Session
Black female collegiate alumni athletes and the advisor influence on exploring life & vocational goals.
CONFIDENTIAL
GCU – For Internal Use Only
Get this down to 15 words.
1
Literature Review: Background to the Problem
African American athletes have played sports on a personal and collegiate level for quite some time. The history of the African American Athlete dates back to the Morrill Act of 1890, beginning to establish what is now 107 Historically Black Colleges and Universities in the country (Bracey, 2017). In many states, there would have been no higher education institutions if this act had not been in existence. Morrill Act of 1890, the actions of religious institutions, and the African Americans continued to gain an education despite the obstacles. However, according to Bracey (2017), institutions do not show a continued commitment to educating African-American students, although they are eager to recruit black student-athletes for their various sports programs without much regard to the education received by those same athletes.
African American student-athletes have a long-standing history of growing up in lower socio-economic communities. Many factors contribute to black students' college retention rates, including student's personalities, personal and family circumstances, financial issues, background events, social aspects, and institutional influences associated with the university system (Ezeala-Harrison, 2014). While most institutions view student-athletes as a means to sustain the university, institutions sometimes forget that the athlete is a student. The structure of intercollegiate athletics in the United States (U.S.) has evolved from informal student-led activities during the late 19th century to a multi-billion-dollar sports entity in the early 21st century (Cooper, Nwadike, & Macaulay, 2017). The importance is that student-athletes develop the competencies and skills needed to get a job after graduation. That is a responsibility that college athletic departments are trying to achieve through student-athlete support services (Turick et al., 2019). According to Turick et al., 2019, exposure to career services during a student-athlete's early years in college is crucial. Before students enter their professional role their life and vocational goals may need evaluation.
10/9/2019
CONFIDENTIAL
GCU – For Internal Use Only
**Added more references to align my study
Objective:
The outline on this slide is used in the Prospectus to develop the Background of the Study in Chapter 1 and the Background of the Problem Space in Chapter 2.
Slide Requirements:
In 3-5 bullets, describe what still needs to be understood related to the topic from empirical literature or research.
Use empirical literature dated primarily within the past 5 years.
Identify and support what still needs to be understood regarding the problem space through a combination of arguments:
Professional and/or broader societal need identified in the literature
Directions for future research based on limitations, recommendations, and/or conflicting findings
Synthesis of broader topics to study in combination
2
Literature Review: Background to the Problem
The best model of support that athletic, academic advising, and counseling offices should adopt is one that mirrors the developmental advising model covered in college retention and advising literature, which is O’Banion’s model of reporting (Huml et al., 2019). Utilizing this support model was necessary for these offices to promote student-athlete retention and success. Athletics stakeholders must improve the educational experience and school-to-career transitions for Black male athletes (Comeaux, 2018). As a crucial non-cognitive predictor of student persistence or non-persistence, student-athletes motivation for academics and athletics should be assessed. It was discovered that male athletes were more motivated toward athletics than female peers (Brecht & Burnett, 2019). While significant research has focused on the male perspective relating to academic, life, and career goals, little evidence is known on how the black female collegiate alumni athletes describe the influence of their college advisors on exploring life and vocational goals. Such include academic and life goals, lived cultural experiences, athletic program responsibilities, and institutional supportive programming initiatives. Turick et al. (2019) suggests that future research can focus on the lived experience of the female student-athlete at different divisions as well as institutions
CONFIDENTIAL
GCU – For Internal Use Only
Literature Review: Problem Space
Based on the literature what is still not known is how do black female collegiate alumni athletes describe the influence of their college advisors on exploring life and vocational goals.
Bove and Amason (2020) conducted a qualitative grounded theory study with 18 participants to investigate the relationships/interactions among learning specialists, academic advisors, and student-athletes, related to academic success. The findings were it is important for academic support staff to intentionally spend time at the very beginning of a student-athlete’s academic journey to explore past educational experiences and current expectations. Future research should investigate the experiences of female athletes with support services and should attempt to create a sample matching the racial composition of intercollegiate athletes.
