Description
The final assessment will be a fully detailed, descriptive, and evidence-based story of your organizational issue drawing on the assessments you have already completed in this course. It will include descriptive background and context about the organization and the issue. You will also reflect on your experiences collecting data related to an organizational issue.Create a narrative that tells a compelling story of your organizational issue, including proposed next steps for further action and investigation, and your reflections on the process. Or if you are uncertain which course of action to take, conclude your story by presenting the dilemma and suggesting potential courses of action, and evaluate the pros and cons of each. Include quotes from your interviews and draw on your memos or journal entries to lend interest to your story interest.Based on your enhanced understanding of the issue, be sure to:Identify unanswered questions or questions that have arisen as a result of your data collection. Develop and compare at least two feasible courses of action you might take as the next steps to address the issue. Propose the course of action you prefer and, as in many teaching cases, invite your reader to provide feedback, input, or suggestions. What would your reader do under the circumstances you have described? If you are uncertain which course of action to take, conclude your story by presenting the dilemma and suggesting potential courses of action, and evaluate the pros and cons of each. Important Requirements Use PIE—Proof, Information, Examples—to support your assertions. Include PIE you have gleaned from the literature. Use pseudonyms and be sure to alter or omit any identifying details of your site. Weave the findings of your analysis of existing and collected data into the narrative as you describe the situation, including representative quotes from your qualitative data, the literature, and the site’s existing qualitative or quantitative data. Include appendices or exhibits that contain: Your interview questions. Your interview data analysis, including your transcripts, coding notes, and markings. Your memos or journal entries. Your tables and charts of quantitative data.
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Assessment 5: Organizational Issue Story, Reflection, and Critique
Your Name Goes Here
School of Public Service and Education, Capella University
EDD-FPX8030 – Investigating Problems of Practice
Insert your Instructor’s Name Here
Insert the Date of Submission Here
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Organizational Issue Story, Reflection, and Critique
[Write an introduction here – Remove these instructions]
Organizational Issue
Context and Background for the Organizational Issue
Data
Understanding of the Problem or Issue
Ethical Considerations
Continuous Improvement
Reflection of Data-Gathering Process
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[These final four reflection sections can be written in the first-person voice. All other
sections must be written in the third-person voice. – remove these instructions]
Reflection on Personal Bias
Reflection on Outcomes of Data Gathering
Reflection on Self-Development
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References
Assessment 4: Data Coding and Ethics
School of Public Service and Education, Capella University
EDD-FPX8030: Investigating Problems of Practice
Dr. Marie Orizondo-Harding
12/7/23
Data Coding and Ethics
Enrollment decline has been an ongoing concern in higher education, especially at the
onset of the pandemic. This study seeks to apply the qualitative interview research method to
investigate the organizational problem of the low persistence rate. Consideration of bias in the
researcher and the interview subjects who play various roles in the College is acknowledged and
used to its advantage to help gain a deeper understanding of the organizational problem. This
paper examines the potential conflicts of interest and biases of the researcher and the interview
subjects’ roles within the organization to justify the selection of these subjects and the qualitative
interview method. Furthermore, the process of gathering the qualitative data and coding the
interview transcripts with detailed categorization toward concluding the findings is detailed.
Finally, a reflection of the validity matrix explains how the validity threats are justified in
yielding the conclusion. The complexities of reshuffling are more than just repositioning the
people; they involve the morale of employees, teamwork, productivity, and other factors. In that
regard, the study was done within the organization framework. As an insider moving through the
maze of organizational transformation, revealing the complex impacts of changes needed at the
College. The quest into this domain has been informed by firsthand knowledge from common
cultural and organizational premises, providing unique insight beyond the surface-level
perception of an outside individual.
On the other hand, this closeness comes with possible bias, leading to a firm conviction
in reflexivity, heterogeneity, and precise analysis methods that maintain the validity of the
findings. These relations are always power-oriented, and every attempt is made to ensure that
both sides participate on equal terms. However, ethics has been our guide, observing strict CITI
training, assuring participants’ autonomy, confidentiality, and minimal harm. This holistic piece
takes on the emotionalities of corporate structural readjustments to provide a multifaceted review
of numerous accounts and statistical data, which weaves a picture of how much the people and
groups undergo in their quest for success after the transformation process.
