traditional research practices and societal constraints reduce the power of
African alumni.
 Sustainable Development Goals: in particular 3, 4, 17.
Purpose: a small-
scale exploratory
study to work
with African
alumni to explore
how studying at
the ‘London
university’
influenced their
wellbeing and
trial a virtual
participatory
research
approach.
Background and Rationale

3.  Key research questions:
 RQ1: How does studying at the ‘London university’ influence African alumni’s perceived
wellbeing?
 RQ2: What are their and my reflections on using a Participatory Health Promotion approach in
this study?
 Conceptual Framework: Postcolonialism and Health Promotion
 Methodology: Critical
 Overall Approach: Virtual Participatory Health Promotion
 Type: Primary qualitative research
Research framework ‘London university’ = a prestigious,
public research university where
international students are half the
student body.

4.  Sampling: Purposive - 4 MA alumni from ‘London University’
using Facebook and contacts.
 DC1: Based around 3 Focus Groups
 FG1 (RQ1&2): Introductions, discuss study, define wellbeing
using Ranking (DC2), training
 FG2 (RQ1): Photovoice analysis
 FG3 (RQ1&2): Emerging findings, action, evaluation
 DC3: Adapted Photovoice (RQ1) - “How did studying at the
‘London University’ influence your life?”
 DC5: Semi-structured interviews (RQ1): using Photovoice, River
of Life (DC4) and FG1&2
Potential Data Collection

5.  Thematic analysis (DA1) bearing the critical methodology and Postcolonial Health Promotion
framework in mind:
 Alumni’s wellbeing definition (DC1&2) is compared to White (2009) and used to thematically
analyse the Literature Review
 Alumni thematically analyse Photovoice (DC3) in FG2
 Alumni thematically analyse River of Life (DC4) in their Interviews
 I thematically analyse all data collection (DC1-5) using Miles et al (2013) coding method
 Emerging findings are shared for discussion in FG3 and changes made
Data Analysis

6.  PF1 for RQ1:
 A similarity to global patterns of a new transnational outlook and
identity, however
 complexity of positive and negative elements (for e.g. family, identity,
career etc) and
 the importance of context (location, gender, race etc).
 PF2 for RQ2: Participatory … to a point!
 Possible limitation: small sample size.
 Possible implication: the approach may be recommended to Masters
students. Further action may be planned in FG3.
For final results:
eleanor.booth.17@
ucl.ac.uk
Possible findings

7. References
 Alharbi, E. S. and Smith, A. P. 2018. Review of Literature on Stress and Wellbeing of International Students
in English-Speaking Countries. International Education Studies, 11(6), pp.22-43.
 Miles, M. B., Huberman, A. M., and Saldana, J., 2013. ‘Fundamentals of qualitative data analysis’ in A.M.
Huberman and M.B. Miles, Qualitative Data Analysis – A Methods Sourcebook. 3rd Edn. London: Sage
Publications
 White, S. C., 2009. Bringing Wellbeing in Development Practice. WED Working Paper August 2009. Bath:
University of Bath.
 Background:
 Previous example of research into African alumni: Kallick, J., & Brown Murga, A. (2018, July).
Transformational Leaders and Social Change: IFP Impacts in Africa and the Middle East. Ford Foundation
International Fellowships Program Alumni Tracking Study, Report No. 4. New York, NY: Institute of
International Education.
 Background of participatory research: Hall, B. L. 1992. From Margins to Center? The Development and
Purpose of Participatory Research? The American Sociologist, 23, pp. 15-28.

8. African alumni are minimised in current literature,
leading to a lack of agency and voice.
Understanding is needed
for effective scholarships,
programme development
and more equitable
relationships.
Promoting the prospect of better wellbeing for all!
Participatory research abroad can be difficult
for Masters students and for those unable to
travel – for health, resource or moral
reasons.
Participatory research can
provide capacity building,
greater insight for validity,
reduced power
inequalities and links to
direct action.
Trials an innovative,
participatory and more
accessible approach to
research – with global
possibilities!
Reasons to fund this project