Coffee and its Role for the Students in Melbourne - Case Study Example

How important is Coffee to the Students in Melbourne? Name Institution Executive Summary Some practitioners believe that caffeine makes the world go round. Nonetheless, for students, caffeine is a necessity in most cases, thus, the availability in the form of coffee, tea, and energy drinks among others. Lack of dangerous side effects and increased cognitive boost from caffeine can be enticing. According to numerous students, the benefits of drinking caffeinated beverages certainly outweigh the risks. This perception tends to form the basis of this research paper. Evidently, coffee is one of the critical components to students in the context of Melbourne. In the development of this research, the focus is one assessment of the importance of coffee to students in Melbourne. The student will adopt qualitative research design with the intention of exploring the relationship between the students’ performance, concentration, and coffee consumption within the context of Melbourne. Table of Contents Executive Summary 2 Chapter 1: Introduction 4 Outline of the Project 4 Project Rationale/Background 4 Major Shareholders/Participants 5 Scope of Application of Findings/Relevance 5 Context of the Research 6 Chapter 2: Literature Review 6 Chapter 3: Methodology 8 Data Collection Processes/Instruments 8 Data Samples 8 Chapter 4: Findings 9 Chapter 5: Discussion of the Findings 10 Chapter 6: Conclusion & Limitations/Future Directions 10 References 12 Chapter 1: Introduction For students, caffeine is a necessity in most cases, thus, the availability in the form of coffee, tea, and energy drinks among others. Lack of dangerous side effects and increased cognitive boost from caffeine can be enticing. The purpose of this qualitative research is to explore the importance or significance of coffee to the students in Melbourne. Outline of the Project In the development and execution of the study, it is possible to highlight the fact that the paper consists of six chapters. The first chapter is the introduction, which provides the platform for the assessment of the background and project rationale regarding the purpose of the study. Additionally, the introduction identifies the major shareholders or participants in the collection and analysis of data. Finally, the introductory section is critical in the evaluation of the scope of the findings, as well as relevance of the study, thus, the platform for understanding the context of the study. The second chapter is the literature review, which provides the platform for understanding previous studies and conceptualization of the research topic and context. In the third chapter, the focus is on methodology, which will elaborate on the qualitative collection and analysis mechanisms, as well as sample. The fourth and fifth chapters focus on the findings and discussion of the results. Finally, the sixth chapter summarizes the concepts in the study, thus, the platform for the documentation of the research findings, limitations, and future directions. Project Rationale/Background College students in the contemporary society tend to depend on caffeine with the intention of improving their performance in multiple facets of their hectic lives such as classes, clubs, and various internships. According to the research practitioners, coffee comes out as the most popular caffeinated product on campus. Students seem to have enormous and substantive understanding of the health benefits, as well as concerns regarding caffeine intake, thus, lack of influence from the media or peers in making procurement decisions in the consumption of caffeine. Additionally, consumers, students, tend to be very price-sensitive. Students tend to consume coffee to facilitate effective and efficient completion of their tasks, which are enormous in pursuit of the academic and professional goals and targets. Based on the increased consumption of coffee in the region, it is ideal to engage in the assessment of the importance of coffee to the students in the context of Melbourne. This forms the basis for the development and execution of the study on the importance of coffee among the students. Major Shareholders/Participants In the development and execution of the study, the focus will be on the students, especially in Melbourne. The purpose of the research study is to evaluate the role and influence or importance of the coffee to the students in Melbourne. From this perspective, the research focused on the utilization of a group of students as the research participants in the collection of quality data in accordance with the research goals and targets. Scope of Application of Findings/Relevance In the modern society, coffee is one of the commonly used commodities across the world. More than half of Australian adults tend to drink coffee every day. According to the recent scientific studies, moderate consumption might help in the reduction of some disease risks. In the aforementioned statement, students have the tendency to juggle across diverse activities or tasks in pursuit of academic goals and targets. From this illustration, most students engage in the consumption of coffee products or components with the intention of improving their concentration and performance levels in addressing such obligations. Context of the Research The purpose of the study is to concentrate on the assessment of the importance of coffee among the students in Melbourne. From this perspective, the study focused on the utilization of the students in the context of Melbourne in pursuit of goals and targets of the student. The approach was critical for increased focus of the research, thus, efficiency in the collection