to conduct and present this study in an ethical manner and make reasonable attempts to
ensure the validity and reliability of the findings.
Validity. Validity is defined by Merriam (2009) in terms of the congruence
between the research findings and reality. She further notes, “one of the assumptions
underlying qualitative research is that reality is holistic, multidimensional, and everchanging;
it is not a single, fixed, objective phenomenon waiting to be discovered,
observed, and measured as in quantitative research” (p. 213). In this study, steps were
taken to ensure the validity of the findings, including triangulation and the use of an
external audit.
Creswell (2005) defines triangulation as, “the process of corroborating evidence
from different individuals, types of data, or methods of data collection in descriptions and
themes in qualitative research” (p. 252). In this study, triangulation was accomplished
through conducting interviews, until the point of saturation, with numerous faculty
members at the case study institution and by using three methods of data collection:
document analysis, interviews, and observations.
The opportunity for verification of validity through member checking was also
incorporated into the study. Merriam (2009) states, “the process involved in member
checks is to take your preliminary analysis back to some the participants and ask whether
your interpretation ‘rings true’” (p. 217). During informed consent, participants were
asked to provide an email address so that the researcher could contact them during the
process of data analysis to obtain their input on the analysis or to seek clarification, if
needed.
50
A final method for ensuring validity was the use of an external audit. According
to Creswell (2005), an external audit is a process “in which a researcher hires or obtains
the services of an individual outside the study to review different aspects of the research.
The auditor reviews the project and writes or communicates an evaluation of the study”
(p. 253). An external auditor was used to validate the findings of the researcher after the
collection and analysis of the data. The audit included:
1. A review of all IRB-related documents to ensure researcher compliance with
the established and approved research protocols
2. A review of random sample of transcripts (sample determined by auditor)
3. A review random sample of audio files to ascertain accuracy of transcripts
(sample determined by auditor)
4. A review of a draft of the study to assess consistency in purpose,
methodology, and analysis as well as compliance with IRB-related
documents.
The attestation of the external auditor is included in Appendix F.
Reliability. Reliability, according to Merriam (2009) deals with the repeatability
of the research findings. She further notes,
replication of a qualitative study will not yield the same results, but this does not
discredit the results of any particular study; there can be numerous interpretations
of the same data. The more important question for qualitative research is whether
the results are consistent with the data collected. (p. 221)
In this study, the use of an external audit serves to ensure the reliability, as well as the
validity, of the research findings.
51
Researcher bias. As noted by Strauss and Corbin (1998), “analysts, as well as
research participants, bring to the investigation biases, beliefs, and assumptions.”
Merriam (2009) states that, “investigators need to explain their biases, dispositions, and
assumptions regarding the research to be undertaken” (p. 219). The researcher in this
study has worked in higher education, in the small college environment, for 15 years and
has held positions in library services, academic affairs administration, and student affairs
administration. It is this experience, particularly having worked in both academic affairs
and then, later, student affairs, that prompted the researcher’s interest in the topic of
faculty perceptions of student affairs personnel. This experience also frames the
researcher’s knowledge, opinions, and assumptions about collaboration between faculty
members and student affairs personnel regarding student development. Merriam (2009)
suggests that, in addition to triangulation—the use of document analysis, observations,
and interviews—researchers can minimize bias using other strategies such as engaging in
the data collection process until saturation is achieved and making use of peer
examination. While on-site at the case study institution, the researcher conducted
interviews until a point of redundancy or saturation was achieved. Further, throughout the
coding and data analysis portion the researcher engaged in informal peer examination
through conversations with colleagues. In addition, feedback about data analysis and the
resulting themes and conclusions was provided to the researcher by his dissertation
advisor.
52
Transferability
It is hoped that the results of this single site case study will provide information
and insights that will have applicability outside of the case study institution. The single
site case study approach was selected because it was the desire of the researcher to
explore the impact of faculty perceptions of student affairs personnel on student
development and it was determined that this could best be accomplished through full
immersion in a single site while completely documenting the culture of collaboration at
that site. However, as Merriam (2009) notes, “every study, every case, every situation is
theoretically an example of something else. The general lies in the particular; that is, what
we learn in a particular situation we can transfer or generalize to similar situations
subsequently encountered” (p. 225). The overall size and scope of responsibilities
among various offices and personnel are much different in the small college setting than
at regional universities or research institutions. However, it is possible that some of the
findings will also be generalizable to those settings as well.