Brecht and Burnett (2019) conducted a quantitative study with 275 participants using a logistical regression and the TCI survey to investigate how providers of academic support programs identify those student-athletes who need academic success and persistence interventions. Researchers found that a combination of cognitive and non-cognitive factors best predict academic performance for student-athletes. Current recommendations seek to study minority athletes and their journey to academic excellence.
Forester et al. (2019) conducted a qualitative case study with 23 student-athlete participants to investigate how they described their experiences with a required life skills program and findings suggested that improvements should be made concerning the convenience of the program and unsupportive academic staff. The recommendation for further research will focus on how athletic, educational services can be improved at universities to meet current student-athlete’s needs.
10/9/2019
CONFIDENTIAL
GCU – For Internal Use Only
**Defined the problem space better and added more references that make the study align
Objective:
The outline on this slide is used in the Prospectus to develop the Background of the Study in Chapter 1 and the Background of the Problem Space in Chapter 2.
Slide Requirements:
In 3-5 bullets, describe what still needs to be understood related to the topic from empirical literature or research.
Use empirical literature dated primarily within the past 5 years.
Identify and support what still needs to be understood regarding the problem space through a combination of arguments:
Professional and/or broader societal need identified in the literature
Directions for future research based on limitations, recommendations, and/or conflicting findings
Synthesis of broader topics to study in combination
4
Literature Review: Problem Space (2)
Based on the literature what is still not known is how do black female collegiate alumni athletes describe the influence of their college advisors on exploring life and vocational goals.
Tarver et al. (2020) conducted a quantitative correlational study with 936 to investigate the career maturity of Division I student-athletes in comparison to non-athletes, and to assess whether or not there were differences in career maturity within the student-athlete population and found there was a significant difference in career maturity along gender and athletic status. The recommendation for further research was to conduct a qualitative study asking former student-athletes of color (beyond Hispanic and Caucasian) to revisit their level of career readiness and their participation in the career development process, as it relates to non-playing careers.
Turick et al. (2019) conducted a qualitative descriptive study with 65 participants to investigate what services are available to assist student-athletes in obtaining an internship or practicum and the challenges that arise in getting student-athletes to utilize those services. The recommendation for further research suggested interviewing student-athletes who have participated in the job shadowing or mini-internship programs and asking them to reflect on their experiences. To determine whether those programs represent quality experiential learning opportunities for student-athletes, further research is needed.
August (2020) conducted a qualitative descriptive study with 18 (9male and 9 female) participants to investigate the extent to which college student-athletes are prepared to enter the workforce upon graduation and findings aimed at identifying personal qualities that distinguished career ready student-athletes from those who were less career ready. Identifying effective training methods for improving upon positive capacities would be excellent grounds for future research. Further exploration of the personal qualities associated with career readiness is warranted with regard to crossover skills.
10/9/2019
CONFIDENTIAL
GCU – For Internal Use Only
**Defined the problem space better and added more references that make the study align
Objective:
The outline on this slide is used in the Prospectus to develop the Background of the Study in Chapter 1 and the Background of the Problem Space in Chapter 2.
Slide Requirements:
In 3-5 bullets, describe what still needs to be understood related to the topic from empirical literature or research.
Use empirical literature dated primarily within the past 5 years.
Identify and support what still needs to be understood regarding the problem space through a combination of arguments:
Professional and/or broader societal need identified in the literature
Directions for future research based on limitations, recommendations, and/or conflicting findings
Synthesis of broader topics to study in combination
5
Literature Review: Theoretical Foundations
O’Banion (1972) Model of Advising
A five-step process of academic advising designed by Terry O’Banion, encompassing:
1. Exploration of Life Goals
2. Exploration of Vocational Goals
3. Exploration of Program Choice
4. Exploration of Course Choice
5. Exploration of Scheduling
O'Banion's model reflected a linear progression or process for advisors to follow with the students (Burton & Wellington, 1998).
O'Banion recognized that an integrated/comprehensive (Heisserer,2002) approach may best meet the individual needs of different students at various times and stages within their development and the advising process.