and analysis of data. Chapter 2: Literature Review In the modern society, caffeine tends to play a critical role, not only in Australia, but also in various cultures across the world. For instance, in the context of Japanese culture, it is common to have a tea ceremony on a daily basis. On the other hand, the British tend to turn drinking tea into a luxurious affair, complete with fine china and scones. In the case of Australia, consumers tend to prefer casual ritual involving a morning coffee, as well as a doughnut at a local coffee shop (Olsen, 2013). Various consumers consumer some form of caffeine on a daily basis, thus, the platform for the substantive to be the most commonly utilized drug in the world. From a gender perspective, men and women are about equally likely to drink coffee. On the other hand, whites are much more likely nonwhites to drink coffee product. Categorically, coffee drinking or consumption proves to be much more prevalent among the middle-aged, which is at approximately 70 percent (McIlvain, Noland, & Bickel, 2011). College is like a bubble to the outside world. In the college, students have the tendency of running around aiming at squeezing everything possible into small periods inclusive of clubs, meetings, going class, and studying for the class. From this perspective, there is something, which must keep students running, as well as focused so they possess the energy to make it through the busy schedule. This is where caffeine or coffee comes into play in helping students to address these issues or expectations. Coffee is critical in enabling people to have substantive energy boost, thus, the platform to keep individuals alert (Laitala, Kaprio, Koskenvuo, Räihä, Rinne, & Silventoinen, 2009; Shanahan & Hughes, 1986)). Coffee consumption can also be addicting. Evidently, caffeine comes out as a stimulant to the central nervous system. Moreover, research practitioners tend to believe on the fact that regular consumption or utilization of caffeine can generate mild physical dependence. Research practitioners have focused on the evaluation of the reasons as to why college students drink or consume coffee. Accordingly, the reasoning on why college students drink coffee as much as they do can vary. Averagely, students tend to drink about two to three cups of coffee daily. Nonetheless, on a busy day, such students focus on consuming more than the average number of cups. It is possible for the students to study without coffee (Gitter, & Barham, 2007). Nevertheless, students tend to have a cup before they study with the intention of increasing their level of concentration or focus on the concepts they are reading. Researchers also believe that students tend to experience very bad withdrawals following 24 hours of not having coffee. Students also consume cups of coffee depending on how their days unfold (Jarvis, 1993; Bagley, 2008). For instance, it is possible for the students to consume one cup of coffee in the morning with the intention of getting through the day. However, such students might need more than one and I always make sure it is dark roast. Most students tend to prefer to study with coffee rather than avoid consumption of the product. It is possible for the students to go days without having it, but engage in the consumption of the product because of its taste and influence in enabling students to overcome headaches (Whitmire, 2002). Researchers have been able to highlight the variation of the consumption habits among students in the utilization of coffee for diverse reasons. In one instance, certain students or consumers might not need coffee to focus while others need coffee to facilitate completion of their everyday tasks. In spite of these variations, numerous students tend to depend on coffee. Chapter 3: Methodology In the collection and analysis of data, the study focused on the utilization of the qualitative research design. The study adopts a social constructivism perspective while basing the research problems on previous research experience. Additionally, the approach was vital because of the size of the study, which was small to facilitate effective and efficient assessment of the phenomenon or research problem. The purpose of this research was to explore and examine the importance of coffee to the students in the context of Melbourne. Data Collection Processes/Instruments In the collection of the data for this qualitative research, the focus was on the utilization of interview as the research instrument. In the first instance, the interview is critical in enabling the collection of quality data in accordance with the research question. Additionally, interview research instrument was valuable in facilitating follow-up approach in interaction with the research participants during the collection and analysis of data. The study focused on the utilization of the interview-set questions of 11 components in the determination of the importance of coffee among the students in the context of Melbourne. Data Samples In the collection of data, the study focused on the utilization of 10 research participants, students from the learning institution. The research participants sought to offer substantive answers regarding the aforementioned questions with the intention of understanding of the influence of coffee in their academic experience. The selection of the research participants did adopt and implement random selection system with the intention of enhancing objectivity of the research findings in accordance to the research questions. Chapter 4: Findings According to the findings of the study, research participants did outline the variations regarding the age at which they did start taking or drinking coffee. Most