Marcas y ejemplos

This section offers a critical reflective analysis of this research using Yardley’s (2000) four evaluative principles for qualitative research. Each principle will be analysed and linked to the particular actions or decisions that ensured the principles are illustrated, enabling the reader insight into its validity as evidence and overall significance (Yardley, 2000; Smith et al., 2009).

6.5.1. Sensitivity to the Research Context

context in which it was undertaken, sensitivity to and significant engagement with, the participants, their materials, and the findings. Throughout this research, the students’ perspectives, their voice and representation, have shaped every element of the research design, and process as it unfolded. Smith et al., (2009) highlighted that a good piece of IPA research uses purposive sampling, to ensure the sample share the lived experience, and the findings can represent a valid insight into the phenomenon. Within this research, a purposive sample was identified from a self-referring group of students, which represented their student community (Van Manen, 2014; Dahlberg, 2015). Furthermore, the need to demonstrate a sensitivity to the participants and their materials, shaped the methods used, the approaches to collect, analyse and present, the findings. These measures together with the extensive use of each student’s materials, to illustrate the breadth, depth and the flow of the findings, alongside the adaptation of the prism and matrix of wellbeing, illustrate how this research has applied Yardley’s (2000) first principle. Furthermore, continued critical, reflexive analysis has enabled the student’s perspectives to be given a level of attentive consideration, (Holliday, 2008) underpinning the value of their participation and materials, according to both Yardley (2000) and Smith, et al., (2009). Moreover, the relevance of this research links directly to the principle that the students should be part of how wellbeing might be considered in HE, given that they are the ones experiencing any changes to

practice, policy or services that evolve as a result (Burgess et al., 2018).

6.5.2. Commitment and Rigour

Yardley (2000) suggests that notions of continued commitment and rigour should underpin research that is of high quality and likely to be adopted as evidence. Holliday (2008) and Newby (2010) both suggested that the researcher is also responsible for the open and critical interpretation of the research, to ensure the clear communication of how the research was really done. Throughout the research, my interpretations and how the student’s findings are presented have been carefully considered and been part of my commitment to ensure continue sensitivity and representation of students, their materials and their other contexts (Yardley, 2000; Smith et al., 2009). Throughout the research process, the quality and design of the process has been subject to critically reflection and stepping back to evaluate the rigour of the research and commitment to ensuring its ability to be used as evidence (Holliday, 2008).

6.5.3. Transparency and Coherence

Throughout this thesis, I have tried to ensure the clarity and coherence of how the research was actually done; arguing for the approaches used. This thesis has been written and rewritten, proofread, adjusted and checked and rechecked a process has enabled me to be critical but also transparent; enabling me to provide an in-depth description of the research and how it has been drawn together, over time. Van Manen’s (1990; 2014) recommendation of uncovering the nature of the research and ensuring its phenomenological stance, have also aided this transparency and

coherence in presenting this thesis. Holliday (2008) identifies that this will enable the reader to gain an insight into the research and to be able to step into the research and its findings. Allowing them to gain a glimpse of how the research was done and an understanding of wellbeing from a particular perspective (Holliday, 2009).

Simultaneously, Yardley’s (2000) idea of a coherent fit of the methodology, design and research processes and the overall findings illustrated within this thesis link to the coherence of this research. This fit has also been supported by the continuous critical analysis, argument and evaluation that unfolded and was part of the research process. These measures enabled the coherence and transparency, which underpin the research and ensure it is valid and reliable as evidence (Newby 2010).

6.5.1. Significance of this Research

Lastly, Yardley (2000) highlights the need for awareness of the impact and

importance of the research. This research was undertaken as a result of the current emphasis on student experience and satisfaction rather than wellbeing within HE. Equally, the lack of a clear understanding of wellbeing from the students’ perspective underpinned the need to represent the student’s voices within HE, given their current underrepresentation in the evidence (Batchelor, 2012; Boorman, Darwent and Pinar, 2014). As has the dominance of objective medical notions of student health and health promotion interventions (Dodge et al., 2012). Equally the importance of wellbeing more widely is beginning to be realised. Although the emphasis is on defining and measuring wellbeing rather than understanding it as a lived experience, or from individual or groups perspectives in different contexts (Dodge et al., 2012). This research addresses the lack of theoretical frameworks to underpin and inform contexts, policies, services and professional practice across different disciplines. Correspondingly, this research enables a theoretical framework that illustrates how student’s experience their wellbeing.