Running head: SOCIAL CHANGE ASSESSMENT 1 Major Assignment 2: The Analysis and Interpretation of Qualitative Data SOCIAL CHANGE ASSESSMENT 2 Introduction: Part 1 Society’s constant evolution calls for ordinary citizens to create extraordinary change. Social change highlights new ideas that cause a perpetual change in behaviors and cultural norms. Some infamous examples of social change are the feminist movement, the Montgomery Bus Boycott, and the recent, “Me Too” movement. Each event caused a shift in social norms, and each example of social change began on a smaller scale to address a bigger issue. The presented literature explores the meaning of social change for Walden graduate students, as Walden University encourages the student body to address “challenges where they live, in their professions, and the world around them” (Walden University, n.d.). Background Statement With continuous advancement in technology, the means of communication have progressed. The ability to reach a large audience via the Internet, social media, television, radio, etc. has become a platform for expressing ideas, challenges, and present concerns. Individuals’, who have initiated particular methods of behavior or actions, have inspired others to join in for a similar cause. The process of inciting change that affects a systematic function of people, places, or things can stimulate social change. The foundation of social change is rooted in relationship. Individuals with a concern connect with other individuals with a similar interest to form connections and develop "collaborative leadership" (Kormvies, Wager, 2016, p. 19). The development of the described cohesion is extended to encourage positive changes within the community and are continued to inspire change throughout society. Ultimately, the goal of positive social change is to improve conditions or functions that shape the lives of others (Kormvies, SOCIAL CHANGE ASSESSMENT 3 Wagner, 2016). Typically, events and circumstances are assessed by day-to-day observation, and as a result, concern is produced by a presenting problem. Social Change as a Social Issue Specific events such as terrorism, drug use, and the lack of exposure to a particular stimulus, can encourage a scholar-practitioner to engage in research to endorse social change, due to a social issue (Walden University, n.d.). Nonetheless, current events around the world that have affected and continue to influence masses of people are still disregarded. For example, some current events that continue to impact countless people are the Flint Michigan Water Crisis, climate change, and the seemingly continual world epidemic of poverty. These occurrences are just some examples of daily circumstances that continue to influence many people. On the contrary, the eradication of a systematic function within society can create a number of difficulties. The process of "de-organizing" and re-organizing can lead to dysfunction within society. For example, the development in the food production industry has lead to significant environmental damage (Newman, 2009). In this example, the desirable social change triggered social problems. These occurrences create a need for informed research regarding present-day events and prospective methods of change. Social Change as Research Problem A research problem requires a methodological process that outlines steps and outcomes (Ravitch, Carl, 2016). The step-by-step process of research allows an investigator(s) to consider the background of the issue and establish a hypothesis to serve as a starting point for further inquiry. On the other hand, further exploration can help to develop theories that uncover hidden meaning, motivation, and opinions (Rubin, Rubin, SOCIAL CHANGE ASSESSMENT 4 2012). As a result, researchers gain a deeper understanding of the issue and inspire additional research to gain new insights. Research Gap Research identifies social change as a need throughout many communities, which would cause a shift in society. Education and educating organizations provide the first step in rearing individuals to adopt a moral of social change (Patil, 2012). Higher education institutions, such as colleges and graduate programs, have adopted a mission that reflects social change. Nonetheless, no concrete curriculum ensures students will assume a social change modality, or students will choose pursuits of social reform or social change (Yob, Brewer, n.d.). Social change is rooted in a personal connection to community and the desire to make improvements (Walden University, n.d.). Identifying the meaning of social change has yet to be explored by researchers. Purpose Statement The purpose of this qualitative study is to explore what social change means to graduate students attending Walden University. The researcher will explore themes of personal connection social change among graduates of Walden University. The phenomenon of learning about social change may help students to formulate a social change identity. By exploring students of varying cultures, the researcher will gain a better understanding of Walden graduate students and social change. Part 2 Qualitative research is characterized by a researcher(s) interaction with the research subject(s) developed environment (Ravitch, Carl, 2016). The research is responsible for SOCIAL CHANGE ASSESSMENT 5 conveying the thoughts and experiences of participants in a meaningful way (Sutton, Austin, 2015). In this study, the researcher plays a duel role as both the researcher and a graduate student, conducting a phone interview. The researcher experienced how social change is recognized through a multicultural lens, with hopes of encouraging personal growth. The Role of the Researcher Ravitch and Carl (2016) state that the role of the researcher is positionality and social location (Ravitch, Carl, 2016). Positionality is defined as a multifaceted relationship between the researcher and the research’s subjects, culture, subcultures, etc. (Ravitch, Carl, 2016). A researcher’s positionality creates identity and influences the way research is comprised, as well as interpreted (Coghlan, Brydon-Miller, 2014). When the researcher is aware of his or her worldview and biases, the study’s weaknesses are minimized and the opportunity to expand is presented. The Experience As a working class woman of color, the writer recognizes that information will be sifted through these filters of preconception. Also, the writer is also a Walden University student and is considered a casual contributor of social change (Walden University, n.d.b). As the results from this assessment conclude that the writer does not often engage as a social change agent and is not affiliated with an organized religion (Walden University, n.d.b). However, the