What is a Family-Friendly Campus? An Exploratory Study to Develop Student Research and Provide Practical Results

A. S. CohenMiller, Roza Sagitova, Svetlana Ogay, Yelena Tselenko, Aigul Shakhmanova, Amina Saburova

Abstract


This study focused on an experiential graduate-level qualitative research course and a practical study to understand how family-friendliness is conceptualized at an international expatriate university in Kazakhstan. Student researchers worked collaboratively to reflect and engage in a research process including developing interview protocols, transcription, coding, and analysis. From this work, students developed research capacity and uncovered four key components to family friendliness, including: safety, financial support, infrastructure and facilities, and sense of community. These were re-analyzed through Clark’s (2000) border theory resulting in two major themes: safe, simple life on campus (physical borders) and sense of support (psychological borders). This study provided three important outcomes: (1) engaging students within a graduate level course in creating and conducting a collaborative exploratory qualitative research study, (2) uncovering results about the importance of family-friendliness on campus for international parents/faculty, and (3) providing recommendations to develop family-friendliness to support recruitment and retention in higher education institutions. For students studying higher education leadership for future careers as administrators, academics, and researchers, understanding these experiences and results provide insights to develop equitable university environments.

Full Text:

PDF

References


Alpaslan Danisman, S. (2016). Attitudes towards culture in the new home: self-initiated expatriate

academics in Turkey. British Journal of Middle Eastern Studies, 44(1), 1-29. doi:

1080/13530194.2016.1177486

Bartels, Koen P. R., & Wagenaar, Hendrik. (2017). Doubt and excitement: an experiential learning

approach to teaching the practice of qualitative research. Qualitative Research, 18(2), 191-

doi: 10.1177/1468794117713056

Cannizzo, F., & Osbaldiston, N. (2016). Academic work/life balance: A brief quantitative analysis

of the Australian experience. Journal of Sociology, 52(4), 890-906. doi:

1177/1440783315600803

Cho, T., Hutchings, K., & Marchant, T. (2013). Key factors influencing Korean expatriates' and

spouses' perceptions of expatriation and repatriation. The International Journal of Human

Resource Management, 24(5), 1051-1075. doi: 10.1080/09585192.2012.725079

Clark, S. C. (2000). Work/Family Border Theory: A New Theory of Work/Family Balance.

Human Relations, 53(6), 747-770. doi: 10.1177/0018726700536001

CohenMiller, A. S., Faucher, C., Hernández-Torrano, D., & Brown Hajdukova, E. (2017).

Practical Steps for Using Interdisciplinary Educational Research to Enhance Cultural

Awareness. International Journal of Research & Method in Education, 40(3), 288-298,

DOI: 10.1080/1743727X.2017.1310834

Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative

research. Chicago: Aldine Publishing Company.

Glesne, C. (2006). Becoming qualitative researchers: An introduction. New York: Longman.

Goussinsky, R., Reshef, A., Yanay-Ventura, G., & Yassour-Borochowitz, D. (2011). Teaching

Qualitative Research for Human Services Students: A Three-Phase Model. The Qualitative

Report, 16(1), 126-146.

Hall, N. & Quinn, R. (2014). Parental Involvement at the High School Level: Parents’

Perspectives. Journal of Ethnic and Cultural Studies, 1(1), 13-21.

Houdyshell, M. & Kirk, P. (2018). Graduate students’ perceptions’ on a professional pathway for

academic advisors. American Journal of Qualitative Research, 2(1), 77-96.

Hazzan, O., & Nutov, L. (2014). Teaching and Learning Qualitative Research ≈ Conducting

Qualitative Research. The Qualitative Report, 19(24), 1-29.

Heale, C. D., Scott, J. H., & Dhilla, S. (2015). The work of faculty-in-residence: An introduction

and literature review. Work, 52(3), 473-480. doi:10.3233/WOR-152189

Humphrey, M., Callahan, J., & Harrison, G. (2015). Living with students: Lessons learned while

pursuing tenure, administration, and raising a family. Work, 52(3), 497-501.

doi:10.3233/WOR-152197

James, G. (2018). A narrative inquiry perspective into coping mechanisms of international

postgraduate students’ transition experiences. American Journal of Qualitative Research,

(1), 41-56.

