Introduction
The following qualitative paper presents an in-depth analysis of the experiences and perceptions of a Social Science alumnus. Social science is a broad field that encompasses disciplines such as sociology, psychology, political science, and anthropology, among others. Graduates from social science programs are equipped with a diverse range of skills and knowledge that can be applied to various careers and fields (Husband, 2020).
The purpose of the present paper is to examine the experiences of a Social Science alumnus, as well as their life and work during and after studies. The study’s methodology and data analysis process will also be presented and discussed. Initial and focused coding will be applied to analyze the interview in detail. Finally, the paper will provide an analysis of the core categories identified during the coding step.
Methodology
The present study involves a qualitative research design that utilizes a semi-structured interview. This type of study aims to gain an in-depth understanding of the experiences, opinions, and attitudes of participants. Semi-structured interviews allow for flexibility in questioning and enable participants to provide detailed responses (Thunberg & Arnell, 2021).
The interview questions were designed to explore the interviewee’s perceptions and experiences related to the topic under investigation. The questions were open-ended, allowing the participant to express their thoughts freely (Busetto et al., 2020). The questions also focused on specific aspects of the topic to ensure consistency in the data collected.
The goals of the interview were threefold: First, I aimed to gain insight into the participant’s perceptions and attitudes toward the topic discussed. The latter focused mainly on the interviewee’s experience of the times before, during, and after studying Social Science. The second goal of this research was to understand the participants’ experiences related to the topic. Finally, the study aims to identify any common themes or patterns that emerged from the data collected to provide a comprehensive understanding of the topic.
The Choice of the Interviewee
The choice of the interviewee is another important aspect of conducting thorough and comprehensive qualitative research based on a semi-structured interview. Choosing an interviewee is a crucial aspect of any study, as it determines the quality of the data collected (McGrath et al., 2018). For this study, I reached out to former Social Science alumni students to share their experiences before and after their studies. I selected Mr. Interviewee, who was referred to as B, for the purpose of confidentiality in the interview. Initially, I spoke with the interviewee over email to introduce myself and arrange a date for our online interview. B was kind enough to agree to the time I suggested, and I video-called him the other day.
B was a Social Science alumni student and worked as a social worker for many years with an international organization in Nepal. I selected B for several reasons, including his experience in the social work field, his international exposure, and his current profession as a wellness expert. When selecting B, I also considered the interviewee’s availability and willingness to participate in the study (Saarijärvi & Bratt, 2021). He was readily available for the interview, which I conducted via online communication. The use of online communication enabled me to conduct the interview despite the distance between us, as B was in Nepal at the time of our conversation.
To ensure B’s privacy, I refrained from mentioning his full name or any information that would reveal his identity (Husband, 2020). I explained the purpose of the interview and provided an overview of the questions I intended to ask him. I also requested his consent to record the conversation for reference purposes.
The Structure of the Interview
The structure of the interview was quite open, with me, the interviewer, (A) allowing the interviewee (B) to lead the conversation in some instances. This structure provided an opportunity for the interviewee to share their experiences in their own words, which facilitated a more relaxed and candid conversation. As I had already introduced myself over email, there was no self-introduction part at the beginning of the interview. We started our dialogue in a casual tone, discussing Nepal and the place where the interviewee was at that moment. I also sought permission to record the interview, which is essential for keeping accurate records and reviewing them later:
A: So I would like… No, but before I continue, is it okay if I record this interview so that I can take some notes later on?
B: Yes. Okay,
A: Wonderful, thank you
B: No problem, you are allowed to do that.
I then continued by asking open-ended questions about the interviewee, allowing B to share their experiences without any pressure or direction. I expressed curiosity about the interviewee’s background and the experiences they had following the completion of their Master’s in Social Science. I also asked questions about the interviewee’s motivation for studying in Europe, their experience at the university, and their current profession.
I also used follow-up questions to get more information and clarify some of the interviewee’s responses. In some cases, I allowed the interviewee to change the direction of the conversation, which provided additional insights into B’s experiences and perspectives. It can be concluded that the conversation was conducted in a casual tone, with the interviewer showing interest in the interviewee’s background and experiences. The interviewer also acknowledged the interviewee’s interruptions and allowed them to express themselves freely, which is essential for establishing trust and building rapport.