The purpose of academic advising is to help students select a program of study to meet life and vocational goals (O’Banion, 2012). As such, academic advising is a central activity in the process of education.
10/9/2019
CONFIDENTIAL
GCU – For Internal Use Only
**Changed the theoretical foundation to just one. This one is closely aligned to what the learner wants to get out of conducting the study and it covers all points of academic and vocational preparation
Objective:
In the Proposal this information is used to develop the research questions for chapter 1 and 3. It is expanded significantly in Chapter 2.
Slide Requirements:
There should be one slide on each model or theory in outline format.
Include a visual of the model or theory if it is available.
Focus on describing the theory and not on discussing how it has been used in prior studies.
Hints:
Two ways to find models or theories for both quantitative and qualitative research are
Find studies related to your topic and see what theoretical foundation theory, model, or concept they used. Then research it or find a quantitative instrument that is used to collect data on it.
Look for validated quantitative instruments that measure variables you are studying from either a quantitative or qualitative approach; then do a Google or Google Scholar search that combines the name of the instrument and the term “validation study” or “validity”. This document will explain the model behind the instrument, trace it back historically to the creator of the initial model or theory. For the quantitative studies, use the instrument article to provide the reliability and validity statistics for the instrument.
6
Literature Review: Review of Literature
Theme 1: History of advising: Historically, the field of athletic advising has existed since the 1970s. According to Rubin (2017), the National Collegiate Athletic Association mandated in the early 1990sthat higher education institutions provide academic support for student-athletes.
Theme 2: Life Goals: Separating from a sport can be challenging for many student-athletes. According to Smith and Hardin (2018), establishing new social circles, new routines with fitness, and separating from their sport were challenging. Coaches, administrators, friends, and family members should be aware of the difficulties in transition and prepare to provide emotional and social support.
Theme 3: Vocational goals: Research shows that a relationship exists between career development, academic success, and student success related to being more inclusive when hiring faculty and staff on college campuses. Student-athlete career development programs are in place to aid and assist student-athletes in developing the skills necessary for a productive career post-athletic retirement (Wray, 2019). According to Forester et al. (2020), time spent in higher education is a prime opportunity to explore, choose, and prepare for their future careers.
CONFIDENTIAL
GCU – For Internal Use Only
**Elaborated on the themes and changed a few of the words that were most used
Objective:
In the Prospectus this slide is used to provide an outline of the topics that will be included in the Review of Literature section, which is 30+ pages in Chapter 2.
Slide Requirements:
Identify 3-5 major topics in the literature related to the proposed problem space
Each bullet should include:
1-2 sentences defining/describing each topic
At least 3 empirical sources supporting each topic
Hints:
For quantitative studies, themes could include:
Studies describing and/or relating the variables
Studies on related research such as factors associated with the themes
Studies on the instruments used to collect data
Studies on the broad population for the study
Studies defining the need from a community, professional, or organizational perspective
Studies similar to the topic
For qualitative studies, topics could include:
Studies describing and/or relating the phenomenon
Studies on related research such as factors associated with the themes
Studies on the instruments used to collect data
Studies on the broad population for the study
Studies defining the need from a community, professional, or organizational perspective
Studies similar to the topic
7
Problem Statement
It is not known how black female collegiate alumni athletes describe the influence of their college advisors on exploring life and vocational goals.
10/9/2019
CONFIDENTIAL
GCU – For Internal Use Only
** Aligned the problem Statement
Objective:
This slide is used to provide the problem statement, which will be expanded upon in the Chapter 2: Problem Statement section.
Slide Requirements:
State the specific problem for research with a clear declarative statement.
Alignment: The problem statement must align with the established problem space as described on previous slides.
Hints:
Some examples of how to phrase a problem statement include:
It is not known how or why…
Based on what is known in the empirical research literature, _____ is still unknown/what still needs to be understood is…
While the literature indicates ____________, it is not known in (school/district/organization/community) how/why __________.
