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首页> 外文期刊>Evidence Based Library and Information Practice >Using Ethnographic Methods to Explore How International Business Students Approach Their Academic Assignments and Their Experiences of the Spaces They Use for Studying
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Using Ethnographic Methods to Explore How International Business Students Approach Their Academic Assignments and Their Experiences of the Spaces They Use for Studying

机译：使用人种志方法探索国际商科学生如何处理学业以及他们用于学习的空间的经验

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Objective – Understanding students’ approaches to studying and their experiences of library spaces and other learning spaces are central to developing library spaces, policies, resources and support services that fit with and meet students’ evolving needs. The aim of the research was to explore how international students approach academic assignments and how they experience the spaces they use for studying to determine what constituted enablers or barriers to study. The paper focuses on how the two ethnographic methods of retrospective interviewing and cognitive mapping produce rich qualitative data that puts the students’ lived experience at the centre and allows us a better understanding of where study practices and study spaces fit into their lives. Methods – The study used a qualitative ethnographic approach for data collection which took place in April 2016. We used two innovative interview activities, the retrospective process interview and a cognitive mapping activity, to elicit student practices in relation to how they approach an assignment and which spaces they use for study. We conducted eight interviews with international students in the Business School, produced interview notes with transcribed excerpts, and developed a themed coding frame. Results – The retrospective process interview offered a way of gathering detailed information about the resources students draw on when working on academic assignments, including library provided resources and personal social networks. The cognitive mapping activity enabled us to develop a better understanding of where students go to study and what they find enabling or disruptive about different types of spaces. The combination of the two methods gave students the opportunity to discuss how their study practices changed over time and provided insight into their student journeys, both in how their requirements for and knowledge of spaces, and their use of resources, were evolving. Conclusion – The study shows how ethnographic methods can be used to develop a greater understanding of study practices inside and outside library spaces, how students use and feel about library spaces, and where the library fits into the students’ lives and journey. This can be beneficial for universities and other institutions, and their stakeholders, looking to make significant changes to library buildings and/or campus environments.
机译：目标–了解学生的学习方法以及他们对图书馆空间和其他学习空间的体验，对于开发适合并满足学生不断变化的需求的图书馆空间，政策，资源和支持服务至关重要。该研究的目的是探讨国际学生如何进行学术作业，以及他们如何体验用于学习的空间，以确定构成学习的因素或障碍。本文着重探讨回顾性访谈和认知测绘的两种人种学方法如何产生丰富的定性数据，从而将学生的生活经验置于中心，并使我们更好地了解学习实践和学习空间适合他们生活的地方。方法–研究采用定性人种学方法进行数据收集，该方法于2016年4月进行。我们使用了两次创新性访谈活动，即回顾性过程访谈和认知测绘活动，以就学生如何完成任务以及哪些与学生相关的行为进行实践。他们用于学习的空间。我们对商学院的国际学生进行了八次采访，制作了带有转录摘录的采访笔记，并开发了主题编码框架。结果–回顾性过程访谈提供了一种收集有关学生在进行学术作业时使用的资源的详细信息的方式，包括图书馆提供的资源和个人社交网络。认知映射活动使我们能够更好地了解学生去哪里学习以及他们发现哪些对不同类型的空间有利或具有破坏​​性。两种方法的结合为学生提供了讨论他们的学习方式随时间变化的机会，并提供了他们对学生旅程的见识，包括对空间的要求和知识以及对资源的使用情况。结论–研究表明，如何使用人种志方法来加深对图书馆空间内外学习实践的了解，学生如何使用和感受图书馆空间，以及图书馆在哪里适合学生的生活和旅途。对于希望对图书馆建筑和/或校园环境进行重大更改的大学和其他机构及其利益相关者，这可能是有益的。

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