Data Analysis
The interview in this study was conducted via video call and recorded using screen recording software. The recorded interview was then transcribed by a professional transcription service to ensure accuracy. The transcribed data was analyzed using a thematic analysis approach. The first step in the analysis was to read through the entire transcript to gain an overall understanding of the data. Next, the data was coded by identifying and labeling meaningful units of text. These codes were then grouped together to form themes that captured the key ideas and concepts within the data.
Thematic analysis is a widely used method of data analysis in qualitative research, and it has several advantages. One of the most significant advantages of thematic analysis is its flexibility and adaptability. This approach allows researchers to identify and analyze patterns of meaning within the data in a way that is relevant to the research question. It also allows for the identification of both explicit and implicit themes within the data, which can provide a more nuanced understanding of the phenomena being studied. Additionally, thematic analysis allows for the integration of different perspectives and experiences within the data, which can lead to a more comprehensive analysis.
Furthermore, thematic analysis provides a systematic and rigorous approach to data analysis. The process of coding and categorizing data ensures that the study is grounded in the data and not influenced by the researcher’s biases or preconceptions (Charmaz, 2006). This approach also allows for the replication of the study by other researchers, as the coding and categorization process can be easily documented and replicated (Charmaz, 2014). Additionally, the use of thematic analysis can provide a level of transparency in the research process, as it allows other researchers to follow the steps taken to arrive at the final themes and conclusions.
Structure of the Coding (Initial Coding and Focused Coding)
During the initial stage, I performed coding on a line-by-line basis and produced approximately 62 codes. After reviewing the codes, I consolidated similar ones, resulting in a reduction to 24 codes. The following list contains the codes that were derived from the transcript. After this, selective coding was conducted, which is a process that involves selecting core categories for the initial codes presented above. The table below demonstrates four basic core categories selected and the corresponding initial codes.
Table 1 – The Core Categories’ Coding.
Analysis of the Core Categories
The analysis of core coding categories is an essential part of any qualitative research project. It is crucial to have multiple core categories to allow for a more comprehensive understanding of the topic being studied. Focusing on just one core category can limit the ability to theorize and gain insight into the complex and challenging situations that qualitative researchers aim to explore. In the following section, the analysis of the six core categories identified in this study will be presented and discussed.
Based on the interview transcript, there are a few instances where the interviewer and interviewee established a cordial relationship. In the following example, the interviewer starts the conversation by greeting the interviewee and thanking him for taking the time for the interview. The interviewee then asks if the interviewer can see him, showing a willingness to engage and make sure that the technological aspects of the interview are in order. The interviewer then acknowledges the interviewee’s location in Nepal, showing an interest in the interviewee’s background and personal life:
A: Good afternoon, Sir, thanks for taking the time for this interview
B: No problem, can you see me?
A: Yes. Oh, you are in Nepal?
B: Yes, in Katmandu. Look, I am somewhere in the park. You can see the park?
This initial exchange sets a friendly and cordial tone for the interview. The interviewer takes the time to acknowledge the interviewee’s location, showing an interest in his personal life, which can help to establish a sense of trust and rapport between the two parties. In the following section, in turn, the interviewer acknowledges the interviewee’s completion of the Social Science program almost 12 years ago and then asks a specific question about when he started the program:
A: Wow, that is great; almost 12 years
B: Years back, yes
A: Did you join the Social Science program during the summer or winter semester?
B: I joined in October, I guess. Yes, in October, in the fall season.
This exchange shows the interviewer’s interest in the interviewee’s personal and academic history. By asking specific questions about the timing of the interviewee’s enrollment, the interviewer is able to gather more information about his educational experience and show a willingness to engage in a conversation that is focused on the interviewee’s experiences and background.
Worked in Different Social Projects and Development fields before Joining the Social Science Program
While the part of the interview that discussed B’s work before the social science program is not extensive, it can still be addressed within the framework of this analysis. The following extract represents his description of this experience:
“I did a Master in English Literature before from Nepal. But I wanted to get an international degree. And then I found this university, which was providing courses in English, and of course, it was about social work, international social work. So I joined this university.”
