intervew analysis

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enwb

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Actually I did an interview and I get in the assignment 10 out of 20. he said I did not follow the instruction carefully.

The aquestion was

(will write a question based on the subject’s “living with,” or “coping with” the

phenomenon under research, and spend several hours (over a 3-day period) interviewing this

person to attempt to make sense of how and why that person is able to live with, cope with these conditions in his or her life. You should tape the interviews and transcribe and code the

discussions. Ask your question repeatedly, saying…”Yesterday you said . . . about your ability

to live with or cope with . . . how do you reflect on that today?

At the end of these sessions and by reading relevant materials on the phenomenological

approach, how were you able to bracket your own feelings, biases, beliefs about the issue? How did you decide to structure the write up for this interview? What were the consistencies and inconsistencies of the stories told to you? How did you keep up with the dialogue without asking

leading questions? How did you code these transcriptions? Use the Merriam chapters as a guide

to your own study.

Write 4-5 pages and include your transcribed discussions in an appendix.

So I did the interview but work poorly on the .

I thought he just need the interview.no of course. he need use quotation and make themes and analysis it as in attached appendix.

My professor said (you have provided the interview transcript only. Remember the sandwich analogy? Present it in categories and make a "sandwich" of each category of by a) saying what it is in your own words, b) substantiating with a quote, and c) further explaining with the context, etc. to make the meaning clear.

See examples in your book: pp. 388-401. See how the information is presented in three categories.

what i need to made theme and disc ussion as a book. use quotation from the interview and write it as a book