Summary of Research Activity
A summary of the research activities for this study is provided in Table 1.
53
Table 1
Research Activity Summary
Step Description
Identification of general topics
of interest for the study
The researcher has worked in a variety of roles in higher education
including instructional technology, library services, academic affairs
administration, and student affairs administration. This experience led to
his interest in exploring faculty perceptions of student affairs personnel
and the impact of that perception on collaborative initiatives.
Review of the literature A review of the literature produced articles related to the relationship
between academic affairs and student affairs, and collaborations between
the two units, written from both the academic affairs and student affairs
perspectives. The literature is replete with opinion pieces, summaries of
successful and unsuccessful programs, discourse about the perceived
importance of improving the relationship between the two units, and
suggestions as to how to develop and improve the relationship between
the two units. There is much less, however, in the way of empirical
research—either quantitative or qualitative—that studies the relationship
between academic affairs and student affairs in a systematic manner
using established research methodologies.
Development of grand tour
and research questions
Working with his advisor and supervisory committee, the researcher
drafted and revised the research questions that would guide the study.
Decision to use qualitative,
single-site, case study
approach
The single site case study approach was selected because it was the desire
of the researcher to explore the impact of faculty perceptions of student
affairs personnel on student development and it was felt that this could
best be accomplished through full immersion in a single site while
documenting the culture of collaboration at that site through analysis of
institutional documents, interviews with faculty members, and
observational field notes.
Development of preliminary
methodology
The researcher began to read and develop a detailed research
methodology for the study including the work of Strauss & Corbin
(1998), Creswell (2005), Merriam (2009) and Yin (2009).
Identification of potential case
study institution (including
preliminary review of
publically available
institutional documents)
The researcher began exploring possible case study institutions. Criteria
included meeting the definition of small college with preference given to
institutions indicating some interest, initiatives, or commitment to
collaboration. The researcher’s attention was drawn to the case study
institution when an article in Campus Activities magazine highlighted the
campus life program at that institution and made mention of its desire to
offer and integrated educational environment. This led the researcher to
seek more about the institution via its web site and the information and
documents made available online.
Table 1 continues
to conduct and present this study in an ethical manner and make reasonable attempts to
ensure the validity and reliability of the findings.
Validity. Validity is defined by Merriam (2009) in terms of the congruence
between the research findings and reality. She further notes, “one of the assumptions
underlying qualitative research is that reality is holistic, multidimensional, and everchanging;
it is not a single, fixed, objective phenomenon waiting to be discovered,
observed, and measured as in quantitative research” (p. 213). In this study, steps were
taken to ensure the validity of the findings, including triangulation and the use of an
external audit.
Creswell (2005) defines triangulation as, “the process of corroborating evidence
from different individuals, types of data, or methods of data collection in descriptions and
themes in qualitative research” (p. 252). In this study, triangulation was accomplished
through conducting interviews, until the point of saturation, with numerous faculty
members at the case study institution and by using three methods of data collection:
document analysis, interviews, and observations.
The opportunity for verification of validity through member checking was also
incorporated into the study. Merriam (2009) states, “the process involved in member
checks is to take your preliminary analysis back to some the participants and ask whether
your interpretation ‘rings true’” (p. 217). During informed consent, participants were
asked to provide an email address so that the researcher could contact them during the
process of data analysis to obtain their input on the analysis or to seek clarification, if
needed.
50
A final method for ensuring validity was the use of an external audit. According
to Creswell (2005), an external audit is a process “in which a researcher hires or obtains
the services of an individual outside the study to review different aspects of the research.
The auditor reviews the project and writes or communicates an evaluation of the study”
(p. 253). An external auditor was used to validate the findings of the researcher after the
collection and analysis of the data. The audit included:
1. A review of all IRB-related documents to ensure researcher compliance with
the established and approved research protocols
2. A review of random sample of transcripts (sample determined by auditor)
3. A review random sample of audio files to ascertain accuracy of transcripts
(sample determined by auditor)
4. A review of a draft of the study to assess consistency in purpose,
methodology, and analysis as well as compliance with IRB-related
documents.
The attestation of the external auditor is included in Appendix F.
