Pub Date : 2023-12-15DOI: 10.46743/2160-3715/2023.6801
Jessica Parker, Veronica Richard, Kimberly Becker
Rapid advancements in generative artificial intelligence (AI), specifically large language models (LLMs), offer unprecedented opportunities and challenges for qualitative researchers. This paper presents comprehensive guidelines for the ethical and effective use of LLMs in the development and refinement of interview protocols. Through a multidisciplinary lens, this paper explores potential pitfalls, ethical considerations, and best practices to ensure the responsible integration of LLMs in the research process. The guidelines proposed serve not only as a methodological roadmap for researchers but also as a catalyst for dialogue on the ethical dimensions of LLMs in qualitative research. Furthermore, the authors describe and share a web-based application developed to guide users through the stages of the protocol. Ultimately, the paper calls for a collective, informed approach to harness the capabilities of LLMs while upholding the integrity and ethical standards of scholarly research.
{"title":"Guidelines for the Integration of Large Language Models in Developing and Refining Interview Protocols","authors":"Jessica Parker, Veronica Richard, Kimberly Becker","doi":"10.46743/2160-3715/2023.6801","DOIUrl":"https://doi.org/10.46743/2160-3715/2023.6801","url":null,"abstract":"Rapid advancements in generative artificial intelligence (AI), specifically large language models (LLMs), offer unprecedented opportunities and challenges for qualitative researchers. This paper presents comprehensive guidelines for the ethical and effective use of LLMs in the development and refinement of interview protocols. Through a multidisciplinary lens, this paper explores potential pitfalls, ethical considerations, and best practices to ensure the responsible integration of LLMs in the research process. The guidelines proposed serve not only as a methodological roadmap for researchers but also as a catalyst for dialogue on the ethical dimensions of LLMs in qualitative research. Furthermore, the authors describe and share a web-based application developed to guide users through the stages of the protocol. Ultimately, the paper calls for a collective, informed approach to harness the capabilities of LLMs while upholding the integrity and ethical standards of scholarly research.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"142 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138998262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-15DOI: 10.46743/2160-3715/2023.6467
Carissa A Daniello-Heyda, Kevin Hynes, Rachel R. Tambling
The novel SARS-CoV-2, or coronavirus, has greatly altered the landscape of college life for students across the United States. The ever-present health concerns and quarantine have been linked to increased anxiety, depression, stress, and post-traumatic stress disorder. To this end, we examined the influence of the COVID-19 pandemic on the psychosocial health of college students. We explored the impact of COVID-19 on levels of stress and distress in college students using a qualitative expressive writing methodology. Results of this study suggested that the college students included in the sample were moderately distressed – their scores on inventories of depression, anxiety, and COVID-19-related stressors suggested moderate distress.
{"title":"College Student Mental Health in the COVID-19 Era: Results of an Expressive Writing Prompt","authors":"Carissa A Daniello-Heyda, Kevin Hynes, Rachel R. Tambling","doi":"10.46743/2160-3715/2023.6467","DOIUrl":"https://doi.org/10.46743/2160-3715/2023.6467","url":null,"abstract":"The novel SARS-CoV-2, or coronavirus, has greatly altered the landscape of college life for students across the United States. The ever-present health concerns and quarantine have been linked to increased anxiety, depression, stress, and post-traumatic stress disorder. To this end, we examined the influence of the COVID-19 pandemic on the psychosocial health of college students. We explored the impact of COVID-19 on levels of stress and distress in college students using a qualitative expressive writing methodology. Results of this study suggested that the college students included in the sample were moderately distressed – their scores on inventories of depression, anxiety, and COVID-19-related stressors suggested moderate distress.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"165 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138998411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-15DOI: 10.46743/2160-3715/2023.5756
Shree Krishna Wagle, Parbati Dhungana, Bal Chandra Luitel, E. Krogh, Niroj Dahal
This paper discusses experiences from school-based needs assessment within a Participatory Action Research (PAR) project aimed at facilitating quality education in public schools of rural Nepal. Being often a first stage in the process of research-action, Participatory Needs Assessment (PNA) offers space for community members’ perceptions and attitudes toward their collective needs. In this light, this paper takes evidence from the first and the second authors’ Ph.D. experiences, under the supervision of the third and the fourth authors to initiate PNA of a school. Also, incorporating the reflections from the fifth author as a critical friend, it observes the political, epistemological, ethical, and methodological challenges of doing such assessments; the challenges of involving all the stakeholders in identifying problems, and the transformative possibilities the approach inherently brings within it. On the whole, the paper reflects how, despite manifold conflicting interests of the multi-group stakeholders, relational ontology(ies) emerged in the cyclical and spiral process.