assessment also states that the writer’s interest is based within the community, rather than focusing on world issues (Walden University, n.d.b). Reviewing the assessment, the writer is introduced to the subject matter believing that other Walden University students are remarkably interested in social change, as the SOCIAL CHANGE ASSESSMENT 6 researcher’s results were corresponding with 14% of the students who took the exam. Critically assessing this notion, the researcher makes note that there is no information provided regarding how many students took this exam, as well as if the accounts were truthful. The analytic memos recorded by the writer highlight themes regarding community experiences that are familiar to the writer. For example, the writer reflects on this concept in the field note regarding the phone interview with the research participant: “Research participant one described her experience with accepting a role as a positive social change agent is due to a “bigger picture.” The participant frequently discusses changing the Black community and supporting the Black community through research that highlights domestic violence prevention. This is a concept I am all too familiar with because other black people to support others in the same community promote it. I have to be careful not to attribute my experience to hers although it sounds so traditional.” Based upon this information, the writer understands the role reflexivity plays in this study, as there are familiar concepts and backgrounds. However, each experience is perceived differently. Keeping a log of reactions to the content provided and assessed has assisted the writer in determining what perception is and what is analysis. Field notes allowed the writer to compare each account and consider the varying settings (Ravitch, Carl, 2016). Your Role Utilizing the questions provided in the interview guide, the writer’s goal was to determine how Walden University students define social change. The writer interviewed a residency four female Walden University student. As previously mentioned, the role of SOCIAL CHANGE ASSESSMENT 7 the researcher in this study is a graduate student and the interviewer. It is important to note that the researcher and research participant are both familiar with the social change mission offered at Walden University, due to the dual roles. Ethical Issues One of the most important ethical considerations in qualitative research is the participant’s used in the study (Rubin, Rubin, 2012). Intended participation and informed consent are essential elements of research. In this study, the researcher conducted a phone interview with a research participant. Although the researcher informed the participant about the study, the time frame, risks, etc., there was no written consent provided, which can be detrimental to the study if a participant revokes consent. Written consent protects the research participant and the research study. Part 3: Results To better assess the meaning of social change, the researcher conducted a phone interview with a Walden University student. The researcher also viewed two Scholars of Change videos and collected information from the Walden University social change website. The writer found that scholars from Walden University noticed problems that directly affect their lives and sought to change them. The writer transcribed the phone interview to develop codes for data development. The stated process was conducted for the two Scholar of Change videos and information regarding Walden’s social change website was incorporated into data collection for reference and background information. SOCIAL CHANGE ASSESSMENT 8 Data Sources The data sources used in this study are two Scholar of Change videos found on Blackboard, the Walden University social change website, and a phone interview conducted by the writer. The writer’s objective is to explore the meaning of social change for Walden University graduate students. Collected data by evaluating videos and the social change website did not involve participant involvement. However, the process of conducting a phone interview incorporated a number of steps for data collection. Interview. The writer conducted a phone interview with a fourth-year clinical psychology graduate student. The writer contacted the research participant a week before inquiring about participation and collect information regarding an appropriate time to conduct the study. The writer and participant agreed to interview in the evening. The interview took place in the writer’s office, on the office phone, during after hours to ensure confidentiality. The interview conduct was semi-structured, as the writer was provided with mock questions. However, the writer inquired further based upon responses provided by the research participant. The writer used an app called TranscribeMe to transliterate the interview. The writer conducted a mock interview on the office phone to ensure transcribing app was adequately functioning on the writer’s iPhone. The writer contacted the research participant at the scheduled time and offered her a few minutes to get comfortable, as her children were about the home. The research participant seemed relaxed and knowledgeable of the process, as she reported that she had taken a qualitative course in the past. The writer discussed the purpose of the study, the role of the researcher, obtains SOCIAL CHANGE ASSESSMENT 9 verbal consent to transcribe the interview, and the writer confirms the agreed upon time frame of 30 minutes. The research participant was cooperative and answered all questions. Around 10 minutes into the interview, during the researcher's account, the research participant’s infant interrupted the interview. The writer continued to give her statement, however, the transcription app showed that some words were unable to be heard. The writer began to freehand transcribe as a means to protect the data. The writer offered to pause to recollect and reset. However, the participant ensured she was able to continue without distraction. The interview concluded smoothly, as the writer and the participant were actively engaged in conversation. The writer debriefed with the participant and thanked her for her participation. Videos. The writer gathered information from the Scholar of Change videos during the evening at the local Barnes and Noble, workplace, and bedroom. Video notes were recorded to during the third time watching each video. The writer watched each video three to five times to ensure information was understood. Typically, the writer would watch a video in its entirety and on the second review the writer would listen to the video while reading the transcript. The writer took 25-35 minutes to compose video notes, as the writers referred