Reliability. Reliability, according to Merriam (2009) deals with the repeatability
of the research findings. She further notes,
replication of a qualitative study will not yield the same results, but this does not
discredit the results of any particular study; there can be numerous interpretations
of the same data. The more important question for qualitative research is whether
the results are consistent with the data collected. (p. 221)
In this study, the use of an external audit serves to ensure the reliability, as well as the
validity, of the research findings.
51
Researcher bias. As noted by Strauss and Corbin (1998), “analysts, as well as
research participants, bring to the investigation biases, beliefs, and assumptions.”
Merriam (2009) states that, “investigators need to explain their biases, dispositions, and
assumptions regarding the research to be undertaken” (p. 219). The researcher in this
study has worked in higher education, in the small college environment, for 15 years and
has held positions in library services, academic affairs administration, and student affairs
administration. It is this experience, particularly having worked in both academic affairs
and then, later, student affairs, that prompted the researcher’s interest in the topic of
faculty perceptions of student affairs personnel. This experience also frames the
researcher’s knowledge, opinions, and assumptions about collaboration between faculty
members and student affairs personnel regarding student development. Merriam (2009)
suggests that, in addition to triangulation—the use of document analysis, observations,
and interviews—researchers can minimize bias using other strategies such as engaging in
the data collection process until saturation is achieved and making use of peer
examination. While on-site at the case study institution, the researcher conducted
interviews until a point of redundancy or saturation was achieved. Further, throughout the
coding and data analysis portion the researcher engaged in informal peer examination
through conversations with colleagues. In addition, feedback about data analysis and the
resulting themes and conclusions was provided to the researcher by his dissertation
advisor.
52
Transferability
It is hoped that the results of this single site case study will provide information
and insights that will have applicability outside of the case study institution. The single
site case study approach was selected because it was the desire of the researcher to
explore the impact of faculty perceptions of student affairs personnel on student
development and it was determined that this could best be accomplished through full
immersion in a single site while completely documenting the culture of collaboration at
that site. However, as Merriam (2009) notes, “every study, every case, every situation is
theoretically an example of something else. The general lies in the particular; that is, what
we learn in a particular situation we can transfer or generalize to similar situations
subsequently encountered” (p. 225). The overall size and scope of responsibilities
among various offices and personnel are much different in the small college setting than
at regional universities or research institutions. However, it is possible that some of the
findings will also be generalizable to those settings as well.
Summary of Research Activity
A summary of the research activities for this study is provided in Table 1.
53
Table 1
Research Activity Summary
Step Description
Identification of general topics
of interest for the study
The researcher has worked in a variety of roles in higher education
including instructional technology, library services, academic affairs
administration, and student affairs administration. This experience led to
his interest in exploring faculty perceptions of student affairs personnel
and the impact of that perception on collaborative initiatives.
Review of the literature A review of the literature produced articles related to the relationship
between academic affairs and student affairs, and collaborations between
the two units, written from both the academic affairs and student affairs
perspectives. The literature is replete with opinion pieces, summaries of
successful and unsuccessful programs, discourse about the perceived
importance of improving the relationship between the two units, and
suggestions as to how to develop and improve the relationship between
the two units. There is much less, however, in the way of empirical
research—either quantitative or qualitative—that studies the relationship
between academic affairs and student affairs in a systematic manner
using established research methodologies.
Development of grand tour
and research questions
Working with his advisor and supervisory committee, the researcher
drafted and revised the research questions that would guide the study.
Decision to use qualitative,
single-site, case study
approach
The single site case study approach was selected because it was the desire
of the researcher to explore the impact of faculty perceptions of student
affairs personnel on student development and it was felt that this could
best be accomplished through full immersion in a single site while
documenting the culture of collaboration at that site through analysis of
institutional documents, interviews with faculty members, and
observational field notes.
Development of preliminary
methodology
The researcher began to read and develop a detailed research
methodology for the study including the work of Strauss & Corbin
(1998), Creswell (2005), Merriam (2009) and Yin (2009).
Identification of potential case
study institution (including
preliminary review of
publically available
institutional documents)
The researcher began exploring possible case study institutions. Criteria
included meeting the definition of small college with preference given to
institutions indicating some interest, initiatives, or commitment to
collaboration. The researcher’s attention was drawn to the case study
institution when an article in Campus Activities magazine highlighted the
campus life program at that institution and made mention of its desire to
offer and integrated educational environment. This led the researcher to
seek more about the institution via its web site and the information and
documents made available online.
Table 1 continues
การแปล กรุณารอสักครู่..