PART 1: RESEARCH RELATIONSHIPS AND POSITIONALITY
Ethical Considerations and Conflicts of Interest
The faculty and staff have developed a particular interest in and sympathy for working
with at-risk students. Due to the subjective nature of the subjects reminiscing events in
answering the interview questions, ongoing reflection and acknowledgment of these elements are
to be considered. The subjects’ participation in the interview does not lead to any financial,
personal, or professional gain that might impair objectivity in this action research. In addition,
the subjects for the qualitative interviews will be respected for their autonomy and voluntarism in
consenting to participate. My positionality in the research conducted as an insider with other
insiders was multifaceted. I am immersed in the situation I am researching, and together with the
others, we share similar cultural, sociological, or organizational backgrounds. This depth of
understanding gives an outsider a different viewpoint that could offer insight into issues hidden
behind an outsider’s gaze (Löfgren, 2013).
Nonetheless, it might be challenging to remain impartial when viewing things from
within, especially when there are biased tendencies. The fact that there are close bonds with the
subject matter could affect how it is perceived and assumed. It remained aware of such possible
biases and endeavored towards reflexivity, getting various viewpoints and utilizing precise
analytical techniques to verify the results.
The positionality affects power relationships in the stakeholder’s context. Building a good
relationship with stakeholders creates trust, better rapport, better quality, and a more in-depth
analysis. Nevertheless, we may have some form of inbuilt inequalities because of status as
superior or a higher official within the institution (Herr & Anderson, 2005). Such a scenario will
likely make some stakeholders unwilling to disclose particular information and views, thus
resulting in inauthentic responses and biased data. Therefore, we guaranteed the creation of safe
and fair involvement of each individual in which each opinion would be respected irrespective of
its status in the organizational structure.
The research requires taking ethical issues and conflicts of interest seriously. There could
also be conflicts of interest because of being a member of the organization or having connections
to some people. Such conflicts may impair the objectivity of my research or decision-making
methods. Nevertheless, actively declaring such possible “conflicts,” I am open and use relevant
procedures to reduce the interference of such “conflicts” in the research process. The principles
of respect of autonomy, confidentiality, and minimizing damage during CITI training are
fundamental in gathering information within my organization. These principles demand that
participants be adequately informed, their identity protected, and their confidentiality about
sensitive information observed.
Risks
The interview questions aim to elicit the subjects’ perspectives on the issues to understand
the causes and historical events that may contribute to the current state of affairs with the
declining student persistence rate. However, some potential risks involving the students’ low
persistence rate for the last decade may trigger faculty and staff’s stressful and traumatic
experience living through the changing of administrators four years ago, when the college
community suffered from tremendous low morale. Uncertainties of an entirely new
administration came to the College.
The interview invitation explained the purpose of this study to the subjects, which is to
understand the low persistence rate among students and its causes leading to the current status
quo. The invitation also asked for their consent to participate in the interview with the option of
withdrawing at any point and reassuring the subjects’ privacy and anonymity in the study.
Furthermore, before the recording began, the subjects were reminded that their identification and
the interview recordings via Zoom would be kept securely and transcribed for analysis only.
With their verbal consent, the interview proceeded to be recorded.
The data collection risks are related to confidentiality threats, erroneous interpretations
that may cause harm or prejudice, and unsuitable conditions for individuals to participate in
sensitive interviews. Therefore, to minimize these risks, ethical guidelines of getting a signed
consent form, guaranteeing anonymity and confidentiality, as well as conducting a post-debrief
after every session to ensure no one experiences any discomfort or other side effects after
participating in this research (Löfgren, 2013). Member-checking proved vital in ensuring
adequate documentation was observed and data triangulation from various sources was done
well. Member-checking refers to giving the respondents a chance to cross-check outcome
accuracy.
The perception of being partial or leaning towards a particular conviction rather than
observed data is the type of bias resulting in biased data. Hence, peer debriefing and reflexive
were reflected heavily in the study period to combat this issue. It was overcoming some blind
spots by talking to colleagues with different views. It gives an understanding of the essentials of
organizational practices in support of making decisions. Careful ethical consideration was made
in research where the maximum safety for participants was ensured, as well as the protection of
their rights and confidentially of data.
Data Coding PART 2: CODING
Context
The organizational problem is the low persistence rate among the students, directly
impacting their graduation, attainment for improving life qualities, and the amount of state
revenue generated due to the dwindling enrollment, further compromising the health of the
College in sustaining the educational quality to meet student needs. Upon finding solutions to
address the problem of the low persistence rate, the guiding questions intend to elicit the
subjects’ perspectives and insights into their lived experiences as key stakeholders to
conceptualize and explore areas that contribute to the problem.
