Interpretive Phenomenological Analysis †Free Samples to Students

Question: Discuss about the Interpretive Phenomenological Analysis. Answer: Introduction: In order to study the perspectives of the stakeholders towards language barriers, three of them were selected. The first stakeholder, Liza, is a student, who belongs to Brazil. She has come to Australia for completing her higher studies. Tribal origin is one of the greatest barriers in communicating with the native students. The second stakeholder, Channarong, aspiring to become a doctor, belongs to Thailand. He has come to Australia for continuing his higher studies. Acquaintance in Thai and Mandarin Chinese is the greatest barrier in his coping up with the English accent of Australia. The third stakeholder, Yakoob hailed from Oman. He dreams of becoming an engineer, which he thinks can be successful by studying in the prestigious universities of Australia. From his childhood, he suffered from the problem of stammering. In this context, his visiting abroad to the Australian country would aggravate this problem for him. The problems of these stakeholders are psychological, which stal ls the performance, aggravating the personnel in terms of gaining an insight into the stakeholder approaches towards the levied services (Inquiriesjournal.com 2017). The team, entrusted with the charge of interviewing the stakeholders, work for the betterment and wellbeing of the stakeholders. The urge to provide them with all kinds of assistance is the major drive, rather motivation regarding organizing the interview. Along with this, the negligent attitude of the marketing personnel of the Australian universities towards the needs, demands and requirements of the foreign students is one of the other grounds for proposing the questions to the stakeholders (Tenzer, Pudelko and Harzing 2014). Along with this, the pathetic condition of the stakeholders upon getting mocked and taunted is one of the other grounds, which motivates and encourages the team for alter the predicament of the stakeholders regarding the purchasing power. Turning deaf ears to the ailments of the stakeholders, that is the foreign students, is one of the major concerns in the age of competition. This is the common characteristics of the consumer forums and courts. The need for providing justice and the lost respect generates motivation among the team members regarding the innovative means, which can be brought about for valuing the voice of the students, who are trapped within an unknown and strange environment. For this, knowing the treatment, which they are getting from the managers, seemed crucial (Kien et al. 2014). Questions pertaining to ethics were most effective in terms of extracting the needful from the interviewees. This is in terms of attaching value, dignity and respect to Freedom of Speech possessed by the people for their survival. New insights gained about the problem The interview acts as a turning point in enriching the preconceived knowledge about the issue of language barriers. As a matter of specification, the interview helps in gaining an insight into the issues of inferiority complex, stammers and introvert nature, which adversely affects the mentality of the foreign students. Delving deep into the aspect enhances the clarity of the readers that these issues are indeed the result of psychological disturbances, which compels the individuals to undergo traumatic experiences (Carrier et al. 2014). Going abroad for studies is, on one hand, good for the professional development of the foreign students. On the other hand, it compels the students to forgo their original roots. Incapability to speak fluently in the native languages compels them to encounter ragging, which intensifies the mental condition of these foreign students. These situations make their predicament stranded on an island. However, the story is much different now. Many schools a nd institutions have taken the initiative to normalize the deformities related to language (Hoon et al. 2016). Expert trainers are employed for applying speech therapies on the stakeholders, so that they also can voice out their opinions regarding the services, which they are getting. For the foreign stakeholders, many new facilities have been launched. Typical examples in this direction are getting documents in mother language; language classes; counseling with interpreters among others. However, it is mandatory for the universities to provide the students with the access to these services (De Vecchi, Kenny and Kidd 2015). This step has helped in maintaining the cultural ethics. Frequent evaluation of the impact of these services on the students, especially the foreign ones, has resulted in the slow and gradual progression towards mitigation of the barriers encountered while voicing out the opinions. Within this, the means of feedback and survey are adopted for enhancing awareness regarding the reactions of the stakeholders, the students, in terms of the newly introduced services and offers (Carrier et al. 2014). Comparative analysis The word wellbeing establishes link between the article and the theme of the assignment. Interpretation and analysis aligns with the functions of the team members, entrusted with the responsibility to interview the foreign students, who have come to Australia for making their dreams successful. The aspect of language barriers is an obstruction to the dreams of these students, who have travelled much for the accomplishment of their goals (Inquiriesjournal.com 2017). Upon stepping into the foreign environment of Australia, the foreign students feel a sense of loss regarding the homely comfort. As a matter of specification, this situation reveals the partial self of the students, which needs strong will power for achievement of completeness. When the foreign students land in Australia, they are exposed to different culture, customs and traditions. The thought of adjusting within this strange and unknown environment is stressful for the students at the first instance (Inquiriesjournal.com 2017). However, existentialist pangs generate an urge within them to create friends. Emerging successful in this direction nullifies the aspect of stress. The first few months are very crucial for the students in terms of creating a place within the university. It is natural that they would fail, however, persistent efforts and willpower supports the students in creating an impression within the minds of the professors. Revealing the talents bestows new friends upon the students. Maintenance of unity and collaborative partnership enhances the social status and identity of the students (Inquiriesjournal.com 2017). Language is one of the most important barriers for the foreign students. The students fear and hesitate to adopt and learn a new language. For some of the students, learning a new language is an interesting aspect too. Here, expectations regarding better performance on the new language should come slowly and gradually. Higher expectations at the first instance are unethical in terms of the plight of the international students. Emotional and Physical state When the foreign students land in Australia and see the people so smart and speaking fluently in English, they undergo inferiority complex. This feeling entraps their psyche emotionally, making it difficult to perform better in their academics (Inquiriesjournal.com 2017). Travelling long distances in search of hostels take a toll on their health, which gives rise to body aches. Herein lays the need of counselors and doctors for motivating and encouraging them to strive for achieving academic establishment. Critical reflection on these factors, migration partially limits the scope and arena of the foreign students. Persistent efforts and strong will power enables the students to create positive images within their surroundings. This capability takes them closer towards their academic establishment. In comparison to dedication, commitment, perseverant efforts of the students, the aspect of language barrier would seem meager in terms of their academic success. References Carrier, S.J., Thomson, M.M., Tugurian, L.P. and Stevenson, K.T., 2014. Elementary Science Education in Classrooms and Outdoors: Stakeholder views, gender, ethnicity, and testing.International Journal of Science Education,36(13), pp.2195-2220. De Vecchi, N., Kenny, A. and Kidd, S., 2015. Stakeholder views on a recovery-oriented psychiatric rehabilitation art therapy program in a rural Australian mental health service: a qualitative description.International journal of mental health systems,9(1), p.11. Hoon, L., Rodriguez-Garca, M.A., Vasa, R., Valencia-Garca, R. and Schneider, J.G., 2016. App reviews: Breaking the user and developer language barrier. InTrends and Applications in Software Engineering(pp. 223-233). Springer, Cham. Inquiriesjournal.com (2017). The influence of language difficulties on the wellbeing of international students- an interpretive phenomenological analysis. Available at: https://www.inquiriesjournal.com/articles/1042/2/the-influence-of-language-difficulties-on-the-wellbeing-of-international-students-an-interpretive-phenomenological-analysis [Accessed on 18th August 2017] Kien, C., Nubaumer, B., Thaler, K.J., Griebler, U., Van Noord, M.G., Wagner, P. and Gartlehner, G., 2014. Barriers to and facilitators of interventions to counter publication bias: thematic analysis of scholarly articles and stakeholder interviews.BMC health services research,14(1), p.551. Tenzer, H., Pudelko, M. and Harzing, A.W., 2014. The impact of language barriers on trust formation in multinational teams.Journal of International Business Studies,45(5), pp.508-535.