back to the transcription to ensure each recollection of the scholar’s accounts were accurate. Social Change Website. Walden University’s website for social change highlights a persona of scholarly change. The writer notes that Walden’s curriculum is rooted in “application of knowledge SOCIAL CHANGE ASSESSMENT 10 to positive social change” (Walden University, n.d.). The writer makes note of what areas Walden’s curriculum shapes. The writer periodically viewed this website to recollect information that would provide a foundational influence on social change. The writer completed a series of field notes for reference. Instrumentation The instruments used in this study were a MacBook, Microsoft Office, a digital office telephone, and the iPhone app called TranscribeMe. Video data was collected and analyzed by the Scholar of Change videos in the resource domain in the first four weeks. TranscribeMe was used to transcribe the information collected during the phone interview. The writer also utilized a PDF viewer to read the transcription provided by TranscribeMe. Who and Date. The main data collection tools were the standard digital office telephone, iPhone X Max, and the transcription app called TranscribeMe. The company Apple developed the MacBook used in this study in early 2015. This computer came equip with Microsoft Office and a PDF viewer. The iPhone X Max is also a product of Apple and released in 2018. TranscribeMe’s developer is unknown, however the products have notorious reviews since 2010. Previous Use Info. The TranscribeMe app has been used by a multitude of students, professionals, and researchers (TranscribeMe, n.d.). Professionals in varying career levels and expertise have used this application to transcribe phone calls with client, board meetings, and round table meetings (TranscribeMe, n.d.). The cellular devices used in this study have SOCIAL CHANGE ASSESSMENT 11 features that make phone calls clearer and are used by majority of individuals around the world. Appropriateness. The TranscribeMe app was appropriate for this study, as the app is supportive of research inquires. The voice recognition and transcription capabilities make this app essential to recording data. The MacBook was also vital, as the writer was able to view PDF files and view the transcription all at once. However, the transcription app has three options based upon price. The writer chose the cheapest version that does not guarantee 100% full verbatim style (TranscribeMe, n.d.). Due to an unexpected noise complication, the writer was forced to transcribe by hand for 15 seconds. Data Analysis Data analysis in qualitative research requires three functions, which consist of organizing, transcribing, and coding (Ravitch, Carl, 2016). Preparing the data into labels and identifiable codes is the first step to organizing data. Each researcher will have a personal method of organizing. However, video notes, field notes, memos, etc. are compiled to intentionally decipher. Transcribing involved a systematic process of accounting for reflective documentation (Laureate Education, 2016). From this process, researchers create short phrases to label to a belief or characteristic (Ravitch, Carl, 2016). The presented information will provide a detailed account of how the writer systematically analyzed the gathered qualitative data. Process Data analysis for qualitative data requires a process of moving from small representations to well-rounded concepts (Ravitch, Carl, 2016). Researchers are required SOCIAL CHANGE ASSESSMENT 12 to code small phrases and ideas from information provided and combine these ideas into a definitive representation (Rubin, Rubin, 2012). The information is then grouped to develop a theory, consisting of short phrases (Rubin, Rubin, 2012). The writer highlights the step-by-step process of code to a category to a theme. 1st Cycle – codes. Interview From the transcription, the researcher reviewed the account given by the graduate student. The writer identified eight codes that encompassed the participant’s lived-in experience. These codes are labeled as: “EDUCATION”, “UNITY”, “BETTER PERSON”, “URGENCY FOR SELF AND OTHERS”, “AFRICAN AMERICAN CULTURE”, “RESPONSIBILITY”, “TOLERANCE AND STIGMA”, and “OPPRESSED”. The participant gave a large amount of personal background regarding cultural norms, which acted as motivator for future people and laws. The writer asked what is social change from the participant’s perspective? The research participant stated: “(12:31-13:07) I feel like there is so much to say about social change because the world is evolving. Ummmm…there is the world that has all of these rules in place that don’t always work for everyone. You know what I mean? Social change is using what you know to do better for not only yourself, but for others. As a Black person, I have to do it. It wouldn’t be fair to my kids…..my baby. I’m working myself for them” The writer documented her video memo, regarding pre-coding interpretations. The writer noted: SOCIAL CHANGE ASSESSMENT 13 (Field Memo: Interview- 10:00-13:30) -“The participate attributes social change to reform. Using platforms such as social media to bring awareness to unfairness in the world. Social change is a process of personal growth that reflects outward. It seems very culturally driven”. Scholar of Change Videos 2 & 4 In video two, Jackie Kundert recollects on her son’s drug addiction and overdose (Kundert, 2012). Reflecting on Jackie’s experiences, the writer listened for the “lived-inexperience” and emotions. The writer reviewed the transcription to view the bigger picture of emotions, which seemed to encompass “GRIEF’ and “URGENCY” (Kundert, 2012). Jackie stated, (0.23-0.27) “This issue touches me greatly as I have a son who got caught up in the cycle”, (0.54-1.00) “When I saw those rates it spurred something in me that made me know that I had to somehow try and make a positive impact on this community” (Kundert, 2012). The writer notes that Jackie’s personal affiliations with the topic seemed to have sparked an inclination to address this issue on a semi-larger scale. Jackie’s accounts reflect a need for collaboration and understanding that others, who also need help, share her grief. In video four, Christine Topper studied nature deficiency in the industrialized Hong Kong area (Topper, 2014). The writer viewed Toppers video five times to listen and read along with the transcription. Topper’s lived-in-experienced revolved around her concern for Hong Kong citizens, as the lack of greens space have change day-to-day functioning from “active to sedentary” (Topper, 2014). The writer’s field notes reflected an idea that Toppers interest was experimental, hopeful, and concerned about disconnectedness among people and nature (Topper, 2014). The writer also notes that Christine’s decision SOCIAL CHANGE ASSESSMENT 14 to work with kids was revolutionary, as these children will have exposure and as they grow they will advocate for more green spaces based upon their experiences (Topper, 2014). The writer coded “HOPEFUL”, “AFRAID”, and “NURTURE” for the second Scholar for Change video. Website The Walden University website provided a rich amount of information needed to code information. The writer reviewed the website over ten times during the course of data collection, in order to reflect and connect information from the other data sources and the Walden mission. The writer noticed that the website used tiers of change, which consist of “scholar change”, “applied change”, and “inspiring change” (Walden University, n.d.). These tiers represent the groundwork of a social change motivated curriculum to the attained knowledge put into practice. In turn, the students whose efforts were distinguishable are recognized for their work as a scholar of change. The writer identified five codes from the Walden University website, which include “EDUCATION”, “KNOWLEDGE INTO ACTION”, “MAKING A DIFFERENCE”, “CONNECTION”, and “POSITVITY” (Walden University, n.d.). 2nd Cycle – categories. As the writer moved from the established codes to categories, the writer’s phrases and incomplete thoughts began to take formation. The categories created by the writer are comprised of codes that share meaning and attributes (Rubin, Rubin, 2012). In the phone interview the writer collected eight codes. In both Scholar of Change videos, the writer collected five codes combined and the website analysis generated five codes. To evaluate similarities, the writer composed a table of all the codes and there origins. SOCIAL CHANGE ASSESSMENT 15 The writer created a list of codes for each data collection opportunity and color-coded the similarities and connections. For example, the writer coded “EDUCATION” and “THE AFRICAN AMERICAN CULTURE” during the interview and the writer also coded “EDUCATION” from the website. The writer coded “URGENCY FOR SELF AND OTHERS” and “RESPONSIBILITY” in the interview and “URGENCY” from the Scholar for Change video 2. However, the code “KNOWLEDGE INTO ACTION” from the website incorporates both education and urgency. The categories form from this unification and reemergence would be: “Higher education and personal and social tenacity”, comprised of codes SC1PI, SC1WW, SC2V2, SC2WW, SC4PI, and SC6PI. Another category that emerged from the data is the need for unity or connection, which are codes that were collected from the writer’s phone interview and the Walden University website. The data collection that involved viewing others and interacting with participants all involved somewhat of a negative connotation. For example, “OPPRESSED” from the phone interview, “GRIEF” from Jackie’s (2012) video, and “AFRIAD” in Toppers (2014) video. These codes all indicate a somewhat of a problem. The writer would also add the code “TOLERANCE AND STIGMA” to the collection of codes to formulate the category: “Shared identifiable problems”, comprised of codes SC1V2, SC2V4, SC7PI, and SC8PI. The last category that developed from the data collected are the encouraging codes, such as “HOPEFUL”, “BETTER PERSON”, “HOPEFUL”, “MAKING A DIFFERENCE”, and “POSITIVTY”. Each code was derived from each category, which is telling, as all recipients acknowledge the experience and understanding of social SOCIAL CHANGE ASSESSMENT 16 change as a heartening experience. The writer identifies this category as: “Inspiring transformation”, comprised of codes SC1V4, SC3V4, SC3PI, SC3WW, and SC5WW. Themes. Themes are developed by synthesizing information from the data collection and the studied research regarding the phenomena of interest (Ravitch, Carl, 2016). The research question at hand assesses the meaning of social change for Walden University students. As the researcher has attained accounts from three Walden University students by either phone interview or video, the researcher can conclude that themes presented in this data set are: Personal growth through social-actualization and higher education endorses fostering civic participation. Codes Video 4 (V4) HOPEFUL Interview (PI) Website (WW) SC1 Video 2 (V2) GRIEF EDUCATION EDUCATION SC2 URGENCY AFRAID UNITY KNOWLEDGE INTO ACTION SC3 SC4 SC5 SC6 SC7 SC8 NURTURE BETTER PERSON MAKING A DIFFERENCE URGENCY FOR CONNECTION SELF AND OTHERS AFRICAN POSITIVITY AMERICAN CULTURE RESPONSIBILITY TOLERANCE AND STIGMA OPPRESSED Table 1: Code, Category, Theme: Walden Graduate Students and Social Change SOCIAL CHANGE ASSESSMENT 17 Part 4 Trustworthiness The concept of trustworthiness speaks to the validity of qualitative research (Ravitch, Carl, 2016). Trustworthiness is established as the researcher provides rationale for the collected data (Ravitch, Carl, 2016). The rationale provided explains how researchers record and explain the phenomena of interest (Roller, Lavrakas, 2018). When researchers link the study to reality, the study presents credibility, which reflects the study’s trustworthiness (Meyrick, 2006). Themes in Common The scholarly videos, the Walden website, and the phone interview were all based on the Walden experience. The scholar for change videos described Walden alumni and their experience with social change. While the phone interview inquired about social change as a Walden student. Lastly, the Walden University website presents Walden’s intention and objective for students. By evaluating these sources, the writer found that an identified problem evokes an urge to correct. Walden University’s curriculum provides students with a scholar-practitioner focus, which imparts confidence to students, as they believe they can make a difference. From the data sources, the writer concludes that Walden students identify the need for community and unity. Each evaluated in either a phone interview or a scholarly video discussed the need to change something with and for the benefit of others. Ultimately, the common themes among the data sources were: a perceived issue that personally affects the individual or directly affects a person’s community, a plan of action is formulated to address this issue, and collaboration is sought out. The process described allows the SOCIAL CHANGE ASSESSMENT 18 persons involved to make strides toward personal growth. The data shows that higher education provides students with assurance to tackle social issues. Theme Differences One of the significant differences between the sources is the cultural implication. Topper’s (2014) video addresses Hong Kong as a city, rather than addressing the change in culture for Chinese people (Topper, 2014). As opposed to the phone interview collected