{"title":"Experiencing Transformative Learning during Participatory Needs Assessment of a Public School: Journeys and Arrivals to Relational Ontology(ies)","authors":"Shree Krishna Wagle, Parbati Dhungana, Bal Chandra Luitel, E. Krogh, Niroj Dahal","doi":"10.46743/2160-3715/2023.5756","DOIUrl":"https://doi.org/10.46743/2160-3715/2023.5756","url":null,"abstract":"This paper discusses experiences from school-based needs assessment within a Participatory Action Research (PAR) project aimed at facilitating quality education in public schools of rural Nepal. Being often a first stage in the process of research-action, Participatory Needs Assessment (PNA) offers space for community members’ perceptions and attitudes toward their collective needs. In this light, this paper takes evidence from the first and the second authors’ Ph.D. experiences, under the supervision of the third and the fourth authors to initiate PNA of a school. Also, incorporating the reflections from the fifth author as a critical friend, it observes the political, epistemological, ethical, and methodological challenges of doing such assessments; the challenges of involving all the stakeholders in identifying problems, and the transformative possibilities the approach inherently brings within it. On the whole, the paper reflects how, despite manifold conflicting interests of the multi-group stakeholders, relational ontology(ies) emerged in the cyclical and spiral process.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"210 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138997073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-15DOI: 10.46743/2160-3715/2023.6234
Sneha Yadav, Shagun Shagun, Koko Veerning Moyon, Divya Bhanot
Appearance teasing (AT) is such a widespread phenomenon that to discount its meaning, impact, and severity on the lives of those who are teased would be a mistake. This study aims to explore the lived experiences of Indian youths who have been appearance-teased by their close friends and family, how they perceive it has impacted their senses of self and identity and to understand their coping strategies that help them manage the negative effects of AT. Data was collected via semi structured interviews with six young adults and analyzed using Interpretative Phenomenological Analysis. Analysis of the transcripts reveals five master themes encompassing forms of exhibition of AT, causes, impact, protective factors, and coping strategies that represented the experiences for this population. Each individual voice captured in this study offers valuable insights into how teasing someone based on their appearance can have tremendous impacts on their psyche and behavior. Findings also point to the unique role played by Indian culture in these experiences of Indian youths. Based on the results, we conclude that there is a substantial need for awareness about AT in India and the impact of its normalization on Indian youth.
{"title":"Appearance Teasing and Identity Formation Amongst Young Adults: An Interpretative Phenomenological Analysis","authors":"Sneha Yadav, Shagun Shagun, Koko Veerning Moyon, Divya Bhanot","doi":"10.46743/2160-3715/2023.6234","DOIUrl":"https://doi.org/10.46743/2160-3715/2023.6234","url":null,"abstract":"Appearance teasing (AT) is such a widespread phenomenon that to discount its meaning, impact, and severity on the lives of those who are teased would be a mistake. This study aims to explore the lived experiences of Indian youths who have been appearance-teased by their close friends and family, how they perceive it has impacted their senses of self and identity and to understand their coping strategies that help them manage the negative effects of AT. Data was collected via semi structured interviews with six young adults and analyzed using Interpretative Phenomenological Analysis. Analysis of the transcripts reveals five master themes encompassing forms of exhibition of AT, causes, impact, protective factors, and coping strategies that represented the experiences for this population. Each individual voice captured in this study offers valuable insights into how teasing someone based on their appearance can have tremendous impacts on their psyche and behavior. Findings also point to the unique role played by Indian culture in these experiences of Indian youths. Based on the results, we conclude that there is a substantial need for awareness about AT in India and the impact of its normalization on Indian youth.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"8 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138998481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-15DOI: 10.46743/2160-3715/2023.6427
Doris Elena Munoz Zapata, J. J. Zapata Posada, Katherine García Vásquez
Este artículo es resultado de una investigación sobre los significados atribuidos por las familias a las experiencias de satisfacción de necesidades básicas y el rebusque para la supervivencia durante el confinamiento obligatorio, derivado por la pandemia COVID-19. Se realizó una investigación cualitativa con diseño fenomenológico, método narrativo, con seis familias en situación de exclusión social y pobreza, mediante la estrategia metodológica de visita domiciliaria, en Medellín, Colombia. Se concluye que, pese a la falta de oportunidades laborales para la satisfacción de las necesidades básicas, de manera paradójica, fue una oportunidad para descansar y compartir en el entorno familiar, dado que la búsqueda del sustento diario centra a las personas en la subsistencia y limita los espacios conjuntos; la sobrevivencia prima frente al descanso y el ocio. Además, se visibiliza el aumento de tensiones psicológicas, entre estas los temores que afectaron la individuación y los cursos de vida, viéndose confrontados los deseos y necesidades, en presente, y proyectos a futuro.
