Research Methodology

Construct Validity: An Illustration of Examining Validity Evidence Based on Relationships to Other Variables Using Correlation, Multiple Regression and Discriminant Function Analysis

Robert K. Gable — Mon, 13 May 2013 06:56:15 PDT

Qualitative Data Analysis: An Overview for Beginning Qualitative Researchers

Felice D. Billups — Fri, 09 Nov 2012 07:05:08 PST

Exploring Organizational Culture Through Metaphor Analysis

Felice D. Billups — Fri, 09 Nov 2012 07:05:08 PST

How would you describe your campus culture or your school environment? Would you carefully outline the details of the working conditions, the way people interact in meetings, or the unique communication style of your organization? Or would you rather use a descriptive phrase, or even a metaphor, to summarily reveal your organization’s culture? Metaphor analysis, as a means to uncover organizational culture, is an increasingly popular strategy for qualitative researchers. In interpretative qualitative studies, metaphors comprise a form of linguistic analysis which assists researchers who are interested in an intensive but short-term evaluation of organizational culture (Patton, 2002; Schmitt, 2005). Since language serves as a pivotal cultural artifact, metaphors emerge from that sphere as a particularly expressive language form.

Conducting Focus Groups with College Students: Strategies to Ensure Success

Felice D. Billups — Fri, 09 Nov 2012 07:05:07 PST

Institutional researchers are often asked to conduct focus groups as an efficient way to address an institutional concern or problem. Typically, IR professionals depend on external consultants and specialists to conduct these group interviews for them; however, due to recent resource constraints (staffing, budgets), they are increasingly assuming responsibility for conducting the focus group sessions themselves. Institutional researchers require specialized skills in order to engage college students in this type of group interviewing; college students present specific characteristics and preferences that require careful consideration. Numerous research studies have used focus groups to support or augment research on college students (Breen, 2006; Diambra, McClam, Fuss, Burton, & Fudge, 2009; Kicklighter, Koonce, Rosenbloom, & Commander, 2010; Naylor, Stoffel, & Van Der Laan, 2008; Ouimet, Bunnage, Carini, Kuh, & Kennedy, 2004; Raby, 2007, 2010; Wellington, 2010; Williams, Bonnell, & Stoffel, 2009), spanning the areas of student satisfaction, assessment of student learning and support services, and program evaluation (Astin, 1993). As student research programs continue to expand and support campus decision-making, it is important that practitioners develop the necessary skills to effectively plan and conduct focus groups with college students. While some researchers have discussed the challenges of conducting focus groups with children and teens (Morgan, Gibbs, Maxwell, & Britten, 2002; Raby, 2010), few studies highlight the methods required to work effectively with college students. This paper is intended to assist practitioners by recommending practical interviewing strategies, with particular emphasis on the opportunities and challenges encountered when working with this unique population.

Using Rasch Residuals to Analyze the Demographic Characteristics of Respondents with Unexpected Incorrect Answers: Implications for Construct Validity

Robert K. Gable et al. — Fri, 09 Nov 2012 07:05:06 PST

This paper illustrates the use of Rasch model residuals to better understand perceived respondent meaning and structure of item content in the context of construct validity. Data were gathered from1366 grade 7-8 students using the Survey of Knowledge of Internet Risk and Internet Behavior. The characteristics of the respondents with unexpected patterns of residuals for persons not fitting the Rasch model are examined for 7 items defining the Knowledge of Internet Risk scale. These analyses contribute to a better understanding of the item content and person scores, and contribute to more meaningful score inferences.