Young people engaging in event-based diaries: A reflection on the value of diary methods in higher education decision-making research.

Zoe Baker

doi:10.1177/14687941211048403

Young people engaging in event-based diaries: A reflection on the value of diary methods in higher education decision-making research.

Zoe Baker

Education

Research output: Contribution to journal › Article › peer-review

Abstract

This paper reflects on the value of diary methods in the context of a qualitative, longitudinal narrative inquiry exploring the higher education decision-making of further education students in England. Event-based diaries were used alongside interviews and focus groups over a 14-month period to gain in-depth insights into the reasons and influences informing their decision-making trajectories. I explore the challenges, successful approaches and advantages of employing diary methods with young people in this context. Challenges consisted of maintaining participant engagement, which was overcome by combining methods and incorporating a reactive co-participatory element. Yet, a number of advantages emerged from participants' engagement with diary keeping which enhanced the richness of the data; this inspired deeper reflections on decision-making and influences and provided a private space for participants to disclose personal difficulties that could not be obtained via interviews.

Original language	English
Journal	Qualitative Research
Early online date	4 Oct 2021
DOIs	https://doi.org/10.1177/14687941211048403
Publication status	E-pub ahead of print - 4 Oct 2021

Access to Document

10.1177/14687941211048403

Cite this

@article{33d9c9220f5241c39ebb608e6771aeaa,

title = "Young people engaging in event-based diaries: A reflection on the value of diary methods in higher education decision-making research.",

abstract = "This paper reflects on the value of diary methods in the context of a qualitative, longitudinal narrative inquiry exploring the higher education decision-making of further education students in England. Event-based diaries were used alongside interviews and focus groups over a 14-month period to gain in-depth insights into the reasons and influences informing their decision-making trajectories. I explore the challenges, successful approaches and advantages of employing diary methods with young people in this context. Challenges consisted of maintaining participant engagement, which was overcome by combining methods and incorporating a reactive co-participatory element. Yet, a number of advantages emerged from participants' engagement with diary keeping which enhanced the richness of the data; this inspired deeper reflections on decision-making and influences and provided a private space for participants to disclose personal difficulties that could not be obtained via interviews.",

author = "Zoe Baker",

year = "2021",

month = oct,

day = "4",

doi = "10.1177/14687941211048403",

language = "English",

journal = "Qualitative Research",

issn = "1468-7941",

publisher = "SAGE",

}

TY - JOUR

T1 - Young people engaging in event-based diaries

T2 - A reflection on the value of diary methods in higher education decision-making research.

AU - Baker, Zoe

PY - 2021/10/4

Y1 - 2021/10/4

N2 - This paper reflects on the value of diary methods in the context of a qualitative, longitudinal narrative inquiry exploring the higher education decision-making of further education students in England. Event-based diaries were used alongside interviews and focus groups over a 14-month period to gain in-depth insights into the reasons and influences informing their decision-making trajectories. I explore the challenges, successful approaches and advantages of employing diary methods with young people in this context. Challenges consisted of maintaining participant engagement, which was overcome by combining methods and incorporating a reactive co-participatory element. Yet, a number of advantages emerged from participants' engagement with diary keeping which enhanced the richness of the data; this inspired deeper reflections on decision-making and influences and provided a private space for participants to disclose personal difficulties that could not be obtained via interviews.

AB - This paper reflects on the value of diary methods in the context of a qualitative, longitudinal narrative inquiry exploring the higher education decision-making of further education students in England. Event-based diaries were used alongside interviews and focus groups over a 14-month period to gain in-depth insights into the reasons and influences informing their decision-making trajectories. I explore the challenges, successful approaches and advantages of employing diary methods with young people in this context. Challenges consisted of maintaining participant engagement, which was overcome by combining methods and incorporating a reactive co-participatory element. Yet, a number of advantages emerged from participants' engagement with diary keeping which enhanced the richness of the data; this inspired deeper reflections on decision-making and influences and provided a private space for participants to disclose personal difficulties that could not be obtained via interviews.

U2 - 10.1177/14687941211048403

DO - 10.1177/14687941211048403

M3 - Article

SN - 1468-7941

JO - Qualitative Research

JF - Qualitative Research

ER -