{"title":"Futuros posibles en adversidad: las experiencias de rebusque de familias en Medellín durante la pandemia COVID-19","authors":"Doris Elena Munoz Zapata, J. J. Zapata Posada, Katherine García Vásquez","doi":"10.46743/2160-3715/2023.6427","DOIUrl":"https://doi.org/10.46743/2160-3715/2023.6427","url":null,"abstract":"Este artículo es resultado de una investigación sobre los significados atribuidos por las familias a las experiencias de satisfacción de necesidades básicas y el rebusque para la supervivencia durante el confinamiento obligatorio, derivado por la pandemia COVID-19. Se realizó una investigación cualitativa con diseño fenomenológico, método narrativo, con seis familias en situación de exclusión social y pobreza, mediante la estrategia metodológica de visita domiciliaria, en Medellín, Colombia. Se concluye que, pese a la falta de oportunidades laborales para la satisfacción de las necesidades básicas, de manera paradójica, fue una oportunidad para descansar y compartir en el entorno familiar, dado que la búsqueda del sustento diario centra a las personas en la subsistencia y limita los espacios conjuntos; la sobrevivencia prima frente al descanso y el ocio. Además, se visibiliza el aumento de tensiones psicológicas, entre estas los temores que afectaron la individuación y los cursos de vida, viéndose confrontados los deseos y necesidades, en presente, y proyectos a futuro.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"7 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139001038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-15DOI: 10.46743/2160-3715/2023.6073
Yohanis Nurak Siwa, Y. Basthomi
In recent years, there has been an increasing interest in researching students’ engagement in English as foreign language (EFL) classes as students’ language learning achievement is shaped by their engagement in class. Yet, the study of students’ engagement in EFL large classes has received relatively little empirical attention. This qualitative phenomenological study aims at exploring how teachers perceive the factors boosting students’ optimal engagement and what strategies they use to boost students’ optimal engagement in EFL large classes. Ten university teachers with adequate experience of teaching EFL large classes in East Nusa Tenggara-Indonesia participated in this study. Semi structured interviews were used to elicit the teachers’ perceptions and interpretations of students’ optimal engagement. The results revealed five factors affecting students’ optimal engagement in EFL large classes: teaching strategies, individual motivation, student-teacher relationship, students’ English proficiency, and teaching facilities. Additionally, the teachers applied instructional and affective strategies to boost students’ optimal engagement in EFL large classes. Based on the study results, we offered some pedagogical implications for the teachers and their institutions.