Guiding Questions
These questions will direct data collection efforts by guiding the investigation into
specific areas related to the issue without offering immediate solutions. By examining different
facets of the issue, these overarching research questions will guide the process of gathering
data. The thoughtfully constructed questions probe into stakeholders’ viewpoints, experiences,
and recommendations, offering a thorough grasp of the variables behind the decline in
retention rates. The selected questions systematically identify the many dimensions of the
College’s student retention issue. There are two types of questions used to evaluate data. The
first is formative, which can help improve a program or proposal. Next is summative, which
evaluates if the program or proposal worked as designed. Each type of question is necessary to
collect the appropriate data for determining success or failure and providing a foundation of
understanding (W. K. Kellogg, 2004). The following questions have been implemented:
1. What specific academic challenges do students face that may contribute to low retention
rates?
2. How do socioeconomic factors impact students’ ability to persist in College?
3. What institutional barriers may hinder student retention, and how can they be addressed?
The Admissions and Registration Office administrators and staff are the first entry point
into students’ journey. Their insight would be valuable in finding out the in-take process
involving students’ level placement and course choices concerning students’ expectations of their
expectations of their learning. Moreover, faculty, comprised of a spectrum of experienced and
new, would be a rich source of institutional knowledge and refreshing perspectives on what
contributes to student engagement and success and what might be signs of students dropping out.
Academic advisors offer knowledge in navigating educational pathways and recognizing
students’ unique needs. Incorporating student support services guarantees a comprehensive
strategy that tackles non-academic obstacles impeding student retention.
Most importantly, direct student input offers firsthand experiences and viewpoints,
enhancing the research with insightful information. Each member of this multi-stakeholder
partnership brings a distinct perspective to the problem, forming a symbiotic relationship. The
range of viewpoints guarantees a comprehensive comprehension, encouraging inclusivity and a
feeling of shared accountability in tackling the issues related to retention rates at the College.
Data is collected within the complicated organizational and political environment as the
school transforms into a new structure. This endeavor aims to comprehend the subtle processes
surrounding the organizational expansion pathway. The investigative trip is based on the central
question of development, which pulls out the network of the causalities intertwined within the
organization. These consist of core ethics in every person and interpersonal and continuous
referential framework that people use throughout their lifetime. The influence is delineated in
gentle contours within the vast field. These include simplifying, untangling complexities, and
searching for multi-strata influences on the companies. This is because the central query under
investigation revolves around the implications of making large changes. They would have to
understand employees’ perception of re-organization, how it might affect existing team
formation, and the effect of this on individual and group performance.
Therefore, interviews served more as a means of finding stories rather than just data
collection/field journeys into the emotional labyrinth of a transformative journey. Some tales
were considered road maps into the previously unexplored regions of the human consciousness
that were being remodeled, left without the male and female ones common for the tables (Noble
& Smith, 2014). The path they had to take was full of dangers; it lay through the winding halls of
quantified data, where genuine feelings of humans were nestled and the depth of their thoughts
hidden among changes. In general, teams that wanted an experience shared in their micro-worlds
had hopes that they would convey a sense of complexity that could be understood. The dialogues
had to reflect human sentiments resulting from the real influence exerted on the people by the
wave changes and contain some statistical data concerning various data points.
Findings
Balancing school and life is already challenging for college students. Students fueled
with hope and motivation for a better future yet burdened with competing family and job
obligations can be overwhelmed by their desire and stress while pursuing their goals. In
understanding the problem regarding the decreasing persistence rate, this qualitative study
analyzes the interview responses of three subjects representing three constituency groups who
play unique and essential roles in the colleges, administrators, faculty, and students. The
interview responses were repeatedly reviewed in the coding process to identify recurring
patterns. Salient phrases were captured and later categorized into fatigue, affective motivation,
engagement, community building, flexibility, and access. (Löfgren, K., 2013) These categories
convey an overarching message that instead of viewing student persistence as an expectation,
maintaining student persistence involves providing accommodations and support to help students
make the most of their learning experience that motivates them to pursue success.
Declining Student Participation Toward End of Semester
Responses from all three subjects acknowledged students’ motivation to learn and to
succeed. However, changes in life and obligations force them to prioritize their needs to attend to
their families and make a living. According to the administrator and faculty subjects ‘ responses,
these competing obligations and the shifting focus toward families dragged down their energy
level, resulting in “losing momentum” or “inertia” of students’ academic aspirations.
