Programas enfocados a disminuir la desnutrición con enfoques en micronutrientes

Data collection procedure

Since the study aimed to look at ‘changes’ in the adjustment VUs, the data collection was designed to be collected in multiple phases. The semi-structured interviews were conducted twice with the same participants. The data gained from the focus group were used to

triangulate and supplement the data gained from the semi-structured interviews. The data collection was conducted in three phases, shown below.

Figure 3.3 The Phases of Data Collection

This study is also regarded as a quasi-longitudinal study since it observes changes over time and the research procedures follow a longitudinal research design.

This research was conducted following the two main aims of longitudinal studies. It allowed the researcher to capture two characteristics of change: i.) within-unit change across time, and; ii.) inter-unit differences in change that can be either predicted or used for prediction (Singer and Willett, 2003; Bollen and Curran, 2006 as cited in ; Ployhart and Vandenberg, 2010). Longitudinal research, as defined by Ployhart and Vandenberg (2010), emphasises the study of change and should contain at minimum three repeated observations. In this pursuit, this study is considered a quasi-longitudinal study since the observations were conducted twice due to the limited time. However, the study seized the core characteristics of longitudinal studies noted above.

The questions used in the semi-structured interviews and focus-groups had been translated and piloted before launching (see 3.7.2). The semi-structured interviews were conducted twice.

Recruiting the participants a) Year 1-Year 4 students

I had contacted the gate keepers two weeks prior to my arrival to inform the students about my research project. One of the gate keepers, a lecturer and a staff member working for the University’s International Affairs, had asked his secretary to inform the VUs through the closed-group on Facebook about the study. VUs who were interested in participating could show their interest and respond at the University’ International Affairs’ office. The

International Affairs Office is responsible for all aspects of the university’s international activities.

Over the first two days of my arrival at the research setting, only five students showed up. Therefore, I consulted with the gate keepers that I should go to see the VUs in their class. In order to do that, I needed to know the students’ timetable. The gate keepers helped me get all names of the VUs currently studying in the academic year as well as their timetables by printing them from the registration page of the university. Students who were studying in the same year, same major, went to the same class. I contacted the lecturers who taught the VUs to introduce myself and show the authorisation letter from the President of the University indicating that I was permitted to conduct the research before I went to the class to meet the students. Most lecturers allowed me to introduce myself about the project after class but with some classes it was done before the lecture.

I introduced myself in Thai to the VUs, informing them about the purpose of the research and providing them the Participant Information Sheet (see Appendix A) as well as the Consent Form (see Appendix B). Then, I invited the participants to participate in the study.

b) Year 0 students.

I met the VUs taking the preparatory course on the induction day. This group of students were the students who had arrived in Thailand one week previously. I introduced myself in English I asked them whether I should speak Thai or English with them. They preferred English, so I introduced myself in English. An alumni Vietnamese student who had performed the role of master of ceremony on that day explained about the project in Vietnamese. I provided them the Participant Information Sheet (see Appendix A) as well as the Consent Form (see Appendix B) and I invited them to participate in the project.

Semi-structured interviews

The semi-structured interviews were one-by-one with each student. Each interview lasted around 20 minutes. I contacted students who showed their consent to participate in the

interviews. There were 10 interviewees (two from each group of students). I informed them of the purpose of the semi-structure interviews, explaining about three key semi-structured interview questions. The interviews were conducted in a lecturer’s office which a gate keeper (see more detail on gate keepers in section 3.10.1) had reserved for me to do the audio- recordings. Each interview lasted approximately 20 minutes. The questions were asked in Thai and the interviewees replied in Thai. With the two VUs who were taking the preparatory course, I had a professional interpreter who could speak Vietnamese to ask the interviewees questions.

The semi-structured interviews were conducted twice with the same interviewees. In the second series of semi-structured interviews, the VUs who were taking the preparatory course interviewed in Thai.

Focus groups

Focus groups were conducted according to the criteria set on what and how a good focus group should be conducted. They were conducted with 8 volunteers of each group of VUs and each focus group discussion lasted one hour. They were arranged at 4.00-5.00 pm. after class weekdays so every participant would be available to participate. The focus groups were conducted at a room in the University International Affairs Office, which was quiet and private. I informed them of the purpose of conducting focus groups. I started with brief ‘engagement questions’ to introduce myself to the participants and let all participants

introduce themselves to one another. Then, I asked the exploration questions (the same set of semi-structured questions). I asked the questions in Thai and the students responded in Thai. The VUs who were taking a preparatory course also used Thai in their focus group discussion.

Overview of data collected

Timeline/Data collection method

Participants Data Collected Description First Data Collection

Semi structured interviews

(week 5-6 of the first semester)

Dates: 10-12 Sep. 2014

VUs Year 1- Year 4 about 2 hours of radio recordings 8 one-to-one semi-structured interviews conducted in Thai

Dates: 30 Sep.-3 Oct 2014 VUs taking a preparative course 40 minutes of audio recordings (around 20 minutes per student) 2 one-to-one semi-structured interviews conducted in Vietnamese (with a translator)

Timeline /Data collection method

Participants Data Collected Description

Second Data Collection Focus Groups

Dates: 11-12 Nov. 2014 (week 14 of the first semester)

VUs Year 1- Year 4 about 4 hours of radio recordings focus groups with group of Year 1-Year 4 VUs (8 students in each group, conducted 1 hr. per group), conducted in Thai 23 Dec. 2014 (week 13 of preparative course) VUs taking a preparative course

one hour of audio recording

with 8 VUs, conducted in Thai

Table 3.5 Second Data Collection

Timeline/Data collection method

Participants Data Collected Description

Third Data Collection Semi structured interviews

Dates: 27-28 Jan. 2015 (week 26 of the academic year)

VUs Year 1- Year4 about 2 hours of radio recordings (15 minutes per student) 8 one-to-one semi-structured interviews Date: 24 Mar. 2015 (week 26 of the preparative course) VUs taking a preparative course 30 minutes of audio recordings (around 15 minutes per each student)

2 one-to-one semi-structured interviews conducted in Thai

Table 3.6 Third Data Collection