Lifestyle of students in St' Petersburg

1
Lifestyle of students in St. Petersburg

• Dr. Denis Gruber
• DAAD - Lecturer for Sociology
• Faculty for Sociology
• State University of St. Petersburg

2
Targets

• qualitative research with students (Diplom,
  Bachelor, Master) who are able to speak and write
  in German or English
• Theoretical approaches of lifestyle and practical
  investigation
• Introduction and use of qualitative research
  methods (interviews)
• Data analysis and interpretation
• Working with computer-assisted software MAXqda
• Language of interviews Russian
• Translation of specific parts of the interviews
• Presentation of results at German Week which
  takes place in April 2009 in St. Petersburg
• Publication of results supported by Centre for
  German and European Studies St. Petersburg

3

• Lebensstil
• Ein Lebensstil ist demnach der regelmäßig
  wiederkehrende Gesamtzusammenhang der
  Verhaltensweisen, Interaktionen, Meinungen,
  Wissensbestände und bewertenden Einstellungen
  eines Menschen (Hradil 1999, 42).
• Sozialmilieu
• So fassen soziale Milieus Gruppen
  gleichgesinnter zusammen, die gemeinsame
  Werthaltungen und Mentalitäten aufweisen und auch
  die Art gemeinsam haben, ihre Beziehungen zu
  Mitmenschen einzurichten und ihre Umwelt in
  ähnlicher Weise zu sehen und zu gestalten
  (Hradil 1999, 41).

4
Focus group University Students

• Transition from home/school to University is a
  significant life phase.
• New social contexts and environments
• construction of new relationship concerning to
  family
• establishing networks with old friends and new
  friends from university
• Increased freedom from parental control can have
  a strong effect on health behaviours (Borsari et
  al., 2007)
• Behaviours at University can develop into
  lifelong pattern (kemiene et al., 2007).

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Lifestyles of University Students- PROJECT
OBJECTIVES

• What is lifestyle?
• Which central topics do belong to lifestyle?
• Education
• Family
• Friends
• values
• living conditions
• Religion
• consumption behaviour
• accomodation / living habits
• labour / work
• political orientation
• leisure
• health and snack purchase
• uncertain or great future
• stress and pressure
• media habit

6
To become celebrities
Running around the campus naked!
To be Rich !
What are the Most Bold and Daring Behavior?
Bungee Jumping !
Confident to be themselves !
Travel around other Countries !
7
University Students

• Transition from home/school to University is a
  significant life phase.
• New social contexts and environments
• relationship to family and friends
• Increased freedom from parental control can have
  a strong effect on health behaviours
• consumption of cigarettes and alcohol
• Behaviours at University can develop into
  lifelong pattern political activities, learning
  by doing, internships (practice), success, new
  values, new contacts

8
The use of computer programs for
comparative researches. The program MAXqda

• Dr. Denis Gruber
• State University of St. Petersburg
• Faculty for Sociology
• Centre for German and european Studies

9
MAXqda Introduction

• Background Information
• Texts in MAXqda
• Codes in MAXqda
• Memo in MAXqda
• Visuable Tools

10
Case Study Respondents

• 43 interview partners
• by ethnic background 23 Russians 20 Estonians
• ethnic Russians by citizenship status 12
  Estonians, 5 Russians 6 stateless
• aim I analysis of differences between Estonians
  and Russians as well as in the ethnic Russian
  group
• aim II use of a computer program to analyze the
  data

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MAXqda

• supports all users who perform qualitative data
  analysis
• helps to systematically evaluate and interpret
  texts (interviews, protocols, field notices,
  focus groups, texts in the internet, etc.)
• a powerful tool for testing the theoretical
  conclusions of the analysis

12
Users of MAXqda-Software

• rather small research groups or personal use
• used in a wide range of academic and non-academic
  disciplines, e.g. Sociology, Political Science,
  Psychology, Public Health, Anthropology,
  Education, Marketing, Economics and Urban
  Planning
• in last years increased use in universities,
  research institutes as well as Master, Diploma
  and dissertations
• users by age mostly newcomers in qualitative
  research

13
Overview of pivotal functions

• works with manuscripts in rich text format
  (.rtf).
• imports texts from the Internet using
  drag-and-drop
• creates a hierarchical code (category) system
  with up to ten levels
• selects and codes text segments and assigns codes
  or sub-codes from the code system
• selects words or terms in the manuscript and
  insert them automatically into the code system
  (in-vivo-coding)
• keeps track of ideas and hypotheses by writing
  memos