by the writer, where the research participant highlights her experience as an African American. Jackie’s (2012) video does not address any cultural connotations of drug overdose and how it affects the Caucasian community (Kundert, 2012). The Walden University website discusses community and large groups of people, which can be conceptualized as community (Walden University, n.d.). However, the concept of cultural identity, as it relates to social change, is not explicitly stated or discussed. Credibility The presented study uses triangulation of sources to demonstrate creditability. Credibility is established when a researcher can connect the research findings to reality, adding to the study’s trustworthiness (Ravitch, Carl, 2016). The researcher evaluated four sources of data, which included accounts of social change from two Walden alumni, one account of social change from a current student, and one from Walden’s proposed mission for social change. These sources provided a record of issues varying in different communities and different parts of the world. The alumni student’s, who have completed a project specifically for social change, grant an account for students who have taken the Walden curriculum and applied it within their community. The current student provides SOCIAL CHANGE ASSESSMENT 19 representation for students currently utilizing their curriculum to develop studies for a dissertation to improve on areas of unstudied topics. Transferability A study’s transferability is known as generalizability, or a study’s ability to be tested in differing contexts (Rubin, Rubin, 2012). The presented study demonstrates generalizability, as the data analysis provides a valuable illustration of phenomena. The writer accounts for the process of conducting a phone interview, an example of the questions answered. As well as, field notes to describe the process of coding and interpreting data. These vivid and detailed accounts provide other researchers with the ability to make conveyable conclusions (Ravitch, Carl, 2016). The writer also connects social and cultural contexts to illustrate background information regarding social change. For example, the writer explains the importance of highlighting the African American experience in social change, as it contributes to cultural identity. Overall, based on the sources assessed, the writer illustrates the phenomena comprehensively. Dependability Strategies Dependability refers to the researcher’s ability to connect raw data and research findings (Ravitch, Carl, 2016). A researcher tests dependability by the study’s capacity to be replicated (Ravitch, Carl, 2016). Dependability is demonstrated in this study, as the writer used a code-recode strategy. The writer evaluated the data sources several times before formulating any codes. Particularly the Scholar of Change videos, the writer initially coded the data in week 5 and week 6 of the course. To include definitive data into the study, the writer recorded the data in week 10. The writer also utilized peer SOCIAL CHANGE ASSESSMENT 20 examination, as classmates were given the ability to comment on the codes for the scholar for change videos and the initial codes for the writer's phone interview. Confirmability Confirmability is established by gaining feedback from other researchers (Rubin, Rubin, 2012). Confirmability confirms that data analysis and results can be validated by the collected data (Ravitch, Carl, 2016). By providing reflexive journals and accounts of the researchers' process of interpretation, other researchers and readers can verify that the data intertwines with data analysis (Anney, 2014). The writer provides accounts of video memos, field memos, and analytic memos, which highlight the way the researcher is experiencing the data being collected. The writer identifies and acknowledges personal bias and judgment, specifically during the writer’s phone interview with a research participant. Summary The writer concludes that based on the results of the analysis, the meaning of social change for Walden graduate students is rooted in the process of educating one's self to address areas of concern that affect their personal lives and their community. The Scholar for Change videos presents a direct account of effective social change, whereas, the conducted phone interview provides information regarding the richness education brings to possible social change. Walden University’s website highlights social change as a mission, in which students are recognized and supported. Walden University fosters the idea of research formation and collaboration. The student is responsible for adopting a moral of change, which allows them to identify areas where they would like to see change for the greater good of society. SOCIAL CHANGE ASSESSMENT 21 Social Change The writer chose Walden University based on the mission to promote positive social change. The writer’s personal relationship with cultural and social deficits encourages the writer to engage with the material taught in each course. Reviewing and assessing other works of social change informed the writer about the rigor needed to develop, collaborate, and execute a perpetual change in society. The writer was aware that ideas do stimulate change. However, independent work can only reach a certain amount of people. The need for collaboration and community is essential to positive social change. Self-Reflection The process of evaluative data through a qualitative lens was more difficult than expected. The idea of developing a theory did not seem as demanding until the writer began understanding how the data is coded, transcribed, and interpreted. The writer disliked conducting a phone interview, as it takes away from the ability to observe a research participant. In a subject matter regarding social change, observation would have added more depth to the study, as the writer would have been involved in the research participants designed element of social change. Nonetheless, more studies need to be conducted to assess how the differences in education curriculum foster an attitude of social change (what is working, what major topics in social change, any trends, etc.). Social Change Article Alignment The article that most aligned with the writer's interest in social change is Thomas, McGarthy, and Mavor’s (2009) study on transforming apathy into movement (Thomas, McGarthy, Mavor, 2009). These researchers used using triangulation theory to evaluate SOCIAL CHANGE ASSESSMENT 22 pro-social emotions in a group setting (Thomas, McGarthy, Mavor, 2009). The way the researcher conceptualized the degrees of emotions in a group, ranging from category inclusion to category interests (Thomas, McGarthy, Mavor, 2009). The writer highlights community and