Despite being highly motivated, the energy level is compromised by the already
challenging life balancing work and school. Emotionally, the student and faculty subjects
reported feeling stressed, frustrated, and overwhelmed in balancing life and school. While the
student subject pointed out that students needed “a break to recharge” to alleviate fatigue, the
faculty subject promoted explicit messages about the importance of continuing to attend class.
The responses may seem contradictory, but the underlying message implies a need for
accommodations and support for students’ persistence.
The student subject emphasized the influence of faculty’s encouragement and validation
of their progress through assignments. These responses confirm that the lower persistence rates
may not be caused by students’ loss of interest but by the need for accommodations to address
time limitations and cognitive fatigue. It involved an interactive trip deep within the
organization’s transformation, where extensive interviews were conducted with representatives
across all cadres and departments. The richness of these interviews exposed, as it were, how
much emotion was brewing within the respondents in reaction to current measures. Some staff
and faculty felt anxiety and uneasiness within themselves due to the unnerving nature of the
alterations. At the same time, another line of argument was voiced by some people who brought
out the bright side of all these positive transformations, spreading a feeling of renewal and
potential.
All subjects shared the common perspective that learning should be extended outside
the classroom, where students could apply skills and engage in social activities and
community building. They all highlighted the direct relationship between increasing
engagement activities and persistence rates. The student subject pointed out how activities
encouraged the application of learned skills in the company of their peers and instructors in
authentic situations, such as farmers’ markets and museums. Students welcomed these highimpact out-of-class activities because not only did these activities provide meaning, but they
also further uplifted their levels of motivation. Students felt particularly confident venturing
into the new environment and target culture with the support of their instructors. Similarly,
instructors play an essential role as conduits to students’ learning.
Open-Entry-Open-Exit Admission Policy
The student subject highly recommended the open entry admission policy because the
flexibility of starting the program at any time of the semester allowed them immediate access
and engagement in courses. Since students desired to integrate into the class community, they
greatly valued the immediacy of being able to participate in classes and start learning.
Attending classes was students’ first entry point for building a sense of belonging. However,
some students might feel isolated as they encounter challenges integrating into the new
environment and navigating the school system. Both the faculty and administrator subjects
recognized the unique situation when students joined classes in midsemester, so additional
and specialized support needed to be developed to help students persist in their learning.
Many important issues also surfaced from the analysis of the interview data, resembling
brushstrokes depicting various facets of organizational change. Among these, a prevailing motif
highlighted the pivotal role of communication—or lack thereof—during the tumultuous period.
As one respondent aptly put it, ‘It plummeted. People felt disconnected and undervalued.’ This
sentiment echoed throughout the interviews, underscoring a unanimous call for open and
consistent communication with leadership ranks (Maxwell, 2012). The absence of this vital
lifeline left employees in a pervasive state of despair, as expressed by another interviewee: ‘Our
team members tried to remain focused, but it was a struggle, especially with no direction.’ This
sentiment of being ‘left in the darkness’ permeated the company’s corridors, exacerbating
demoralization and fostering a sense of despair.
Another finding was how complex the dynamics of the teams were when everything went
back into place after the restructuring. A different scenario, whereby through a tapestry of
experience, diverse scenarios were painted in contrasting contexts among the numerous teams.
However, some were brought even closer to each other, and the bond was further reinforced
against common challenges (Herr & Anderson, 2005). On the contrary, others experienced the
upstream effects of conflict due to role ambiguity that emerged due to restructuring. Such
statements as “roles became blurred and people had misunderstanding” show how tricky the
resolution of complicated issues for the teams was.
These findings develop an intricate narrative, with its paradoxes that constitute a wave of
destruction, which is also characterized as an opportunity for renewal after the familiar’s demise.
However, through powerful stories told by the interviewees, one understands that the linchpin
can be as simple as good communication, which could influence the group dynamics and the
individual’s well-being. Including a few direct quotes from interviews within these findings
provides life to the above analysis as its depth and authenticity reflect the complexity of the
organizational fabric.