of the research participants did highlight taking the commodity in high school. On the other hand, certain research participants did highlight starting to drink coffee while at middle school. Accordingly, 50 percent of the research participants did attest to the fact that they need coffee on a daily basis. Evidently, research practitioners did identify diverse reasons for taking coffee. Having taken the commodity since middle school and high school levels, these students focused on taking coffee as a habit. On the other hand, certain students engage in the consumption of coffee with the intention of gaining substantive energy. Thirdly, the students believe that consumption of coffee is essential in enabling them concentrate on various tasks. From a financial perspective, there is a variation in the amount each student spends on consumption of coffee. According to the findings of the study, most of the students tend to spend between 0 and 50 AUD in their weekly consumption of coffee. The diversity in the financial resources depends on the number of cups, as well as subsequent needs for the consumption of coffee by the students in pursuit of diverse goals and targets. The research exercise did reveal diverse types of coffee for the students in the context of Melbourne: Americano, Cappuccino, Mocha, Latte, and Flag White types. Chapter 5: Discussion of the Findings From the assessment of the research findings, it is critical to demonstrate the fact that coffee plays a critical role in the daily encounters of the students in the context of Melbourne. In the first instance, students tend to engage in the consumption of different cups of coffee with the intention of kick starting their days depending on the activities they intend to execute during the day (Severt, Wang, Chen, & Breiter, 2007). According to the review, students have the obligation to deal with diverse activities in the course of their learning. Come of these activities include execution of assignments, learning new concepts, part-time occupations, and internships. In this context, students in Melbourne drink coffee with the intention of improving their level of performance in pursuit. Evidently, coffee is critical in enabling the students to juggle across these activities with increased focus, thus, platform for the improvement of their performance levels (Richardson et al., 1995; Manderson & Turner, 2006). Additionally, students believe that consumption of coffee has become their habit having consumed the product since middle or high school levels. Sociologically, students in Melbourne tend to utilize coffee as component for addressing social obligations and needs. For instance, students can meet for coffee with the objective of discussing diverse issues regarding their workplace or classroom assignment. In this aspect, coffee is essential in enabling the students to bond while focusing on diverse issues affecting their academic journey. Chapter 6: Conclusion & Limitations/Future Directions Conclusively, the research paper focused on the exploration and examination of the importance of coffee to the students within the context of Melbourne. In the assessment of the goals and targets, the study focused on the utilization of the qualitative research design, thus, the platform for the utilization of interview as the research instrument in the collection of data. According to the findings of the student, coffee provides the opportunity for the students in Melbourne to juggle across different obligations and duties they have to overcome at the end of each academic period. From this illustration, it is critical for the students to consume coffee with the intention of improving their focus on the numerous activities. In the future, there is need for the researchers to focus on the exploration of the negative implications of coffee among the students. References McIlvain, G. E., Noland, M. P., & Bickel, R. (2011). Caffeine consumption patterns and beliefs of college freshmen. American Journal of Health Education, 42(4), 235-24 Olsen, N. L. (2013). Caffeine consumption habits and perceptions among University of New Hampshire students. Gitter, S. R., & Barham, B. L. (2007). Credit, natural disasters, coffee, and educational attainment in rural Honduras. World Development, 35(3), 498-511. Laitala, V. S., Kaprio, J., Koskenvuo, M., Räihä, I., Rinne, J. O., & Silventoinen, K. (2009). Coffee drinking in middle age is not associated with cognitive performance in old age. The American journal of clinical nutrition, 90(3), 640-646. Whitmire, E. (2002). Academic library performance measures and undergraduates' library use and educational outcomes. Library & information science research, 24(2), 107-128. Jarvis, M. J. (1993). Does caffeine intake enhance absolute levels of cognitive performance?. Psychopharmacology, 110(1-2), 45-52. Bagley, C. (2008). Educational ethnography as performance art: towards a sensuous feeling and knowing. Qualitative Research, 8(1), 53-72. Shanahan, M. P., & Hughes, R. N. (1986). Potentiation of performance-induced anxiety by caffeine in coffee. Psychological Reports, 59(1), 83-86. Manderson, D., & Turner, S. (2006). Coffee house: Habitus and performance among law students. Law & Social Inquiry, 31(3), 649-676. Richardson, N. J., Rogers, P. J., Elliman, N. A., & O'Dell, R. J. (1995). Mood and performance effects of caffeine in relation to acute and chronic caffeine deprivation. Pharmacology Biochemistry and Behavior, 52(2), 313-320. Severt, D., Wang, Y., Chen, P. J., & Breiter, D. (2007). Examining the motivation, perceived performance, and behavioral intentions of convention attendees: Evidence from a regional conference. Tourism Management, 28(2), 399-408. Read More