Qualitative Analysis Data Collection

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.