This document provides details of a research study exploring first year undergraduate students' engagement in social occupations during "Freshers' week". The study aimed to explore what social occupations students engaged in, why they engaged in particular occupations, and the motivational factors. The methodology involved a convenience sample of semi-structured interviews with students from two campuses. The findings identified themes around the types of social occupations students engaged in, motivational factors and barriers to participation, expectations and reflections, and implications for practice. The discussion analyzed the findings in relation to relevant literature. The conclusion was that the study met its aims and objectives, identified key motivations and barriers, and forms a basis for further research to contribute to occupational therapy practice.

1. HEAA313: Research 2
An Oral Defence of Research
STUDENT NUMBER: 10230458
TUESDAY 14TH JANUARY 2014
1

2. An exploration of first year undergraduate students’
engagement in social occupations during ‘Freshers’ week’.
To explore and analyse students’ experiences of social
occupations during Freshers’ week
To establish what social occupations
students’ engaged in during Freshers’
week
To explore why students’ engaged in
particular occupations and the
motivational factors
2

3. Background and Rationale for the Study
Researchers interested in the student population
Student experience of social occupations during Freshers’ week
is absent in previous literature – highlights a possible new area
of research
Potentially interesting correlations with the ‘Dark Side of
Occupation’ (Twinley, 2013)
Why?
3

4. Appraisal of Relevant Literature
• Occupation widely explored in contemporary
research
• Central to identity and performance
Meaningful occupation,
health and well-being
•What of occupation that is harmful to health and well-
being?
•Considering the broader consequences of occupation
The Dark Side of
Occupation
• Research focuses on alcohol consumption during
university
• Motivation, stereotype and academic achievement
Alcohol related
occupation
•Little evidence to suggest the motives behind student
participation
•How does social occupation impact occupational balance?
Motivation and
occupational balance
(Yerxa et al, 1989; Creek &
Hughes, 2008; Reed,
Hocking & Smythe, 2013)
(Hudson & Aoyama, 2008;
Hammell, 2009; Kiepek &
Magalhaes, 2011; Twinley &
Addidle, 2012; )
(Shamloo & Cox, 2010;
Heather et al, 2011; Palfai &
Ralston, 2011)
(Cooke et al, 2004; Wilson &
Wilcock, 2005; Pentland &
McColl, 2008; Tieu et al,
2010;)
4

5. Methodology
Exploratory study of
meaning and self-defined
experiences
. Convenience sample
. Poster recruitment at 2
student campuses
. Semi-structured interviews
. Data thematically analysed,
coded and themed
. Ethically approved
. Written informed consent
. Confidentiality and
anonymity maintained
Qualitative
Design
5
(College of
Occupational
Therapists, 2010)
(Great Britain.
Data Protection
Act 1998)

6. Research Findings
6

7. Theme Sub-theme
Engagement in Social Occupations
• Day time occupations
• Night time occupations
• Alcohol related occupations
• University organised events
• Non-university organised events
• Sports and societies
Motivational Factors for Participation in Social Occupations
• Personal interest – motivation
• Opportunity to meet new people
• Advertisement of events
• No other commitments
• Orientation
Barriers to Participation in Social Occupations
• Personal interest – barriers
• Lack of knowledge of events
• Logistical Factors
• Course commitments
• Financial commitments
Expectation and Reflection
• Health and well-being
• Preconceived ideas of Freshers’ week
• Introduction to university
• Comparison of other universities/ cultures
• Lifestyle and independent choices
• Post Freshers’ week thoughts
• Suggestions for improving Freshers’ week 7

8. Discussion of Findings
8

9. Alcohol Related Occupations
- Considered positive despite negative connotations (Kisic-Tepavcevic et al, 2013)
- Creates opportunity to form friendships (LaBrie, Grant & Hummer, 2011)
- Knowingly engaged despite knowledge of negative effects on health and well-being
- Aligns with emerging literature (Twinley, 2013)
University / Course Commitments
- Vocational courses – missed out on opportunities due to workload
(Palfai & Ralston, 2011)
- Freshers’ week more of a ‘social event’ for those on a non-vocational course
- Location of campus – logistical constraints
Preconceived Ideas of Freshers’ Week
- Friends and family
- The media – ‘drinking culture’ (Freshers, 2013)
9

10. Financial Commitments
- Considered an impeding factor to participation
- Expense of joining sports and societies – could not afford due to accommodation
and living costs
- Potential impact on occupational balance – reduced leisure activity (Wilson &
Wilcock, 2005)
Advertisement of Events
- Alcohol related events advertised more than other events- contributing factor to
engagement
- Missed out on opportunities
- University could invest more time in promoting a wider range of events
- Provide greater breadth of opportunity
Sustainable Occupation
- Participation in alcohol related occupations not considered
sustainable – financially or in terms of health and well-being
- Engaging in more sustainable occupations can promote increased
engagement to achieve occupational balance (Hocking &
Kroksmark, 2013)
10

11. Implications for Practice
How can this study impact
the occupational therapy
profession?
Highlights potential
emerging job role for
occupational therapists
in the university sector –
requires stronger
evidence-base
Education and promotion of
sustainable occupations for
the student and wider
population
Work with institutions in designing a varied programme of
accessible and sustainable student events
11

12. Study Limitations
• Small sample –
not generalisable
• Not ethnically
diverse
• Participants all of
similar age
Further Research –
broader
sociodemographic
• Participants from
one institution
• Possible
respondent bias
Further Research –
larger sample from a
range of universities • Possible
inconsistencies in
interviewer skills
• May have limited
data
Further Research –
pilot study
12

13. To Conclude…
Have met the aims and objectives of the study
Identified motivational factors and barriers to participation
Forms an initial basis of research to take forward
Highlights valuable contribution of occupational therapy
13

14. Personal Reflection
Leadership
Effective Team
Dynamic
Work Ethic
14
Personal
Contributions
Facilitated Interview
Organised Group
Meetings
MotivatorDistribution of
Recruitment posters

15. 15
Thank you
Any Questions?

16. References
College of Occupational Therapists. (2010) Code of Ethics & Professional Conduct. London: College of
Occupational Therapists.
Cooke, R., Barkham, M., Audin, K., Bradley, M., & Davy, J. (2004) ‘How social class differences affect
students' experiences of university’. Journal of Further and Higher Education. 28, pp.407-422.
Creek, J. & Hughes, A. (2008) ‘Occupation and health: a review of selected literature’. British Journal of
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Freshers (2013) ITV 2 Television. (20 October).
Great Britain. Data Protection Act 1998: Elizabeth II. Chapter 29. (1998) London: The Stationary Office.
Hammell, K. (2009) ‘Sacred texts: A sceptical exploration of the assumptions underpinning theories of
occupation’. Canadian Journal of Occupational Therapy. 76(1), pp.6-13.
Heather, N., Partington, S., Partington, E., Longstaff, F., Allsop, S., Jankowski, M., Wareham., H., & St Clair
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16

17. Hocking, C. & Kroksmark, U. (2013) ‘Sustainable occupational responses to climate change through lifestyle
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Hudson, M.J. & Aoyama, M. (2008) ‘Occupational therapy and the current ecological crisis’. British Journal of
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Kisic-Tepavcevic, D., Gazibara, T., Popovic, A., Trajkovic, G., & Pekmezovic, T. (2013) ‘The impact of alcohol on
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17

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