Research Questions and Phenomenon
Phenomenon: The nature of the phenomenon to be examined is that black female athletes experience lack of empathy and patience from their advisors which often derails and discourages them from the path that they want to choose.
RQ1: How do black female collegiate alumni athletes describe the influence of their college advisors on exploring life goals?
RQ 2: How do black female collegiate alumni athletes describe the influence of their college advisors on exploring vocational goals?
10/9/2019
CONFIDENTIAL
GCU – For Internal Use Only
** Aligned the research questions and phenomenon. Each research question pertains to the 5 stages of the theoretical foundation.
Objective:
State and define each research question. This information is expanded upon in Chapter 3: Research Questions in the dissertation template.
Slide Requirements:
State the research question(s) guiding the proposed study.
Define the phenomenon.
Alignment: Research questions must align with the problem statement presented on the previous slide.
Hints:
The theoretical foundation should guide the phenomenon or variables in the research questions.
Do not introduce new constructs in the research questions that were not introduced in the problem statement or theoretical foundation.
9
Methodology Justification
| Qualitative | Quantitative |
| Seminal sources describing qualitative methodology: Qualitative methods allow the researcher to study issues in depth with data collection often occurring through open-ended questions permitting “one to understand and capture the points of view of other people without predetermining those points of view through prior selection of questionnaire categories (Butina, 2015). Qualitative research is primarily concerned understanding human beings' experiences in a humanistic, interpretive approach (Patton, 2005). | Seminal sources describing quantitative methodology: Cohen and Mahin (1980), quantitative research is defined as social research that employs empirical methods and empirical statements. According to Sukamolson (2017), quantitative research is the numerical representation and manipulation of observations for the purpose of describing the phenomena that those observations reflect. |
| Justification for qualitative: Qualitative research focuses on the "why" and “how” rather than the "what" of social phenomena and depends on the direct experiences of human beings by exploring the meaning of their everyday lives (Haven et al., 2020). Based on the fact that the proposed study deals with the human experience and understanding it from an interpretive approach, this qualitative method is justified. | Justification against quantitative: a quantitative methodology allows the researcher to make predictions using hypotheses. Quantitative approaches has limited the development of knowledge (Crust & Nesti, 2006). This type of numerical research measures what the researcher wants to study but it does not say why. |
CONFIDENTIAL
GCU – For Internal Use Only
Be clearer on why it is not quant, rather than merely describing what quant is.
10
Design
10/9/2019
| Design | Definition | Justification (use /not use) |
| Qualitative Descriptive | A poorly understood phenomenon is described at a manifest, overt level, that is, what is apparent but as yet undescribed. This design should focus on developing an extensive description of the phenomenon. The goal of qualitative descriptive studies is a comprehensive summarization, in everyday terms, of specific events experienced by individuals or groups of individuals (Lambert & Lambert, 2012). Qualitative descriptive is an empirical method of investigation aiming to describe the informant's perception and experience of the world and its phenomena (Neergaard, Olesen, Andersen, & Sondergaard,2009). | The emphasis of the proposed study is on exploring meaning from participants which is a common feature with qualitative descriptive research. The purposed study develop are more detailed description in everyday terms on “how” and “why” participants’ feelings or experiences align with the qualitative descriptive design. These features make a qualitative descriptive design an appropriate choice to approach the proposed research questions. |
| Phenomenological | The essence of human experience with a phenomenon as “lived” in a way that it is unique to each individual. “Lived experience” focuses the way the participants experience the situation emotionally, reflectively. Phenomenology is basically looking very closely at the phenomena under study to explore the complex world of lived experiences from the actors (those who live it) point of view (Qutoshi, 2018). Phenomenology removes the most pure, untainted data and in some interpretations of the approach, bracketing is used by the researcher to document personal experiences with the subject to help remove him or herself from the process (Maxwell, 2013). | While all participants will have experienced the phenomenon in this study, it is possible their lived experiences will differ. Perceptions and feelings associated with a phenomenon is not being sought for this study. For this reason, phenomenology is not appropriate for this study. |
| Narrative | Stories are told by the participants to the researcher with the intent of creating a unified narrative or story that describes or explains a life episode (from humanities). The purpose of the researcher is to have the participants share the story. The researcher asks follow-up; clarifying questions in order to fully explore the narrative. The researcher is not ‘interacting’ (re: sharing their own story. Narrative inquiry is a form of qualitative research in which the stories themselves become the raw data (Butina, 2015). The narrative approach involves inquiry directed at narratives of human experience or inquiry that produces data in narrative form (Butina, 2015). | This chronological story telling of events would not be appropriate for this study as participant timelines significantly differ from one another and is not the goal of the research questions. |
CONFIDENTIAL
GCU – For Internal Use Only
Objectives:
When completing the proposal, the approach shown on this slide is used to develop the first paragraph/section in Chapter 3. Then there are a series of short paragraphs (3-4 sentencCase Study
An in-depth investigation of one or more cases that will triangulate to achieve holistic description.
