Query: university research qualitative phenomenological study

title: Phenomenological Study of Bukidnon State University Graduate Student Scholars
abstract: This study explored the lived experiences of the Bukidnon State University Graduate student scholars in the Mindanao Regions during the School Year 2014 2020. The study delved into the scholars' experiences in the six related factors, namely: students, BukSU faculty, BukSU administration, DepEd administration, work, and family. A phenomenological qualitative research design was employed. Twelve graduate student scholars were the participants of the study. The triangulation approach employing interviews, focus group discussions, and document review in the gathering of data assured the validity of the findings. Participants' narratives on their lived experiences underwent transcriptions and analysis using Colaizzi's method (1978) There were six (6) themes that surfaced out from the lived experiences of the graduate student scholars, namely: Challenging yet, fulfilling Student Learning Experiences; Satisfying Learning Experience with Well rounded graduate faculty; Heart warming learning experience with the BukSU Administration; Impressive support from the DepEd Administration; Pressured learning experience; and encouraging support system. A model showcasing the meaningful experiences of the graduate scholars and the attributes of how these scholars succeed in the pursuit of a graduate degree came out from these emerging themes.

title: Motivation and Perceptions of Research and Publication in Higher Education Faculty: A Phenomenological Study
abstract: Faculty members in higher education want to be productive and engage in scholarly endeavors. In the process of those pursuits, the literature supported a number of barriers and supports to conducting research along with motivators for doing research. The purpose of this investigation was to explore the experience of faculty research in higher education. More specifically, the investigative pursuits are to identify benefits, barriers, and supports for conducting research as well as motivational factors and expectations for engaging in research. The current, qualitative study included 8 interviewed participants from a rural university who were tenured or tenure track faculty members. They were volunteers who have gave their informed consent to participate in a 30 to 60 minute interviews. The results revealed a number of sub categories within the themes of supports, barriers, motivation factors, and expectations. These findings provide research implications into the benefits of exploring the research experiences of faculty members in higher education, including highlighting areas of further study, such as potential future quantitative studies that compare the research expectations of nine month versus 12 month faculty members.

title: The Lived Experiences of Chinese International Students Preparing for the University To Work Transition: A Phenomenological Qualitative Study
abstract: Chinese international students have been the largest growing number of international students on U.S. college and university campuses for the last ten years. However, there is minimal research literature that pertains to Chinese international students' experiences on U.S. campuses and currently no research literature that reflects the entirety of their experience studying in the U.S. The purpose of this phenomenological qualitative study was to give a voice to Chinese international students who are preparing for the university to work transition to better understand their experiences as international students in the United States, specifically the types of transitional stressors they experienced and how they coped with these stressors. Five major themes and the essence of the participants emerged from the data analysis and are presented, discussed, and implication for campus based mental health professionals are provided.

title: A Qualitative Phenomenological Study of First Year College Students' Perceptions of Direct and Symbolic Inputs Influencing Sense of Identity
abstract: The research describes a qualitative, transcendental phenomenological investigation of students' perceptions of the reflected appraisals they receive from the college community regarding their behaviors. The study includes 11 first year college student participants from the School of Education at Higher Matters University, a pseudonym. A pseudonym was assigned to each participant to protect privacy. Data collection utilized focus groups with the sample in two groups, and semi structured interviews with each participant. Both efforts were accurately transcribed. Observations of the students in the classroom setting served as a third means to gather data, focusing on students' body language, appearances of comfort, engagement, and participation. Data analysis operationalized Moustakas' (1994) qualitative, phenomenological strategies to thematically cluster data across participant responses. The themes were reduced to the essential meaning constructs common across the sample. Member checking gave participants the opportunity to check the transcript for accuracy and to provide comments on the transcripts as they desired. Lastly, auditing of the derived text was accomplished by select colleagues to ensure the accuracy and the descriptive veracity of interpretations.

title: Chinese EFL academics' perceptions of research quality: a phenomenological study
abstract: This paper explores how Chinese academics, working in the field of English as Foreign Language Education in universities in China, conceptualise research quality. The paper uses a phenomenological approach and four qualitative methods (survey, interview, focus groups and document analysis) to investigate what a sample of these scholars perceive as high quality research. We found that the participants viewed quality through various lenses and identified several different criteria. We categorised their elaboration of the criteria under three headings: methodology, contextualisation and impact. The participants nominated many general criteria that were similar to western standards of research quality, especially in relation to methodology; however, some contextual criteria were specific to the Chinese context. The paper indicates that there is much in the university research community that could be altered to enable people who are directly involved in research to disseminate their criteria for research quality, and potentially to affect and develop the quality of educational research in the Chinese context, and/or elsewhere.

title: Psychiatric residents' experience about Balint groups: A qualitative study using phenomenological approach in Iran
abstract: Previous research has shown that Balint group is effective in the professional and personal development of residents. The aim of this study was to investigate the experience of psychiatric residents about Balint groups.  This is a qualitative study using a phenomenological approach. Seven sessions of the Balint groups were held with a number of psychiatric residents at Mazandaran University of Medical Sciences. Two of the leaders were psychoanalytic psychotherapist. Finally, eight in depth semi structured interviews and focused group interview were conducted. Data were collected by tape recorded interviews. Data were analyzed using MAXQDA 10 software.  Three main themes were obtained from the interviews that included "Early experiences" "Touching the Balint group" and "Relationship with Balint group" The category of "Early experiences" included three categories of "defenseless" "fire under the ashes" and "deep feeling" Touching the Balint group theme included categories such as "Empathetic" "I am not the only one " "Releasing" "Reading story" "This patient" and "Getting closer" The relationship with Balint group theme included three categories of "first of all" "attachment" and "courage and time"  Based on the findings of this study, while some aspects of Balint group are stressful but ultimately improve the emotions and better understanding of the patient. This research shows incorporating Balint group into the educational program and curriculum of psychiatric residents in Iran might be helpful, but more qualitative and quantitative research is necessary.

