Research provides both a structural and a mathematical analysis.

Research question: What are the social connections between the first year students of the BA Minorities and Multilingualism at the University of Groningen and does this influence the satisfaction of their study results?This research project aims to explore the interaction and ways in which age, nationality, and background affect the cohesiveness of the class. Due to the high variation of students in the first year class of Minorities and Multilingualism of 2017/2018 at the University of Groningen, some students might feel abandonment or segregation. These students might have created several ways of coping with this phenomena or even finding a new method, unconsciously or consciously, to promote acceptance and integration. In order to investigate the ways in which cohesive groupness forms in the first year BA class, this research will be conducting thorough various interviews with students in the class, observation of student-student interaction, and a quantitative analysis of the social connection and possible segregations. The main objectives of this research are to give insight into the groupness and social methods that are adopted by the students of the first year BA class, to create cohesive groupness and the effect this has on integration or segregation between students this in order to ultimately take steps towards seeing the influences in their study results of the students. For my research, I will use the SNA (Social Network Analysis) model as described by Gu?ndu?z-Ogu?du?cu? and Etaner-Uyar (2014).A social network is a social structure made up of actors called nodes, which are connected by various types of relationships. SNA is used to analyze and measure these relationships between people, groups and other information/knowledge processing entities and provides both a structural and a mathematical analysis. Therefore, the objects under observation are not actors and their attributes, but the relationships between actors and their structure. Relationships show what kinds of information are exchanged between which actors. SNA techniques are used to identify the characteristics of positions held by the actors in a social graph and the characteristics of the graph structure. With the advent of social network-based applications, there has been more interest in computational techniques to discover the properties of networks. Most important is one of the three main research lines in SNA according to John Scott: Sociometric Analysts used graph theory and methods developed by Jacob Moreno who first introduced the concept of a sociogram. A sociogram is a visual diagram of relationship networks in which individuals are represented as points and their links to others as lines.John Barnes introduced the term ‘Social Networks’ and provided a remarkable advancement in the analysis of social structures Inspired by these studies. The main idea of this study is that the search of structures in a network should be based on real interactions between the actors and on how these interactions affect it, instead of on categories defined in advance. Later on, Mark Granovetter proposed a study on the importance of weak ties called “the strength of weak ties”. He claimed that weak ties can be important in seeking information and members of a clique should look beyond the clique to their other friends and acquaintances in order to find new information. Gu?ndu?z-Ogu?du?cu? and Etaner-Uyar, 2014)In any group setting, there are young people who do not seem to fit in easily. In network graphs, they are the isolates, positioned on the perimeter of the social network or disconnected from it. They stand apart from other students because they might be different. They might be isolated by choice or through the actions of others. Some students are involved as a group in ostracism, rejection and harassment of individuals. (Cotterell, 2007)Universities are environments whose educational rationale depends on the successful creation of a setting that promotes student development. They are also network communities, and through its network flow different kinds of motivational influences. Classrooms are in student’s perspective social space, where the classroom is a reputation-based collective with distinctive value systems and lifestyles. However, for a university perspective, a classroom exist to achieve curriculum objectives through the concept of work and through the teacher’s exercise power. (Cotterell, 2007)In the previous section, an introduction to the proposed area of research was presented. Thisincluded a description of several research purposes and some hypotheses that will serve to direct the data analysis. In addition, a review of relevant literature. The study plan will involve the gathering of information about the social networks among the first year students. The research will have two parts: a) qualitative Interview; b) Observation. The qualitative interview will consist out of 3 open-ended, 3 semi-focused, and 3 focused questions. For the research, I will interview 6 candidates. The questions will be to determine participants satisfaction rates, social connections and background. They are as follow: What is your background?; How do you feel about your results last block?; How do you feel about your classmates?; Who are your friends in class?; How would you describe your friendship?; Who are the outsiders?; Are you satisfied with the number of friends?; Are you satisfied with your performance in class?; Do you think your friendships influence your performance?;Before the observation, I will draw up a roster of all persons in the study population and then asks every person to nominate all people on the list to which they relate to in a certain way (Marsden 2011: 372-3). Accurate and consistent attribution of information from a respondent (ego) in particular, identified ‘persons (alters) is essential for SNA diagrams and all analyses and a sociometric roster survey guarantees this accuracy. The roster method ensures that a name not ticked is a definite non-tie. A good roster will also leave space for students to nominate someone whose name is not on the list. The roster will be made as follows: Respondents’ nominations will be assembled in a tie data list. Each row of a tie data list has two nodes (person) identifiers (IDs). The first (FROM)ID is the respondent filling in the questionnaire the second (TO)ID is the particular identified person to which that response relates. Data collected in the tie data format can be uploaded into NetDraw or UCINET (Borgatti et al. 2002) to produce a network diagram. (Alexander, 2012)With the participant-observer, I can collect any qualitative information or additional data about specified from-to ties. This is easily recorded in later cells along the rows of a tie data list. I especially want to know about respondents’ weak ties. Weak ties will show up as names, not on the roster, written in by respondents, to determine if they are truly ‘weak ties’ that go outside the social boundaries of their study population rather than persons who should have been included in the original roster. If they are truly weak ties I can then investigate the meaning of these ties for the respondent and what information or resources they get from them. This will be visible during the observation. Participant-observation allows me to study the first year BA class to see the ongoing interaction among this group. Social Network Analysis (SNA) has techniques for mapping and studying patterns of interaction that give a systematic overview of an SNA dataset. Participant-observation will also be the starting point of richer, interpretive ethnography will be drawn on a range of qualitative theories. Qualitative theories suggest that naturalist views of ethnographic data as existing ‘out there’ to be uncovered by participant-observation are misplaced and even naïve (Gubrium and Holstein 1997). Sociometric data will be the bridge for me between participant-observation field research and SNA.The research outcomes are going to give insight into the interaction between the students in relation to students study outcome satisfaction. This will, most definitely, be beneficial for the Professors and teachers teaching the first year class. Beside this the Study Association Multi can use the outcome to adjust events, making them improving the interaction and social network among the students.