Concepts
The concepts that will be measured in the research dedicated to the study of the gap year benefits are mainly associated with the aspects of communication. The qualitative aspects of this study involve the opportunity of improving the theoretical basis of the gap year researches by studying the communication aspects of the studying process between gappers and tutors, or between gappers and non-gappers.
The concepts in the research are the number of conflicts, violence among students with the involvement of gappers, as well as the effectiveness of the communication (whether gappers understand their tutors better in comparison with non-gappers). The communication factor is closely linked with the success of the study, and the key concept of the study will involve the opportunity of studying the percentage of gappers who have solid live aims, and who realize their requirements and wishes. Since gappers are more experienced, their aims, requirements, and motives will be clearer in comparison with non-gappers.
Kinds of Analysis
The analysis patterns for this research will involve the necessity to study the communication-related aspects of the gappers and their tutors. Since gappers have clearer aims and motives, their communication with tutors is more grounded, as they wish to know more. Hence, this will be analyzed by measuring the average communication time, and the aims of this communication. (Goldrick-Rab and Han, 2011)
Another aspect of the analysis that is needed for proper study is associated with the matters of the benefits of the gap year. Since most researches are focused on analyzing the pros and cons of the gap year, these researches may be a part of the basis for studying the communication aspects. This will help to identify the potential problems of the study and define the ways of analyzing the pros and cons of the communication research. As it is emphasized by Heath (2007, p. 107): “Social research suggests that activities were undertaken during a gap year – for example, voluntary work – lead to a greater degree of participation in civil society, a wider interest in politics and greater ability to relate to wider society.” In the light of this statement, the social perspective may be regarded as the necessary prism regarding the problem of communication.
The key evidence that is used for the study may be used for the proper analysis of the problem. Hence, the gap year is featured with the benefits of self-search which an adolescent performs. The varieties of the research will be identified by the results of such a self-search, and the analysis pattern that will be needed for this will involve the consideration of skills and knowledge that adolescents gain while working or participating in the volunteering programs during the gap year. These skills may be as follows:
- Independence and ability of decision making
- Interpersonal skills
- Problem-solving patterns and strategies
- Improved self-discipline
- Leadership
- Communication skills that may also involve a higher level of team working
- Personal finances management (Hulstrand, 2010)
Hence, the gappers reveal better results in various team works, and they are better in communication as they know how to tame their ambitions that may create barriers for effective communication. Since these skills are helpful for a successful education, these may be included in the analysis strategy of the theoretical basis.
Reference List
Goldrick-Rab, S. & Han, S. (2011). Accounting for socioeconomic differences in delaying the transition to college. The Review of Higher Education, 34 (3): 423-445.
Heath, S. (2007). Widening the gap: Pre-university gap years and the ‘economy of experience’. British Journal of Sociology of Education, 28(1): 103-110.
Hulstrand, J. (2010). Time out: The gap year abroad. International Educator, 19, 75-82.