Relationship to Other Data
Declining Student Participation Toward End of Semester
Quantitative data from the institutional reports show statistical significance to the
decreasing persistence rate among students. Firstly, the most recent institutional report on
enrollment between 2016 and 2020 shows a downward trend of 12,000 enrollment (CCSF Office
of Research & Planning, 2022). Moreover, another internal institutional report shows the falling
attendance patterns throughout the nine attendance recording periods with each semester
between 2008 and 2018, from an average enrollment of 28,193 in 2008 to 15,314 in 2018. In Fall
2017, enrollment declined from 19,598 to 13,462, a 30% reduction. The statistical data prompt a
dire situation with alarming concerns around student engagement and programmatic deficiency.
In alignment with the numerical data providing a clear description of the organizational problem,
the qualitative data from the interview responses depict contextual insights and pedagogical
information that inform what contributes to the downward enrollment trend and student coursetaking behavior. As the subjects suggested, the reduced energy level is often accompanied by
emotional burdens from competing life obligations and learning barriers. The added qualitative
data add depth and layers of information to help understand students’ experiences that the
statistical data do not show.
Combining the newly acquired qualitative information obtained through interviews with
the existing quantitative data related to the retention rates was easy. Comparing these two
datasets revealed a clear link between staff, faculty, and students’ sentiments. These data types
provided a mosaic whereby a picture emerged illustrating the subtlety between employee
perception and tangible results portrayed in the productivity outcomes.
In addition, the freshly hatched conclusions did not simply match up with, but indeed
complemented, the body of learnings extracted from earlier employee polls administered before
the overhaul. Adding this data to the already available one provided a broader perspective on the
changing perceptions and beliefs among employees during the transition period within an
organization (Maxwell, 2012). The process resulted in a story of evolution and adaptation,
whereby staff feelings evolved from pre-restructure fears to multifaceted experiences extracted
when implementing new structures.
They are similar to notes in a chain of reports on the same issue that followed previous
organizational reports. It echoed and highlighted one of the pillars of effective corporate
management: communicating clearly and efficiently. Such echoes showed that good
communication remains vital for employee satisfaction and work efficiency (Stringer & Aragón,
2020). In essence, this means that good communication will always remain important no matter
the college stage.
Collaborative Strategies to Improve Student Engagement
All the subjects reported that learning in a supportive setting is preferred. High-impact
practices, such as service-learning and community-based learning, have improved student readiness
and promising results among minority students (Sweat et al., 2013).
Open-Entry-Open-Exit Admission Policy
The open-entry admission policy has long been hailed for providing equitable access
to public education. The student subject expressed the need for an immediate entry point for
students to join classes at any time of the semester to prevent new students in the beginning
levels of courses from being isolated. Logically, the declining enrollment should sound more
alarming even with the open entry policy that continues to admit new students into the
program. The interview responses, however, showed that the students’ inevitable exit midsemester was due to job prospects and family obligations. The qualitative data may rationalize
that the dwindling enrollment is expected. Their responses confirmed that students’ departure
from the program was not due to a loss of interest or dissatisfaction with instruction. Instead,
their employment and integration into the community are signs of student success.
PART 3: VALIDITY MATRIX
Maxwell (2013) professes that qualitative research relies on how researchers conceive validity
threats and deal with them. The researcher’s positionality indicates that although the researcher
has been in the College for a relatively short time compared to most faculty and administrators,
her active involvement in the College has built relationships of trust with constituency groups.
The researcher’s perceived positive rapport with the subjects is believed the atmosphere was
conducive to them speaking freely and honestly about their perspectives on the interview
questions. Moreover, the research is “learning the ropes” of the program since their assignments
have been limited; therefore, the positionality presented to the subjects is an eagerness to learn
from their perspectives. The coding and analysis process involved mindful critical reflection of
the researcher’s bias and that of the subjects. The transcripts were thoroughly reviewed for salient
ideas about the interview questions and categorized into themes.
Explanation of Threats to Validity:
In research, validity is the reliability of the results to describe the subject matter correctly.
Threats to validity refer to elements that may doubt the authenticity and consistency of research
findings.
Table 1
Credibility and Dependability Matrix
GUIDING RESEARCH
QUESTION
What specific academic
challenges do students face
that may contribute to low
retention rates
DATA COLLECTION
PLAN
Interview subjects from the
three constituency groups
The constituency groups
may have divergent
perspectives on the
admission policy as they
serve diverse functions in
the program.
THREATS TO VALIDITY
THREATS TO
RELIABILITY
Code interview transcripts
Researcher bias: The
researcher has her
preconceived perception of
the issue primarily based on
the availability of data
because of their relatively
short time of involvement.
