Qualitative Analysis Data Collection

Part 3: Results Data Sources Two Scholars of Change videos Our qualitative analysis's data sources involved an analysis of two scholars of change videos from the Walden University website. The videos were recordings of interviews from researchers in past research. During the video analysis, we realized that the scholars of change were students and Walden University graduates. The data collected from the videos lasted for two days, one for each video, and they encouraged the institution's social change by indicating how they were using their knowledge to better the living conditions in the university. The Scholars also facilitated the effects of Walden University’s mission statement through the videos.

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PART 3: RESULTS2 One phone interview The qualitative analysis data collection also involved a phone interview with one student who informed the researching team that Walden University management had integrated its practices to impact social change positively. The interview lasted for 50 minutes, and the student was in a university’s hostel during this time. The institution has placed various rules to protect the minorities, such as Blacks and those with different cultural practices, from discrimination. Most students are adhering to the rules, and the university enables the peaceful coexistence of all its students and instructors. The phone interview revealed that initially, there were abuse cases, fighting among students, and discrimination. However, due to the adoption of social change, Walden University has become a place for all.

Resources from the Walden social change website The research also gathered qualitative data from the resources available at the Walden University website for social change. From the website, we found various resources, such as the courses available regarding social change. The university offers critical thinking, creative, and strategic writing courses for social change. Such resources help the students facilitate the social change process, making Walden University a better place for students from all around the world to study.

Instrumentation 1. Who developed each data collection tool, and what is the date of publication?

The data collection tools that we used for data collection included interviews and obtaining information from existing data. Almost all researchers utilize the interview method of data collection during their studies. Since its invention by Thomas Edison in the 1920s, interviews have become a powerful and mostly used qualitative data technique. The method helps

PART 3: RESULTS3 researchers get the detailed information regarding the participants' perceptions and opinions, obtain higher response rates, and ask the respondents more detailed questions.

2. Where and with which participant group has it been used previously?

The data collection technique through interviews has had used in various past studies. Guest et al. (2017) conducted qualitative research utilizing focus groups and individual interviews. The researchers aimed to compare the two methods, in which their participant group consisted of 350 African-American men in Durham, North Carolina. The study involved randomization of the participants, and the researchers asked open-ended questions concerning their behavior of seeking medical care. The findings indicated that individual interviews are more useful for obtaining a wide range of information.

3. How appropriate is it for the current study and include whether modifications will be or were needed?

Interviews are appropriate for current studies since their utilization for qualitative data collection enables flexibility throughout the process. The technique allows researchers to collect a wide range of information more effectively (Guest et al. 2017). Besides, the interviewer has control over which question to ask first or last. The method enables a higher response rate than most techniques. The interviewer can select the venue and make judgments according to the respondents' behavior. However, the interview method required modifications since it did not exclusively result in sensitive themes regarding social change. Thus, modifying it will enable researchers to obtain data with more sensitive pieces effectively.

Data Analysis 1st Cycle

PART 3: RESULTS4 According to the data that we collected from the research, groups of people consider a social change to contribute positively towards the community. However, there are also groups of individuals that believe it to contribute negatively to society.

2nd Cycle Among the groups that considered social change positive to the society included students, administrators, and Walden University instructors. The groups believed that positive social change results in favorable learning environments for both local and international students. As Stephan et al. (2016) support, positive social change results in advanced societal well-being.

Conversely, some parents, community members, and families among Walden University stakeholders considered the social change a negative element. Perhaps these groups focus on individual responsibility rather than supporting the entire society.

Identify Themes From the study findings, several students consider social diversity a necessity for developing a more comprehensive learning environment. The theme of social diversity entails individuals from different parts of the world of various races and beliefs coexisting together, and sharing resources. Moreover, the university administrators and instructors consider social equality a crucial element that enables them to deliver excellent services to the students of diverse cultures; hence, they feel valuable society members. However, the groups of families that prefer negative social change encourage social stratification, where they are grouped according to socioeconomic factors such as social status and race. The groups of community members and families also believe that social transformation may result in student society members adopting unusual behaviors that diverge from their norms.

PART 3: RESULTS5 References Stephan, U., Patterson, M., Kelly, C., & Mair, J. (2016). Organizations driving positive social change: A review and an integrative framework of change processes. Journal of Management, 42(5), 1250-1281. Retrieved on 8 November 2020, from https://journals.sagepub.com/doi/full/10.1177/0149206316633268 Guest, G., Namey, E., Taylor, J., Eley, N., & McKenna, K. (2017). Comparing focus groups and individual interviews: findings from a randomized study. International Journal of Social Research Methodology, 20(6), 693-708. Retrieved on 8 November 2020, from https://www.tandfonline.com/doi/abs/10.1080/13645579.2017.1281601