title: Examining the experiences of student veterans on campus a phenomenological qualitative study
abstract: Student veterans represent a rising proportion of university students due to the increased utilization of state and federal education benefits. However, few studies have examined the daily experiences of these individuals following combat operations in Iraq and Afghanistan and how these experiences may influence the success of these individuals on civilian campuses. The current study includes individual interviews with four student veterans from the University of Wisconsin Whitewater. To better understand student veteran experiences and identify factors that increase or decrease academic and transition success, I utilized a phenomenological framework. The findings reveal that student veterans: have unique perspectives due to differing values from their civilian peers, have needs influenced by various converging identities and roles, and experience a continuum of connectedness with peers and faculty. Additionally, limitations of the current study are addressed and suggestions for future research with this population are presented.

title: Helping Pre Service Student Teachers Develop Teaching Skills in English Proficiency Courses in an EFL Teacher Education Program: A Phenomenological Study
abstract: Teacher education programs seek to equip EFL pre service student teachers with pedagogical and teaching skills. Existing research showed that pre service teacher preparation programs deliver pedagogical knowledge and teaching skills in the form of courses focusing on pedagogy and teaching, demonstrative classes, and teaching practicums. However, sometimes this is not enough to prepare EFL teachers well. This fact has made some teacher preparation programs to explore other alternatives. Therefore, the purpose of this qualitative phenomenological study was to examine the lived experiences of 10 EFL teacher educators and 10 pre service EFL student teachers about the development of English teaching skills in courses meant to develop English proficiency in a pre service EFL teacher education program at a public university in Nicaragua. Data were collected utilizing structured interviews, document analysis, and classroom observations. Findings demonstrated that English proficiency courses are an excellent source to help pre service student teachers develop pedagogical and didactic knowledge. To achieve that, EFL teacher educators provide student teachers with a didactic explanation of teaching strategies they use to teach English skills. Student teachers, on the other hand, keep a record of those explanations in a diary with their reflections about the effectiveness of teaching and learning strategies. Student teachers are given opportunities to teach their classmates demo classes using some of the strategies or activities their professors used. Student teachers found this way of acquiring teaching skills challenging but useful. In the beginning, they feel nervous; however, as they progress, they get used to that integrated learning approach. Finally, participants said that the pedagogical diaries created by student teachers are used not only in demo lessons but also in their teaching practicum as well as when student teachers teach for the first time in schools.

title: Becoming an EFL Teacher Educator in Nicaragua: A Phenomenological Study
abstract: EFL teacher education has two sub fields. On the one hand, we find English teachers, those professionals who teach English proficiency. On the other hand, we find teacher educators, those professionals who are teachers of teachers. Current research suggested that the latter needs more examination yet  Therefore, this qualitative phenomenological study sought to examine EFL teacher educators' sources of knowledge base and the types of knowledge and skills that constructed their knowledge base. The purposefully selected research site was a teacher education program at a public university in Nicaragua. The sample consisted of six experienced EFL teacher educators. We gathered data through structured interviews and document analysis. Findings revealed that to become an EFL teacher educator might take more than three years of teaching in EFL teacher education programs, and it requires more preparation than just being an English teacher. The results indicated that teacher educators construct their knowledge and skills from eight sources, namely, coursework, observational knowledge, experience as language learners, EFL teaching experience, technology, research, teaching experience as EFL teacher educators, and professional development. Out of these sources of knowledge, participants built sixteen types of knowledge and fourteen skills. The knowledge and skills they valued more were English proficiency, language learning experience, subject knowledge, pedagogical knowledge, teaching experience in EFL teacher education programs, assessment knowledge of students' teachers, and knowledge of students' L1. This study concluded that becoming an educator requires more preparation and commitment than just being an English teacher. It suggested that universities should consider offering undergraduate and graduate programs to train EFL teacher educators.

title: Preceptor of dentistry and its role in health professional training: a phenomenological study
abstract: The role of the Preceptor is reflected in mediating the teaching learning process and also being responsible for inserting the academic in the social reality of the internship field in the public service. However, the distance between the training university and the Preceptor, has negative effects on the education of dentistry students. Therefore, this research aims to discuss the role of Dentistry preceptorship in the emergency department of a public hospital in the city of Sao Goncalo RJ. This is a qualitative, phenomenological study conducted with 8 dentistry preceptors. The method suggested by Amedeo Giorgi was followed and the data analysis was conducted through interviews in the light of Merleau Ponty's phenomenology. Two categories emerged in this study: Perception of the preceptor dentist within the healthcare team and The preceptor and the understanding of his role in the formation of the dental student. The university's relationship with the professional preceptor enables the academic to gain a better knowledge of social reality and to train a professional with social involvement and knowledge of the real needs of the population.