Qualitative Data Analysis Report - bell-project.eu

1 Qualitative data Analysis Report Analysis of the bell interviews in 10 countries: overall Report Author of the overall Report MA Irena Sgier, Swiss Federation for Adult Learning SVEB (Leader of work package WP5: Research Framework: Qualitative Part ) Authors of the national reports, on which this overall Report is based Dr. Bettina Th ne-Geyer (German Institute for Adult Education DIE, project coordinator, Germany) Dr. Hana Danihelkov (Association for Education and Development of Women ATHENA, Czech Republic) Dr. Samantha Duncan (University of London, Institute of Education, England) Prof. Dr. Jyri Manninen, BA Anina Kornilow (University of Eastern Finland) Paola Zappaterra (Associazione di donne Orlando AddO, Italy) Prof.

2 Dr. Simona Sava (Romanian Institute for Adult Education IREA, Romania) Katarina Popovic & Edisa Kecap & Dubravka Mihajlovi (Adult Education Society AES, Serbia) MSc Estera Mo ina & Dr. Petra Javrh & Dr. Natalija Vre er (Slovenian Institute for Adult Education SIAE, Slovenia) Dr. Javier Diez (University of Barcelona, CREA Research Centre, Spain) MA Irena Sgier (Swiss Federation for Adult Learning SVEB, Switzerland) The bell project (2011-2014) was funded by the European Commission as a part of the EU funding stream Studies and Comparative Research (KA 1) . bell website: April, 2014 Benefits of Lifelong Learning ( bell ) Agreement n.

3 2011 - 4075 / 001 001 Project number 519319-LLP-1-2011-1-DE-KA1-KA1 SCR This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 1 Index 1. Introduction .. 3 2. Methodology .. 5 3. Benefits: Overview and Categories .. 12 Sense of purpose in life .. 14 Self -efficacy .. 19 Locus of control .. 23 Social network .. 24 Changes in the educational experience .. 27 Mental well-being .. 31 Physical health / Health behaviour.

4 34 Work-related benefits .. 35 Tolerance .. 38 Trust .. 40 Civic and social engagement .. 40 Civic competence .. 41 Family-related benefits .. 43 Skills and competences .. 44 4. Most Important Benefits .. 45 5. External Criteria .. 46 6. Development of Benefits .. 47 7. Relationship between Benefits .. 49 8. Conclusions .. 50 9. References .. 52 Appendix .. 53 - Appendix 1: Interview Guidelines .. 54 - Appendix 2: Analysis Guidelines .. 57 - Appendix 3: Code List .. 63 Benefits of Lifelong Learning ( bell ) Agreement n. 2011 - 4075 / 001 001 Project number 519319-LLP-1-2011-1-DE-KA1-KA1 SCR This project has been funded with support from the European Commission.

5 This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 2 - Appendix 4: Coding Example (Interpretation workshop 2) .. 68 - Appendix 5: National Case Schemes .. 72 - Appendix 6: Additional Description of the Interview Sample .. 83 Benefits of Lifelong Learning ( bell ) Agreement n. 2011 - 4075 / 001 001 Project number 519319-LLP-1-2011-1-DE-KA1-KA1 SCR This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

6 3 Introduction This Report gives an overview of the Qualitative Analysis of 82 interviews that were conducted with participants of liberal adult education in ten countries within the framework of the European bell study. The interviews were analysed by the national research teams in the ten partner countries. This overall Report is based on those national Qualitative reports. It follows the same structure as the national reports and uses statements from all countries to exemplify the results. The aim of the Qualitative interview Analysis is to illustrate and complement the results of the statistical analyses.

7 They are aimed to illu strate and complement the results of the statistical analyses with respect to the benefits and their individual dimension ( change of attitudes, self -concept, learning biography, behaviour) and social dimension ( family life, social networks); f ind out whether, and if so how, participants of liberal education courses reflect on their learning experience, whether they are aware of any benefits and able to name them; explore possible connections between the benefits and find observable external benefit criteria; explore the extent to which the emergence and development of benefits depend on course-related aspects such as the teacher (personality, expertise, and teaching approaches), the group, the teaching methods, and so on, as expressed by interviewees based on their experiences; i dentify ways in which benefits of liberal adult education, according to leaners, emerge and develop in real -life and biographical contexts, and ways in which they interrelate with them.

8 To answer these questions, we analysed what participants Report about their participation in liberal adult education courses, about their experiences in liberal adult education courses and about the impact that participation has on their lives. We want to know how participation in liberal adult education affects and changes participants attitudes, self-concepts, learning biographies, and their learning behaviour as well as their everyday lives, and how participants do assess this. This approach allows us to find out if and how participants of liberal adult education courses reflect on their learning experience, if they are aware of any benefits and able to name them, how they explain or justify the efforts they undertake as learners and how they define the role adult education plays in their real life contexts.

9 Moreover, this approach allows for drawing conclusions and hypotheses with regard to possible effects of personal benefits on social environments based on participants reports. Additionally, the researches paid attention to country-specific aspects that appear to have an impact on the way s in which participants experience and Report benefits of learning. Among the research questions that have been formulated in the course of the research, this is not the core one since bell cannot aim at comparing national education systems. However, awareness of national characteristics is needed to assure an adequate interpretation of the results.

10 These aspects are discussed in the national reports and in likewise in the overall Report and taken into consideration here where appropriate. Benefits of Lifelong Learning ( bell ) Agreement n. 2011 - 4075 / 001 001 Project number 519319-LLP-1-2011-1-DE-KA1-KA1 SCR This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 4 In the context of the Qualitative research Report , as in the whole bell study, we operationalise benefits as effects and changes for the better in participants attitudes, self-concepts, learning biographies and learning behaviour as well as their everyday lives AND, through this, their social environment (real -life contexts).