Sampling size and bias: The
researcher has a positive
working relationship with
the subjects who associate
with the campus
The rapport between the
interviewer and interviewees
was positive. All subjects
understand that the purpose
of the study is to explore the
causes and better
understand the issue. The
interview took place at the
tail end of the semester, so
all were exhausted from the
tough work of the semester.
All subjects also responded
some equivalency of fatigue.
Code interview transcripts
Subjectiveness: Seasoned
and junior faculty have
different viewpoints toward
new students adding in the
middle of the semester
because the level of one’s
teaching experience gives
one more advantage in
handling these situations.
This policy is generally
favorable to students and
administrators.
Acknowledgeable the
possible difference should
help the researcher
recognize their own bias.
The responses from the
subjects are based on their
subjective experience with
the admission policy.
There is no right or wrong
in their perception or
consistency in their
perception because of their
different roles in the
program.
DATA ANALYSIS PLAN
How do socioeconomic
factors impact students’
ability to persist at the
College
What institutional barriers
may hinder student
retention, and how can they
be addressed
Interview the subjects
about their barriers
Code interview transcripts
Subjectiveness: Because
Because of their different
of their different roles, they
roles, they may be an
may be an observer, an
observer, an implementor, or
implementor, or a subject
a subject of retention
of retention strategies.
strategies. Their first-hand
Their experiences are
experiences have important
based on their first-hand
value and significant
experiences and personal
implications.
assessment.
The quantitative data confirm the dire declining persistence rate. The qualitative
interview with the chosen subjects aims to understand the problem from the constituencies’
perspectives, get their insights on how the problem has come to be, and glean their perspectives
on finding possible solutions. The quantitative and qualitative data sets show triangulation and
alignment in their validity. Given that it is a very small-scale qualitative investigation involving
only three subjects, it is believed that their rich experience and leading expertise in
Their roles would justify the small sample. The administrator has over thirty years of
experience in the College and is qualified to oversee the campus and program operation, from the
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student intake and onboarding process to coordinating the operation of support services and
resources outside the classroom. The selection of the faculty subject is essential because of their
primary responsibility for delivering instruction in classrooms and ensuring students’ learning
success. Ultimately, the findings rely on the key stakeholders’ personal experiences and
internalization of their peers’ experiences. Their biases are acknowledged and essential to
creating comprehensive perspectives in understanding the issue.
Memo
Subject: Validity Matrix and Comprehensive Research Insights
Dear Esteemed Reader,
It is my pleasure to introduce to you the thoroughness of the validity matrix, which was
made possible through in-depth research that focused on the effect of the current reorganizational
changes on employees’ morale, teamwork, and overall output in our institution. As an
explanation, this detailed matrix elaborates on the variety of validity measures that we
meticulously utilized during this study.
In essence, this validity matrix proves that we were very serious in ensuring we only got
the correct information that could be applied in the real world. It outlines each validity
measurement utilized to strengthen our study’s soundness and credibility. Digging into internal
validity issues, we concentrated on interpreting the linkages between redesign and the typical
worker’s viewpoint.
At the same time, we carefully checked on external validity to measure the broad effect
and possible usefulness of our results outside the boundaries of our organization. Employing
construct, face, content, criterion, and dependability validity measures enhanced the integrity of
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our research tools and outcomes. We were cautious because each measure was designed for
accuracy, truthfulness, and consistency.
The attached validity matrix contains individual details on each measure of validity that
pertains to our course project. The relationship between every validation criterion and gathered
data is displayed with such intricacy that the intensity and meticulousness involved in our
research approach become manifestly evident.
With this validity matrix, you will see how much work we had to do to strengthen the
reliability and genuineness of our results. Suppose you want to understand the complexity of
validity measures carefully sewn into our research cloth. In that case, you can read the appended
matrix whenever you want.
Thank you for your continued interest and support in our pursuit of comprehensive and credible
research outcomes.
Warm Regards,
David A Braden
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References
Herr, K., & Anderson, G. L. (2005). The continuum of positionality in action research. The action
research dissertation: A guide for students and faculty, 29, e48.
Löfgren, K. (2013, May 19). Qualitative analysis of interview data: A basic step-by-step guide
[Video]. YouTube. https://www.youtube.com/watch?v=DRL4PF2u9XA
Maxwell, J. A. (2012). Qualitative research design: An interactive approach. Sage publications.
Noble, H., & Smi