{"title":"Students’ Optimal Engagement in EFL Large Classes: A Qualitative Phenomenological Study in East Nusa Tenggara","authors":"Yohanis Nurak Siwa, Y. Basthomi","doi":"10.46743/2160-3715/2023.6073","DOIUrl":"https://doi.org/10.46743/2160-3715/2023.6073","url":null,"abstract":"In recent years, there has been an increasing interest in researching students’ engagement in English as foreign language (EFL) classes as students’ language learning achievement is shaped by their engagement in class. Yet, the study of students’ engagement in EFL large classes has received relatively little empirical attention. This qualitative phenomenological study aims at exploring how teachers perceive the factors boosting students’ optimal engagement and what strategies they use to boost students’ optimal engagement in EFL large classes. Ten university teachers with adequate experience of teaching EFL large classes in East Nusa Tenggara-Indonesia participated in this study. Semi structured interviews were used to elicit the teachers’ perceptions and interpretations of students’ optimal engagement. The results revealed five factors affecting students’ optimal engagement in EFL large classes: teaching strategies, individual motivation, student-teacher relationship, students’ English proficiency, and teaching facilities. Additionally, the teachers applied instructional and affective strategies to boost students’ optimal engagement in EFL large classes. Based on the study results, we offered some pedagogical implications for the teachers and their institutions.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"60 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138996311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-15DOI: 10.46743/2160-3715/2023.6308
Isha Harshe, Lindy Davidson
In pivotal moments of history like the COVID-19 pandemic, it is critical to attend to and preserve the stories of different people experiencing the same phenomenon in their own ways. This project analyzed the public’s emotional experiences during the pandemic using methods of narrative and poetic inquiry. After reading 105 entries from the Pandemic Journaling Project, an online platform where people anonymously published journal entries reflecting on their pandemic experiences, narratives were categorized based on ten prominent emotional themes: anger, anxiety, fatigue, fear, loneliness, longing, loss, loss of control, stress, and uncertainty. Found poems were constructed for each emotion using words and phrases from the entries listed under each category, inserting poetic elements of structure, shape, and rhythm. By framing the project around emotion, the feelings aroused by the pandemic are brought forth in an evocative manner for consideration, interrogation, and presentation.
{"title":"Poetic Representations of COVID-19 Narratives: An Exploration of Emotional Experiences During the Pandemic","authors":"Isha Harshe, Lindy Davidson","doi":"10.46743/2160-3715/2023.6308","DOIUrl":"https://doi.org/10.46743/2160-3715/2023.6308","url":null,"abstract":"In pivotal moments of history like the COVID-19 pandemic, it is critical to attend to and preserve the stories of different people experiencing the same phenomenon in their own ways. This project analyzed the public’s emotional experiences during the pandemic using methods of narrative and poetic inquiry. After reading 105 entries from the Pandemic Journaling Project, an online platform where people anonymously published journal entries reflecting on their pandemic experiences, narratives were categorized based on ten prominent emotional themes: anger, anxiety, fatigue, fear, loneliness, longing, loss, loss of control, stress, and uncertainty. Found poems were constructed for each emotion using words and phrases from the entries listed under each category, inserting poetic elements of structure, shape, and rhythm. By framing the project around emotion, the feelings aroused by the pandemic are brought forth in an evocative manner for consideration, interrogation, and presentation.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"97 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138999377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-15DOI: 10.46743/2160-3715/2023.6317
Isabel C. Farrell, Casey Barrio Minton, Amanda DeDiego
Aspiring counselor educators in Council for Accreditation of Counseling & Related Educational Programs (CACREP)-accredited programs must learn to be counselors, teachers, supervisors, researchers, and leaders. These roles can overlap, creating multiple complex relationships during their programs. To examine these roles, we conducted a constructivist grounded theory investigation of how counselor education doctoral students (n = 9) balanced multiple roles and relationships and boundary crossings. We utilized chain referral sampling and continued until we reached theoretical saturation. We used semi-structured interviews conducted via videoconferencing (Zoom) for data collection and coded the interviews using two main phases: an initial phase and a focused coding phase. We used member checks by sending participants preliminary findings for feedback. The resulting theory describes two distinct stakeholders in the management of the multiple roles and relationships in counselor education: the students and the program. Students were responsible for balancing roles and responsibilities while considering professional growth, ethics, and boundary setting. The program was responsible for providing a growth-fostering environment and mentorship. Ultimately, the process of navigating multiple roles and relationships (MRRs) involves early discussion of MRRs, intentionality of program placement, assistance with boundaries and ethical decisions, and exposure to remediation and gatekeeping.