Unformatted Attachment Preview

Running Head: COPING WITH GRADUATE SCHOOL AND FAMILY OBLIGATIONS 1 Coping with Graduate School and Family Obligation Introduction Interviewer: Tell me about yourself and your background? Interviewee: I am a middle-aged lady, who is married with three children. My marriage is to an aeronautical engineer while I am a mother that works as a real estate valuer. This means that I am responsible for taking my children to school in the morning while the picking them from school is the responsibility of the man of the house. I have a full-time job which means that I get to juggle both, life as a mother and as a master's student at Howard University. With the full-time job, I am still in charge of taking care of the children with regard to cooking, cleaning and taking care of them, in general. With all the responsibilities that I hold, it is essential to juggle them all while ensuring that they are all taken care of. My social life occupies very little time if any since I have to be there for the children. I have managed to gain a balance of all my responsibilities since I know that school will end soon and then I will be able to refocus my attention on work and family obligations. Interviewer: Why did you choose America to pursue your higher education? COPING WITH GRADUATE SCHOOL AND FAMILY OBLIGATIONS 2 Interviewee: there are various reasons why I chose the United States as a place where my higher education was to be pursued. One of the reasons is diversity in the regions, people and the cultures in the United States. It is a right way of getting rid of the culture shock that one may experience when exposed to people from different backgrounds. It is also a proper way of learning the ways of interacting with people from different backgrounds. The international universities in the United States are also valued all over the world. This is on the basis of the reputation of the various programs offered in these universities which gives a person an upperhand. With the amount of technology and research that the United States is known for, it is also more comfortable for a person to be involved in groundbreaking research. This may help with providing solutions to various problems as well as aiding a person being well known for the specific study. It is a right way of being exposed to real-time issues and providing solutions to them. Once a person is able to go through the curriculum, which is two years for me, then they are ready to graduate. The United States has good markets that end up absorbing graduates into vacant positions that end being an assurance of a successful career. This is another encouraging reason for moving to the United States in pursuance of higher education. The United States also has a sea of people who have learned to be self-reliant as opposed to relying on others for growth and development. On this mote, therefore, these people become an encouragement to others by helping them become independently minded. Moving to a new country forces a person to become courageous, outgoing, motivated and confident and especially so when it comes to gaining new skills that are applied to everyday life. COPING WITH GRADUATE SCHOOL AND FAMILY OBLIGATIONS 3 Interviewer: How many family members are in your family? Interviewee: We are a family of five: three children, my husband and i. We have enrolled our children in middle school and elementary school. My husband was successful in finding a job in his line of study. We are a tightly knit family that strives to encourage and grow each other. Description Interviewer: How would you describe your experiences of being a graduate student at Howard University? Interviewee: Being a graduate student at Howard University has been an encouraging as well as a challenging experience. There are times that I want to give up given the amount of pressure that comes with conducting research in an in-depth manner as well as working while at it. Keeping up with the research work is a difficult task, but there is always light at the end of the tunnel with all the hard work that one puts in, one is able to experience the sweet fruits that result. It is also a good growth avenue, both academically and socially. One is able to be exposed to more knowledge and information on the field that they are studying as well as other areas that the peers are studying. The data acquired can then be added to the research that they are conducting and even making a compelling argument while at it. Other than the academic view, one is able to gain from the social point of view since when one is able to pick the brains of their classmates and even establishing relationships. COPING WITH GRADUATE SCHOOL AND FAMILY OBLIGATIONS 4 Interviewer: How do you manage your responsibilities of being a graduate student and family obligations at one time? Interviewee: This is a difficult juggle, but the management of the responsibilities is made easier by having a schedule and ensuring that we all stick to it, including the children. In the morning, I am in charge of preparing breakfast, waking up the children to make themselves and then ensuring that they have a balanced diet for lunch. I drive them to school. Ensuring that I am at work early, enables me to catch up on work, as well as schoolwork so that I am prepared for the day. My husband helps me out when it comes to picking them up from school, bathing them and ensuring that they have done their homework. I ensure that I am home from school in good time to prepare dinner and both of us can see them to bed. It all calls for self-discipline and consistency. I use the weekend to conduct further research and tying any loose ends. Interviewer: How do you feel about the academic expectations in graduate school? Interviewee: The academic expectations work well with my schedule and how I have been brought up, as one who earns an earnest and honest living and being a good role model. In matters to do with time, assignments, ethical behavior, school and faculty requirements, contribution to the faculty, accountability, and communication, I ensure that I keep up with the all as well as any changes. Interviewer: What type of assignments do you carry out in your program? COPING WITH GRADUATE SCHOOL AND FAMILY OBLIGATIONS 5 Interviewee: Graduate Programs mostly call for writing papers to help the lecturer or tutor see how much the student has accumulated and their level of understanding. The application of information acquired is also essential in their careers. On this note, therefore, we are required to write annotated bibliographies, symposia papers, seminar papers, writing summaries, project proposals, and thesis, as well as writing conference presentations. These are but some of the assignments that are carried out in the master's degree in Real Estate. Interviewer: How would you describe your experience of family obligations such as cooking, cleaning, taking care of children? My experience with the family obligations is both challenging and encouraging. I am happy to take care of my husband and children. At the same time, it is also challenging to keep up with all the responsibilities that I have. I have to know how to spend and spend my time so that overlaps do not become an issue and I am able to make it home in good time. The level of difficulty all depends on my dedication since first; I am a wife then a mother then a business person. Interviewer: How do you manage your time between doing your assignments and carrying out family obligations? Interviewee: Juggling between family obligations and assignments all depends on my schedule. My schedule towards my family obligations does not change. This means that I am able to make my schedule flexible for the assignments, which can be done when I get to work early when the children go to sleep or on Saturday mornings when I may or may not have classes. COPING WITH GRADUATE SCHOOL AND FAMILY OBLIGATIONS 6 Discussion My beliefs about the issue were bracketed through listening to the interviewee as opposed to imposing my own feelings. I structured the interview in a way that could easily be understood and in a flowing manner, from the simplest to the most complex questions. There were consistencies in how the interviewee was able to handle her juggling among all the responsibilities she holds and in having her family as an essential aspect of her life. I focused on letting the interview flow as opposed to leading her on which would have given her the wrong impression of imposing my ideas on her.
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Explanation & Answer

Attached.