emotional connection as a determining factor in establishing positive social change, which the researchers in the presented study root their analysis. The writer discusses some further research considerations, which consist of evaluating positive emotions in social settings. The writer demonstrates this concept in assessing the positive feelings associated with social change. Thomas, McGarthy, and Mavor’s (2009) article presents a starting point to better comprehend social change as a complex action (Thomas, McGarthy, Mavor, 2009). The writer shows interest in finding what emotions stimulate the urgency for social change. SOCIAL CHANGE ASSESSMENT 23 Reference Anney, V. N. (2014). Ensuring the quality of the findings of qualitative research: looking at trustworthiness criteria. Journal of Emerging Trends in Educational Research and Policy Studies, 2(5), 272-281. Coghlan, D., & Brydon-Miller, M. (2014). The SAGE encyclopedia of action research (Vols. 1-2). London, : SAGE Publications Ltd doi: 10.4135/9781446294406 Kundert, J. (2012). Battling drug addiction in the heartland [Video file]. Kormvies, S. R., & Wagner, W. (2016). Leadership for a better world: Understanding the social change model of leadership development (2nd ed.). Hoboken, NJ: John Wiley & Sons. Laureate Education (Producer). (2016). Introduction to coding [Video file]. Baltimore, MD: Author. Meyrick, J. (2006). What is good qualitative research? Journal of Health Psychology, 11(5), 799-808. doi:10.1177/1359105306066643 Patil, N. P. (2012). Role of education in social change. International Educational, 1(2), 205-210. Ravitch, S. M., & Carl, N. M. (2016). Qualitative research: Bridging the conceptual, theoretical, and methodological. Thousand Oaks, CA: Sage Publications. Roller, M. R., & Lavrakas, P. J. (2018). A total quality framework approach to sharing qualitative research data: Comment on Dubois et al (2018). Qualitative Psychology, 5(3), 394–401. SOCIAL CHANGE ASSESSMENT 24 Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Thousand Oaks, CA: Sage Publications. Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63–75. Retrieved from the Walden Library databases. Sutton, J., & Austin, Z. (2015). Qualitative Research: Data Collection, Analysis, and Management. The Canadian journal of hospital pharmacy, 68(3), 226-31. Thomas, E. F., McGarty, C., & Mavor, K. I. (2009). Transforming “apathy into movement”: The role of prosocial emotions in motivation action for social change. Personality & Social Psychology Review, 13(4), 310–333. Topper, C. (2014). Christin Topper, PhD student, bringing the natural world to Hong Kong [Video file]. TranscribeMe. (n.d.). First draft transcriptions. Retrieved from https://www.transcribeme.com/low-cost-transcription/ Walden University. (n.d.). Social Change | About Us | Walden University. Retrieved from https://www.waldenu.edu/about/social-change Walden University. (n.d.b). What kind of social change agent are you? Retrieved from http://impactreport.waldenu.edu Yob, I., & Brewer, P. (n.d.). Working toward the common good: An online university's perspectives on social change, 1-25. SOCIAL CHANGE ASSESSMENT 25 Major Assignment 2: The Analysis and Interpretation of Qualitative Data Overview and Guidelines Overview The purpose of this Major Assignment is to immerse you in the qualitative research process. The process includes hands-on opportunities for you to collect, organize, analyze, and interpret qualitative data. This qualitative research process begins with some items that have already been identified for you: sh is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m 1. The research topic for this effort is the meaning of social change for Walden graduate students. You have been examining videos and reading about social change as part of the course study. 2. The knowledge you have gained plus your reflections on the meaning of social change will form the beginning of the inquiry. That is, the research question you will explore is “What is the meaning of social change for Walden graduate students?” 3. The description of your efforts of gathering, organizing and analyzing data will form the basis of your methods section. And, the results of those efforts—the analysis and interpretation of those data—will be summarized. This Major Assignment 2 is composed of four parts, each of which will be completed over six weeks. These parts include: Part 1: Introduction; Part 2: Role of the Researcher; Part 3: Results; and Part 4: Trustworthiness and Summary. Major Assignment 2 Schedule The following table indicates a completion date timeline for each part of your Major Assignment 2. Week Overview N/A N/A N/A Major Assignment 2: Part 1 Th Week 1 Week 2 Week 3 Week 4 Week 5 Assignment Week 6 Major Assignment 2: Part 2 Week 7 Week 8 Major Assignment 2: Part 3 Major Assignment 2: Part 3 Continuation © 2016 Laureate Education, Inc. https://www.coursehero.com/file/45631477/major-assignment-2-vzzumcrlpdf/ Completion Date Day 7 N/A N/A N/A Suggested completion Day 7 Suggested completion Day 7 N/A N/A Page 1 of 8 Week Week 9 Assignment Major Assignment 2: Part 3 Continuation Week 10 Major Assignment 2: Part 4 and Final Submission Week 11 N/A Completion Date Suggested completion Day 7 Day 7 N/A Week 1: Overview sh is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m Activity For this week, you will review the Major Assignment 2 Overview and Guidelines and begin preparing for this Major Assignment. To prepare for this Major Assignment 2: • Review the “What Kind of Social Change Agent Are You?” webpage and take the social change quiz. Consider how this quiz will inform your Assignment. • Review the expectations of The Analysis and Interpretation of Qualitative Data Overview and Guidelines for this Major Assignment 2. • Review the Yob and Brewer (2015) article related to social change found in this week’s Learning Resources and consider how you can prepare yourself for social change through your research. • Consider the research topic of the meaning of social change for Walden graduate students as well as the research question for this Major Assignment, “What is the meaning of social change for Walden graduate students?” No Assignment submission due this week. Submit your Major Assignment 2: The Analysis and Interpretation of Qualitative Data by Day 7 of Week 10. Week 5: Part 1 Activity For this week’s Major Assignment 2, you will complete Part 1. Th Part 1: Introduction 1. Write a background statement of approximately 1–2 pages that includes: a. What you have learned about social change as a social issue. b. What you have learned about social change as a research problem. Support your insights with academic citations from the Learning Resources. c. Describe the gap that your study will address. 