Kilinc, E., Tarman, B. & Aydin, H. (2018). Examining Turkish Social Studies Teachers’ Beliefs

About Barriers to Technology Integration, TechTrends (2018) 62: 221.

https://doi.org/10.1007/s11528-018-0280-y

Lauring, J., & Selmer, J. (2009). Expatriate compound living: an ethnographic field study. The

International Journal of Human Resource Management, 20(7), 1451-1467. doi:

1080/09585190902983215

Leavy, P. (2017). Research design: Quantitative, qualitative, and mixed methods, arts-based, and

community-based participatory research approaches. New York, NY: Gilford Press.

Lester, J. (2013). Family-friendly policies for doctoral students. New Directions for Adult &

Continuing Education, 2013(163). doi: 10.1002/he.20065

Lester, J., & Sallee, M. (2009). Establishing the Family Friendly Campus. Sterling, VA: Stylus

Publishing.

Martinez, Edna, Ordu, Chinasa, Della Sala, Matthew R., & McFarlane, Adam. (2013). Striving to

obtain a school-work-life balance: The full-time doctoral student. International Journal of

Doctoral Studies, 8, 40-59.

New Faculty Orientation Manual. Nazarbayev University. Retrieved June 8, 2017, from

http://nu.edu.kz/portal/faces/mainmenu/resources2/id_6_1_forstudents/studentlife/dsa_do

cs?_afrLoop=1811793971561091&_afrWindowMode=0&_afrWindowId=null#%40%3F

_afrWindowId%3Dnull%26_afrLoop%3D1811793971561091%26_afrWindow

NU at a glance (2018). Retrieved May 16, from https://nu.edu.kz/about-nazarbayev-university/nuat-

a-glance

Orange, A. (2016). Encouraging Reflective Practices in Doctoral Students through Research

Journals. The Qualitative Report, 21(12), 2176-2190.

Paulus, T. M., & Bennett, A. M. (2017). ‘I have a love–hate relationship with ATLAS.ti’^TM^:

integrating qualitative data analysis software into a graduate research methods course.

International Journal of Research & Method in Education, 40(1), 19–35.

https://doi.org/10.1080/1743727X.2015.1056137

Prentice, S., & Pankratz, C. J. (2003). When academics become parents: An overview of family

leave policies at Canadian universities. The Canadian Journal of Higher Education, 33(2),

-26.

Rantanen, J., Kinnunen, U., Mauno, S., & Tillemann, K. (2011). Introducing theoretical

approaches to work-life balance and testing a new typology among professionals.

In Creating Balance? (pp. 27-46). Berlin, Heidelberg: Springer.

Roulston, K., McClendon, V. J., Thomas, A., Tuff, R., Williams, G., & Healy, M. F. (2008).

Developing reflective interviewers and reflexive researchers. Reflective Practice, 9(3),

-243.

Khokher, S. Y., & Beauregard, T. A. (2014). Work–family attitudes and behaviours among newly

immigrant Pakistani expatriates: the role of organizational family-friendly

policies. Community, Work & Family, 17(2), 142-162.

Sriram, R. (2015). The influences of faculty-in-residence programs on the role of the professoriate:

A case study. Work, 52(3), 515-519. doi:10.3233/WOR-152194

Sriram, R., Shushok Jr., F., Perkins, J., & Scales, T. L. (2011). Students as Teachers: What Faculty

Learn by Living on Campus. Journal of College & University Student Housing, 38(1), 40-

Strazdins, L., Shipley, M., & Broom, D. (2007). What does family-friendly really mean?

Wellbeing, time, and the quality of parents' jobs. Australian Bulletin of Labour, 33(2), 202.

Villablanca, A. C., Beckett, L., Nettiksimmons, J., & Howell, L. P. (2011). Career flexibility and

family-friendly policies: an NIH-funded study to enhance women's careers in biomedical

sciences. Journal of Women's Health, 20(10), 1485-1496.

Williams, J. C., Berdahl, J. L., & Vandello, J. A. (2016). Beyond Work-Life "Integration". Annual

Review of Psychology, 67, 515-539. doi: 10.1146/annurev-psych-122414-033710

Yigit, M. (2017). Value Priorities of Public and Private University Students. Research in Social

Sciences and Technology, 2(1). Retrieved from

http://ressat.org/index.php/ressat/article/view/38


Refbacks

  • There are currently no refbacks.