Phase One Group Interviews 1
The research began with a series of group interviews with Year 10 students designed to
explore the issues raised in Research Questions 1 and 2. The second purpose was to
provide richer data that would inform the questionnaire in phase two. The interview
schedule was designed, after discussion within the research team and in relation to the
literature and the first study in Bristol. The decision was taken to use the term ‘values’ as
a proxy for ‘character’, because ‘character’ is not a term used in English schools. All
interviews were recorded on digital audio equipment and then transcribed. Each group
interview consisted of 25 minutes of highly structured questions from the researcher and
discussion by the students, followed by ten minutes in which the students were offered an
opportunity, but not coerced, to write their thoughts down for the researcher. The data
was categorised and synthesised under the questions asked and then a descriptive account
of the findings was produced. The findings were scrutinised by the research team.
The purpose of this phase of the research was to collect data that would explore how
students defined good character and to discover what values they held. It was also
important to discover where the students saw their particular character traits emanating
from, and what sources influenced their core selves. Character was discussed not only in
terms of what values they held, but also what action they took. Clearly, conclusions
drawn about their actions need to take account of problems associated with self-reporting
and with self-presentation within a group context. In the groups the students talked about
‘values’ and ‘character’ rather than the unfamiliar concept of ‘virtues’.
Findings
1. What role models can you think of that you look up to?
The aim of this question was to ascertain what students thought were desirable
characteristics without suggesting to them what a good character was or whether
goodness mattered at all. There was a wide range of answers, though most attested to
either or both parents being persons to whom respondents looked up. This appeared to be
something that individuals actually did think rather than group compliance since they
were quite prepared to disagree with each other. For example, some students gave
cousins and grandparents as role models but others disagreed. It seems therefore that
there was a real consensus about parents. Nine students mentioned particular footballers,
David Beckham, Ryan Giggs and Michael Essien amongst others. Male group members
often supported these suggestions, but no girls commented.
Businessmen who ‘started from nothing’ were a minority response: only five of the fifty-
four students spontaneously mentioned them. Specific mention was made of Alan Sugar,
Richard Branson and Bill Gates. These suggestions did not receive support from the rest
of the group.
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