2. From the gap, create a brief purpose statement that is aligned with the following research question: What is the meaning of social change for Walden graduate students? © 2016 Laureate Education, Inc. https://www.coursehero.com/file/45631477/major-assignment-2-vzzumcrlpdf/ Page 2 of 8 No Assignment submission for this week. Submit Parts 1, 2 (completed in Week 6), 3 (completed in Weeks 7–9), and 4 (completed in Week 10) of your Major Assignment 2 by Day 7 of Week 10. Looking Ahead sh is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m In Week 7, you will conduct a phone interview with an individual you have selected as a participant for your Major Assignment 2. Select a colleague in this course or another Walden student. You will need to set up the interview and then conduct your interview during Week 7. Please note that you will need to record your interview for transcription, so plan accordingly. Note: Before you conduct your interview, complete the Week 7 Discussion 1 to prepare for the interview. You will use the Interview Guide Instructions and the Interview Guide Example (questions) for this interview. You can locate these documents in the Week 7 Learning Resources. Week 6: Part 2 Activity For this part of your Major Assignment, you will complete Part 2: Role of the Researcher, along with other tasks that need to be completed. To prepare for this Assignment: • Complete the coding for your first Scholar of Change video. You began coding this video in Week 5. Be sure to incorporate feedback and ideas from the Week 5 Discussion 1. • Complete the coding for your second Scholar of Change video. You will use the same process as the first Scholar of Change video you coded. Be sure to incorporate feedback and ideas from this week’s Discussion 2. • Consider your role as a qualitative researcher and begin writing Part 2 of this Major Assignment. Part 2: Role of the Researcher • • Review your field notes, etc., written during each aspect of the data collection process, and examine your role and experience and how that is shaping your experience (reflexivity). Describe the roles you are playing in this research effort (i.e., a graduate student, classmate, interviewer, etc.). Identify any ethical issues that could or did arise during the data collection processes (i.e., these could include doing a study within one’s own work environment, conflict of interest, or power differentials). Th • No Assignment submission for this week. Submit Parts 1 (completed in Week 5), 2 (completed in Week 6), 3 (completed in Weeks 7–9), and 4 (completed in Week 10) of your Major Assignment 2 by Day 7 of Week 10. © 2016 Laureate Education, Inc. https://www.coursehero.com/file/45631477/major-assignment-2-vzzumcrlpdf/ Page 3 of 8 Looking Ahead In Week 7, you will conduct a phone interview with an individual you have selected as a participant for your Major Assignment 2. Select a colleague in this course or another Walden student. You will need to set up the interview and then conduct your interview during Week 7. Please note that you will need to record your interview for transcription, so plan accordingly. Note: Before you conduct your interview, complete the Week 7 Discussion 1 to prepare for the interview. You will use the Interview Guide Instructions and the Interview Guide Example (questions) for this interview. You can locate these documents in the Week 7 Learning Resources. sh is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m Week 7: Part 3 Activity For this part of your Major Assignment, you will complete Part 3: Results, as well as conduct your phone interview. Note: Before you conduct your interview, make sure you have completed your Discussion 1 for this week. To prepare for this Assignment: • • • • • Review the Interview Guide Instructions and the Interview Guide Example found in this week’s Learning Resources, and use these questions for your interview. Conduct your phone interview with your colleague from this course or another Walden student you selected. Make sure to record your phone interview for your transcription. (Note: It will be important for you to notify your interviewee that the interview will be recorded for transcription purposes prior to conducting the interview.) Review the media programs in this week’s Learning Resources related to coding and consider how you will code the data you have gathered for your Major Assignment 2. Once you conduct your phone interview, begin to transcribe and code your interview. Th Once you complete your phone interview, continue with the Part 3: Results section of your Major Assignment 2. You will continue to work through your Part 3: Results section in Weeks 7–9. Part 3: Results During this course, you have coded your two Scholars of Change videos, you have conducted and coded your phone interview, and you have gathered data from the Walden social change website and any other documents or websites you might have included. For this Part 3 of your Major Assignment 2, you will write up the results of your findings. You will include the following sections in your write-up: © 2016 Laureate Education, Inc. https://www.coursehero.com/file/45631477/major-assignment-2-vzzumcrlpdf/ Page 4 of 8 A. Data Sources—briefly describe each data source including location, duration of data collection, how data were recorded, and unusual circumstances. • Two Scholars of Change videos • One phone interview • Resources from the Walden social change website sh is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m B. Instrumentation—briefly describe the type of instrumentation you used for your data collection. • Who developed each data collection tool and what is the date of publication? • Where and with which participant group has it been used previously? • How appropriate is it for current study and include whether modifications will be or were needed? C. Data Analysis—based on the data sources in “A.”, provide a detailed analysis to include the following: • Report the process used to move inductively from coded units to larger representations including categories and themes. • Describe the specific codes, categories, and themes that emerged from the data using quotations as needed to emphasize their importance. 1. 1st cycle—describe, give examples. 2. 2nd cycle—describe, give examples/moving from codes to categories. 