Study of a case that is in depth, using three or more sources of data to understand the phenomena in its complexity to achieve an in-depth treatment.
Case study approach is preferred in the following circumstances: the researcher wants to answer “how” or “why” questions; the researcher has little control over the contemporary real-life context to be studied; and when the boundaries between the context and phenomenon are not clear (Patton, 2005).
Case studies are often used for inductive exploration of yet unknown phenomena (Gammelgaard, 2017).
Not bound by space and time
Grounded Theory
A theory or model is developed to describe the phenomenon as a concept, process, interactions, components, or actions (from sociology). Studies done at GCU usually produce a model in the form of a graphic organizer to be used in practice but grounded in evidence. Grounded theory sets out to discover or construct theory from data, systematically obtained and analyzed using comparative analysis (Chun Tie, Birks, & Francis, 2019).
Appropriate when little is known about a phenomenon; the aim being to produce or construct an explanatory theory that uncovers a process inherent to the substantive area of inquiry (Bryant & Charmaz, 2007).
Not creating a theory
es) that argue as to why the alternative designs are not as appropriate for the study
Slide Requirements:
Complete table for all five designs listed (see five on slide).
For each design cite two definitions supported with empirical or authoritative sources.
Using the wording of the definitions, justify why you are using the design or why you are NOT using the design.
Hints:
Quantitative resource: LAERD.com
Web of Science for definitions resources
11
Design cont’d
| Design | Definition | Justification |
| Case Study | Case study as a qualitative methodology is an exploration of a time- and space-bound phenomenon (Alphi & Evans, 2019). Study of a case that is in depth, using three or more sources of data to understand the phenomena in its complexity to achieve an in-depth treatment. Case study approach is preferred in the following circumstances: the researcher wants to answer “how” or “why” questions; the researcher has little control over the contemporary real-life context to be studied; and when the boundaries between the context and phenomenon are not clear (Patton, 2005). Case studies are often used for inductive exploration of yet unknown phenomena (Gammelgaard, 2017). | The case study methodology was rejected because the participants for this research will be gathered using Facebook groups; Facebook groups are not considered bounded systems as members may join or leave the group at will. |
| Grounded Theory | A theory is developed based in participants' experiences and perspectives of a phenomenon (Flynn & Korcuska , 2018). Grounded theory discovers or constructs theory from data, systematically obtained and analyzed using comparative analysis (Chun Tie, Birks, & Francis, 2019). Appropriate when little is known about a phenomenon; the aim being to produce or construct an explanatory theory that uncovers a process inherent to the substantive area of inquiry (Bryant & Charmaz, 2007). | For the proposed study, a theoretical framework has been selected to assist in the inquiry into how black female collegiate alumni athletes describe the influence of their college advisors on their life and vocational goals. For these reasons, the grounded theory design was rejected. |
CONFIDENTIAL
GCU – For Internal Use Only
Purpose Statement
The purpose of this qualitative descriptive study is to explore how black female collegiate alumni athletes describe the influence of their college advisors on exploring life and vocational goals in the Southeast Region.