{"title":"Doctoral Students Balancing the Roles and Relationships of Counselor Education","authors":"Isabel C. Farrell, Casey Barrio Minton, Amanda DeDiego","doi":"10.46743/2160-3715/2023.6317","DOIUrl":"https://doi.org/10.46743/2160-3715/2023.6317","url":null,"abstract":"Aspiring counselor educators in Council for Accreditation of Counseling & Related Educational Programs (CACREP)-accredited programs must learn to be counselors, teachers, supervisors, researchers, and leaders. These roles can overlap, creating multiple complex relationships during their programs. To examine these roles, we conducted a constructivist grounded theory investigation of how counselor education doctoral students (n = 9) balanced multiple roles and relationships and boundary crossings. We utilized chain referral sampling and continued until we reached theoretical saturation. We used semi-structured interviews conducted via videoconferencing (Zoom) for data collection and coded the interviews using two main phases: an initial phase and a focused coding phase. We used member checks by sending participants preliminary findings for feedback. The resulting theory describes two distinct stakeholders in the management of the multiple roles and relationships in counselor education: the students and the program. Students were responsible for balancing roles and responsibilities while considering professional growth, ethics, and boundary setting. The program was responsible for providing a growth-fostering environment and mentorship. Ultimately, the process of navigating multiple roles and relationships (MRRs) involves early discussion of MRRs, intentionality of program placement, assistance with boundaries and ethical decisions, and exposure to remediation and gatekeeping.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"8 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139001033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-15DOI: 10.46743/2160-3715/2023.6843
Tom Strong
I review Farewell to Variables, a recent edited volume by cultural psychologists collaborating with Jaan Valsiner. I relate "variable thinking" to challenges faced in conducting qualitative research, and in relating to everyday life.
我回顾了《告别变数》（Farewell to Variables）一书，这是文化心理学家 Jaan Valsiner 最近合作编辑的一本书。我将 "变量思维 "与开展定性研究以及与日常生活相关的挑战联系起来。
{"title":"De-Fragmenting Social Science? A Review of Farewell to Variables","authors":"Tom Strong","doi":"10.46743/2160-3715/2023.6843","DOIUrl":"https://doi.org/10.46743/2160-3715/2023.6843","url":null,"abstract":"I review Farewell to Variables, a recent edited volume by cultural psychologists collaborating with Jaan Valsiner. I relate \"variable thinking\" to challenges faced in conducting qualitative research, and in relating to everyday life.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"45 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138995777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-15DOI: 10.46743/2160-3715/2023.6103
Giovanna Follo, Diane Huelskamp
Higher education is being challenged as is the unionization of faculty. This combination could create a climate where faculty may need to strike. The purpose of this research is to describe the lived experiences of striking faculty to bring a greater understanding of what faculty may incur. This research utilized a phenomenological approach with a combination of composite narratives and in vivo coding to describe the lived experiences of striking. With the number of layoffs, strikes and threats of striking, this research is timely in understanding what striking entails and how it can best be navigated for the benefit of the faculty. There were 333 striking faculty of which twenty-seven were interviewed. Three themes developed and will be discussed. First, how the faculty's perception of the Union can influence their experience and willingness to remain on the picket line. Second, realizing a striker's experience is not monolithic, as realized in the differing experiences of the two campuses of Wright State. Lastly, surprising themes emerged, such as mental health issues surrounding financial, work and family struggles throughout the duration of the strike.
{"title":"The Experience of Faculty Strikers: Factors that Could Impact Higher Education Strikes","authors":"Giovanna Follo, Diane Huelskamp","doi":"10.46743/2160-3715/2023.6103","DOIUrl":"https://doi.org/10.46743/2160-3715/2023.6103","url":null,"abstract":"Higher education is being challenged as is the unionization of faculty. This combination could create a climate where faculty may need to strike. The purpose of this research is to describe the lived experiences of striking faculty to bring a greater understanding of what faculty may incur. This research utilized a phenomenological approach with a combination of composite narratives and in vivo coding to describe the lived experiences of striking. With the number of layoffs, strikes and threats of striking, this research is timely in understanding what striking entails and how it can best be navigated for the benefit of the faculty. There were 333 striking faculty of which twenty-seven were interviewed. Three themes developed and will be discussed. First, how the faculty's perception of the Union can influence their experience and willingness to remain on the picket line. Second, realizing a striker's experience is not monolithic, as realized in the differing experiences of the two campuses of Wright State. Lastly, surprising themes emerged, such as mental health issues surrounding financial, work and family struggles throughout the duration of the strike.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"81 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138996283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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