3. Identify themes—provide examples and illustrate your results with a figure or a chart. No Assignment submission for this week. Submit Parts 1 (completed in Week 5), 2 (completed in Week 6), 3 (completed in Weeks 7–9), and 4 (completed in Week 10) of your Major Assignment 2 by Day 7 of Week 10. Week 8: Part 3 Continuation Th Activity For this Major Assignment 2, you will continue to transcribe and code the transcript from your phone interview in Week 7. You also will continue your work on the Part 3 Results section of your Major Assignment 2. To prepare for this Assignment: • Review the readings and the media programs in this week’s Learning Resources related to coding and analyzing the data. Part 3: Results During this course, you have coded your two Scholars of Change videos, you have conducted and coded your phone interview, and you have gathered data from the Walden social change website and any other documents or websites you might have © 2016 Laureate Education, Inc. https://www.coursehero.com/file/45631477/major-assignment-2-vzzumcrlpdf/ Page 5 of 8 included. For this Part 3 of your Major Assignment 2, you will write up the results of your findings. You will include the following sections in your write-up: A. Data Sources—briefly describe each data source including location, duration of data collection, how data were recorded, and unusual circumstances. • Two Scholars of Change videos • One phone interview • Resources from the Walden social change website • Describe the use of analytic memos in data analysis sh is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m B. Instrumentation—briefly describe the type of instrumentation you used for your data collection. • Who developed each data collection tool and what is the date of publication? • Where and with which participant group has it been used previously? • How appropriate is it for current study and include whether modifications will be or were needed? C. Data Analysis—based on the data sources in “A.”, provide a detailed analysis to include the following: • Report the process used to move inductively from coded units to larger representations including categories and themes. • Describe the specific codes, categories, and themes that emerged from the data using quotations as needed to emphasize their importance. 1. 1st cycle—describe, give examples. 2. 2nd cycle—describe give examples/moving from codes to categories. 3. Identify themes—provide examples and illustrate your results with a figure or a chart. No Assignment submission for this week. Submit Parts 1 (completed in Week 5), 2 (completed in Week 6), 3 (completed in Weeks 7–9), and 4 (completed in Week 10) of your Major Assignment 2 by Day 7 of Week 10. Th Week 9: Part 3 Continuation Activity For this Major Assignment 2, you will continue your work on the Part 3, Results section. Specifically, you will begin your analysis and prepare your presentation of your results from your three data sources. The three data sources include: • • • Two Scholars of Change videos One phone interview Resources from the Walden social change website Analyze and prepare your presentation of results from your three data sources. Also, part of your analysis is to create categories and themes of your findings. © 2016 Laureate Education, Inc. https://www.coursehero.com/file/45631477/major-assignment-2-vzzumcrlpdf/ Page 6 of 8 To prepare for this Assignment: • • • Review this week’s Learning Resources to guide you as you analyze and prepare your presentation of results. Analyze the three data sources to create categories and themes of your findings o Two Scholars of Change videos o Phone interview o Resources from the Walden social change website Once you have completed your analysis, prepare your presentation of results from your three data sources. sh is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m Part 3: Results During this course, you have coded your two Scholars of Change videos, you have conducted and coded your phone interview, and you have gathered data from the Walden social change website and any other documents or websites you might have included. For this Part 3 of your Major Assignment 2, you will write up the results of your findings. You will include the following sections in your write-up: A. Data Sources—briefly describe each data source including location, duration of data collection, how data were recorded, and unusual circumstances. • Two Scholars of Change videos • One phone interview • Resources from the social change website B. Instrumentation—briefly describe the type of instrumentation you used for your data collection. • Who developed each data collection tool and what is the date of publication? • Where and with which participant group has it been used previously? • How appropriate is it for current study and include whether modifications will be or were needed? Th C. Data Analysis—based on the data sources in “A.”, provide a detailed analysis to include the following: • Report the process used to move inductively from coded units to larger representations including categories and themes. • Describe the specific codes, categories, and themes that emerged from the data using quotations as needed to emphasize their importance. 1. 1st cycle—describe, give examples. 2. 2nd cycle—describe give examples/moving from codes to categories. 3. Identify themes—provide examples and illustrate your results with a figure or a chart. No Assignment submission for this week. © 2016 Laureate Education, Inc. https://www.coursehero.com/file/45631477/major-assignment-2-vzzumcrlpdf/ Page 7 of 8 Submit Parts 1 (completed in Week 5), 2 (completed in Week 6), 3 (completed in Weeks 7–9), and 4 (completed in Week 10) of your Major Assignment 2 by Day 7 of Week 10. Week 10: Part 4 Activity For this Major Assignment 2, you will finalize your analysis in your Part 3: Results section, and finalize your presentation of results from of the different data sources. You will also complete the Part 4: Trustworthiness and Summary section to finalize your Major Assignment 2. To prepare for this Assignment: Review the social change articles found in this week’s Learning Resources. sh is ar stu ed d vi y re aC s o ou urc rs e eH w er as o. co m • Part 4: Trustworthiness and Summary D. Trustworthiness—summarize across the different data sources and respond to the following: • What themes are in common? • What sources have different themes? • Explain the trustworthiness of your findings, in terms of: o Credibility o Transferability o Dependability strategies o Confirmability E. Summary • • Th • Based on the results of your analyses, how would you answer the question: “What is the meaning of social change for Walden graduate students?” Self-Reflection—Has your own understanding of you as a positive social change agent changed? Explain your reasoning. Based on your review of the three articles on social change, which one is aligned with your interests regarding social change and why? By Day 7 Submit Parts 1, 2, 3, and 4 of your Major Assignment 2. © 2016 Laureate Education, Inc. https://www.coursehero.com/file/45631477/major-assignment-2-vzzumcrlpdf/ Powered by TCPDF (www.tcpdf.org) Page 8 of 8 
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