It is evident here that the interviewee highlights their desire for an international degree and their interest in social work as the reasons for pursuing a course in English literature at the university they found.
Life on Campus Was a Good Experience
The interviewee demonstrates his positive experience with the university he attended for his Social Science degree. He expresses his love for the institution and a desire to return to it:
B: “It was very good. I love this university. I love this place. I want to go back once again. I’ll meet you. How long have you been going to stay?”
This positive sentiment is important because it shows that the interviewee felt comfortable and engaged during his time on campus, which likely contributed to his academic success. Additionally, his desire to reconnect with the interviewer at the university is evidence of the meaningful connections and relationships he formed while studying there. In turn, the following quote highlights the interviewee’s decision to pursue a different career path after completing his Social Science degree:
B: “Not at all; I’m not working in the social field. Nothing social related to social science. I jumped to another profession.”
This part shows that the interviewee was not very interested in the course material itself, as it was not his calling. He reveals that he has not worked in the social field and instead transitioned to the wellness and spa industry. This is significant because it shows the diverse career opportunities that can stem from a Social Science degree. While the interviewee did not pursue a career in his field of study, his degree likely provided him with transferable skills such as critical thinking, communication, and research abilities that he could apply in other areas.
Work as a Student Was Balanced
Although the interviewee does not discuss this topic in detail, it is still essential to consider it as one of the core categories. When the interviewer asks B if they had any experience working as a student, the latter states:
“I was working, and I was working. The university and the work provided by the campus were enough for me to pay the bills and support myself.”
This shows that B felt comfortable with the support provided by the university and did not have any need to search for additional income. After that, the interviewer asks B about this, and the latter responds that he only worked outside campus during summer:
A: So, there was no need for you to work outside the campus?
B: Most of the time, I mean during my studies, but in my holidays or enough time, I used to go to big cities during summer. I did some activities personally. Not in a company. Not in any other sector.
This is important as it shows how important his career intentions were for the interviewee. The activities he did “on a personal level” show that it was essential for him to develop skills in his field of interest.
Participated in Various Activities outside the Campus
The interviewee mentioned a number of activities he had done outside the campus. His primary focus, however, was on the wellness business, which is apparent in the previous section, where B tells about his activities during summer. Another example of the activity outside the campus is the interviewee’s work on a German cruise line:
B: Then I joined a job in a cruise line. I walked on a cruise ship for almost seven years.
A: During this period, did you live in Germany?
B: Still, yeah. Not in German, it’s worldwide. I’m on a German ship, so I can speak German. It was the German cruise line, but it was a worldwide international cruise line.
It can be argued that the interviewee has spent such a significant amount of time working on a cruise line because it was international in scope, and internationally-based work was what he initially desired.
Living Now in Nepal and Trying to Establish a Wellness Business
Nepal played a very significant role in the interview. First, it is the country where the interviewee is currently living and working. Second, it is where he plans to open his own business, which will focus on wellness and wellbeing:
“Yes. Now, I’m starting a business, a spa wellness business in Nepal. I’m trying to establish a brand in the wellness business. Okay.”
In another section of the interview, B demonstrates his extensive experience in the wellness area:
“I know, actually, that there is another story. I lived in Europe until 2014. Then, I worked in Germany as a therapist and a wellness professional. Expert in consultation, private classes, yoga, wellness therapy, and this and that.”
These quotes demonstrate that the wellness business is what the interviewee sees as his calling, and the fact that he is going to open this business in Nepal demonstrates that he feels comfortable doing it in this country.
Conclusion
It can be concluded that this qualitative study aimed to explore the experiences of a social science alumnus through an in-depth interview. The analysis of the interview data revealed several core categories, including the interviewee’s pre-program work experience, their life on campus, and their participation in extracurricular activities. The study found that the interviewees were able to balance their academic and work commitments during their time as students, which contributed to their success in the program. Additionally, the interviewee’s experiences in Nepal highlighted the importance of cultural awareness and adaptability in the social sciences. Overall, this study provides valuable insights into the experiences of a social science alumnus and highlights the importance of a well-rounded approach to education and personal development.
References
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