14
Overview of pivotal functions

• defines quantitative variables and uses them in
  combination with texts and code words
• exports the table of variables to statistical
  programs or Excel
• imports a table of variables from Excel or SPSS
• allows to work together in teams and uses special
  teamwork functions
• Code Matrix and Code Relation Browser create an
  overview of the coding distribution and show
  overlaps

15
Clearly structured main screen of MAXQDA

• four main windows
• The complete data set (Text groups window)
  creates an overview of all the texts in the
  project
• The code- or category system (Code system
  window) created codes and sub codes shows the
  color of the codes
• The single text (Text Browser window) one can
  mark text segments, attach codes or create memos
• Performing basic and complex searches (Retrieved
  Segments window) allows to look at a selection
  of coded text segments (text retrieval)

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2. Codes

• definition of codes is organised by the user, not
  automatically by the program!
• code consists of the following information
• origin (text group, text name)
• segment frontiers (begin of a segment and end of
  a segment within the text)
• includes subcodes and variables (which are
  highlighting the relevance of text segments)

17
2. Creating Codes

• Code System is shown as a tree structure on the
  screen
• It looks like the file folder in Windows Explorer
• plus or minus sign in front of the code name
  indicated that a code contains subcodes
• the order of the codes and subcodes in the Code
  System can easily be changed with drag-and-drop
  function

18
3. Memos

• Memos are a classical, central instrument of
  qualitative text analysis
• MAXQDA offers the researcher highly effective and
  comfortable possibilities to create memos
• Memos can be assigned to a project, a text group,
  a whole text, text segments, and a code

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3. Memos

• the first option to create a memo concerns the
  document System
• ? this memo contains information about the
  project in which one can document the process of
  research, schedules, etc.
• the second option to assign memos is concerning
  to text groups or even single texts
• ? helps to explain the origin of the text,
  personal information, important meta information
  (like the atmosphere during the interview or
  spatial conditions), etc.

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3. Memos

• Memo Manager
• contains all memos which have been created in
  form of a table
• showing in the mask!

21
4. Search menu

• one can search for specific words, parts of
  words, or strings of words with the help of the
  lexical search function
• The search procedures refer to
•  the texts,  the memos or the coded
  segments, that are presently in the Retrieved
  Segments window

22
4. Search menu

• search can be limited to the activated texts

23
5. MAXqda Visible Tools

• Text comparision
• Code-Matrix-Browser
• Code-Relations-Browser

24
Text Comparision
25
Code-Matrix-Browser

• single knots of the matrix symbolize by their
  size and colour how many codes and subcodes are
  defined in the single texts
• the bigger the knot in the column the more
  segments exist in the single category
• the name of the text, the name of the code (as
  well as subcodes) and the number of coded
  segments is shown
• example activation of interviews 3,4,8,9, 39

26
(No Transcript)
27
Subpoints for research

• Work
• Leisure
• Family and friends
• Living conditions
• Education future

28
Work

• I. Do you have any working experience ?
• II. Why do you work? / Why don't you work ?
• III. (flexible questions concerning 1st working
  place)
• 1. How did you find your first working place ?
• 2. Do you still work there? If no, where do you
  work now ?
• IV. How do you manage to combine work with study
  ?
• V. Future - Work
• 1. What do you expect from the future?
• 2. Do you expect your contemporary study to be in
  connection with your future career?

29
Leisure

• (exclude the term "free time")
• 1. How do you spend your time apart from the
  university?
• 2. Imagine you have a free day. What would you do
  ?
• 3. What did you do last weekend ?
• 4. Remember your hobbies in the last several
  years. What has happened to them ?

30
Family and Friends

•  whom do you see as your near people, please
  describe them
• what are your relations to them, please describe
  the background of your relations
• have there been any changes since the study time
  began?
• please describe your present common practices
• how do you communicate and spend time with your
  near people?

31
Living conditions

• where and with whom do you live ? (describe the
  place)
• are you satisfied with your living conditions?
• how do the relations with people who are living
  near to you are influencing your life?
• Which advantages, disadvantages and opportunities
  do you see in the location of your accommodation?

32
Education

• Attitude to the process of getting education
• Positive and negative sides in the process of
  education
• Communication with people, studying together
• Communication with professors
• Participation in different educational activities
  and activities, connected with the educational
  process (researches, conferences, student
  government and so on) Attitude to this kind of
  activities
• Educational stress and pressure
• Who did decide about study?
• How much time do they spend at home to prepare
  for seminars and lectures (self-study)

33
Future

• Professional expectations
• Family expectations
• Fear for future (economical fears, ecological
  fears, political fears, fear for loneliness)

34
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36
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37
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38
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