Student
Tutor
Institution
Course
Date
COPING WITH GRADUATE SCHOOL AND FAMILY OBLIGATIONS
Significant intertwinement between personal academic and family life can be a source of
great emotional fatigue or overall burnout. Accordingly, there is a need to maintain coherence with
reference to personal or family wholeness and the assimilation of academics. According to a study
by Neumann on the experiences in college institution, it was established that burnouts pertaining
to students recurrently occur because of the intense and highly engaging academic conditions that
are devoid of supportive mechanism that aid students to cope and balance with their personal or
family lives.
Review of the Literature
Archival research on past studies on the integration of schooling and family was the
primary basis for my selection of a female participant in the research. For instance, a study by
Grad Resources on 675 students determined that about 60% of the students were concerned about
the attainment of a balance in life, with regards to their family responsibilities and their academic
life. Of the 60%, 63% of them were women and 58% of them further stressed that they were under
high likelihood for burnout, making it a central concern.

Method
Sample
Accordingly, I undertook a comprehensive, face to face interview with a female participant.
The interview was semi-structured and the logic behind this was that such structuring would allow
the interview process to be carried out within an equally open framework, allowing focused
reciprocal communication. Therefore, I was also able to alter order or questions, offer elucidations
on certain questions and exclude those that appeared redundant. The aim is to use a conversationalapproach rather than a confrontational approach.
Research Design
Neumann concludes that emotional fatigue cause by imbalances between the academics
and the family life adversely affects the overall performance of students. Success in this case was
dictated by person’s flexibility and involvement in academics. It is therefore evident that people
with families have a comparative higher work load as compared to students with no families to
cater or care for. The need to establish how individuals are able to cope with academics and their
family obligations was the root of the research. Thus, there was a need to evaluate their lifestyles,
interests and their perspectives on academics as well as family obligations.
Procedure
Before commencement of the interview process, I communicated the purpose of the
research and the rights of the participant were extensively explained. This was communicated at
the beginning whereby I stated the following, “I am interested in the individual narratives of people
who have had to balance or are currently having to balance or cope with an academic life as well
as family responsibilities. Accordingly, I would love to hear your account and would be grateful

for any aid you accord me to help me understand this issue as comprehensively as possible.” I also
presented the interviewee with a written consent form.
Data Analysis
By incorporating a semi-structured interview, I was able to dedicate time to build trust with
the interviewee, an aspect that was key in setting the tone for the subsequent interview questions.
As evident in the interview transcript, the interview was not constrained to a specific questioning,
and this was a way of respecting the sequencing of the story by the participant. Nevertheless, I
ensured that key issues within the study protocol were eventually addressed.
Results
The initial takeaways from the interview were that the interviewee is a middle aged woman,
married to an aeronautical engineer. She has three kids. She is a master’s student at Howard
University but also has a full-time job in addition to taking care of her kids with routine chores
such as cleaning, doing laundry and cooking.
Theme 1: Commitment as an obligation or choice
To cover the key issues in the study I asked the interviewee to describe her experience
being a graduate student at Howard University. I also engaged follow-up questions such as, “How
do you feel about the academic expectations in graduate school?” To establish further the link
between academics and family obligations, I asked the interviewee how she managed her
responsibilities of being a graduate student and family obligations simultaneously. A
complementary question was as follows, “How do you manage your time between doing your
assignments and carrying out family obligations?” The follow-up questions were a form of
phenomenological reduction process. The rationale behind the phenomenological reduction in the

questioning was to shift recurrently back to the core of the study in the participant’s experience.
This allows greater derivation of the meaning of a phenomenon, thus presenting greater
understanding of it.
Theme 2: Balancing challenging responsibilities
Evidently, the interviewee viewed balancing academics, work life and family
responsibilities as a major challenge. The interviewee states that it is, “Challenging to keep up with
all the responsibilities that I have. I have to know how to spend and spend my time so that overlaps
do not become an issue and I am able to make it home in good time. The level of difficulty all
depends on my dedication since first; ...