Literaturnachweis - Detailanzeige
| Autor/inn/en | Cole, Darnell; Kitchen, Joseph A.; Kezar, Adrianna |
|---|---|
| Titel | Examining a Comprehensive College Transition Program: An Account of Iterative Mixed Methods Longitudinal Survey Design |
| Quelle | In: Research in Higher Education, 60 (2019) 3, S.392-413 (22 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0361-0365 |
| DOI | 10.1007/s11162-018-9515-1 |
| Schlagwörter | Transitional Programs; College Students; Longitudinal Studies; Surveys; Higher Education; Design; Correlation; Outcomes of Education; Psychometrics; Individual Development |
| Abstract | There are few accounts in the higher education literature of mixing methods at the survey design stage and very little guidance targeting higher education researchers and practitioners who want to implement a mixed methods approach to design survey tools. This article explores an eight-step, iterative, mixed methods approach for creating a longitudinal, multi-institutional survey to assess how participation in a comprehensive college transition program is related to students' psychosocial and academic outcomes. In the context of a college transition program study, our mixed methods strategy to develop a survey instrument included initial qualitative data collection and review of psychosocial constructs, psychometric pilot, baseline survey, focus groups, case study research, cognitive interviews, follow-up pilot, and follow-up survey. This article makes a unique contribution to higher education research, providing a potential model for others seeking guidance in mixing methods at the study design and instrument development stage. Major lessons learned from the mixed methods survey design process are discussed. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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