10/9/2019
CONFIDENTIAL
GCU – For Internal Use Only
**Aligned the Purpose Statement
Objective:
This slide is used to provide the purpose statement, which will be expanded upon in the Chapter 3: Purpose of the Study section.
Slide Requirements:
State the purpose of the study in one sentence that identifies the research methodology, design, problem statement, target population, and geographic location.
Alignment: The purpose statement must align with the problem statement, research questions, methodology, and design.
Hint:
This is presented as a declarative statement: "The purpose of this qualitative [design] study is to … [include the unknown from the Problem Statement] among [target population] at a [setting/geographic location]."
Population, Target Population, and Sample
10/9/2019
| Population | Target | Sample |
| Black female alumni college athletes. | Black Female alumni college athletes, who attended institutions in the Southeast Region. Athletes are defined as individuals who played a collegiate varsity sport for at least on season. Asking Facebook Group with membership of approximately 1,000 various colleges for their alumni who have graduated in the last 2 years | 25-30 individuals who fit this category, ranging from a variety of sports offered at each institution. Interview 15-25; 5-7 in a member- checking focus group or until data saturation is reached. |
| Participants must have completed at least one season. |
CONFIDENTIAL
GCU – For Internal Use Only
Good population and target pop distinction.
14
Instrumentation and Data Sources
10/9/2019
| Semi Structured Interviews | Member Checking Focus Group |
| Informed Consent (inclusion criteria: self-identified former black female collegiate athlete at least 3 years post graduation) 15-20 interviews or until data saturation is met Video Conference via Webex Follow-up/probing questions for clarification and detail. Questions developed by using a variation of questions from previous studies. Interviews will last approximately one hour The data source will answer the research questions by providing context as how black female collegiate alumni athletes describe the influence of college advising on their life and vocational goals in the Southeast Region. | Focus groups will be formed based on the semi-structured interview. all participants would also take part in one of two-member checking focus groups with 5-7 individuals in each group. Participants will be those who have already interviewed. Informed Consent Open-ended, semi-structured questions Focus groups will last around one hour to an hour and a half Video Conference via Webex or Zoom Utilize the group dynamic to inquire about the motivated reasoning mentioned in the interviews |
CONFIDENTIAL
GCU – For Internal Use Only
Objectives:
This outline is used to identify the types and structure of each data source.
This outline is then used to develop the section on Sources of Data in Chapter 3 in the Proposal.
Slide Requirements:
Identify each data source
For each:
Describe the structure of the data source
Describe how the data source will be developed
Identify how the data source will be used to answer the RQs
For validated instruments, cite appropriate sources
If needed, add columns for additional data sources (or delete extra columns)
Hint:
The majority of qualitative studies’ primary source of data are semi-structured interviews.
15
Data Collection Steps: 1.Obtain various required permissions
Site approval from Facebook and Instagram Groups (Social Media Sites)
GCU Chair and Committee Approvals
AQR Approval
IRB Approval
Consent form from individual participants
Results of the field tests for qualitative studies
Results of the expert panel review for qualitative instruments such as interviews or focus groups
Required permissions/approvals (prior to data collection)
CONFIDENTIAL
GCU – For Internal Use Only
Objectives:
There are four separate slides that will comprise the data collection section in the Prospectus and the proposal.
These set of four slides are used in bullet format in the Prospectus. They then provide the outline for the Data Collection section in Chapter 3 in the Proposal.
This Slide: This first slide only discusses all of the permissions required.
**Note: Do not alter the names on the slides, and do not change the order of the four data collection slides or the bullets within them. It is important to show the bullets in the order in which they would occur. **
Slide Requirements:
Modify each bullet point to be specific to your study, and if you do not believe the bullet is relevant for your study put in a statement justifying why not.
Required Bullets:
Site approval
Permission to use each instrument or data source
Obtaining administrative guide and validation information on each data sources from owner/literature
GCU Chair and Committee Approvals
AQR Approval
IRB Approval
Consent form from individual participants
Results of the field tests for qualitative studies
Results of the expert panel review for qualitative instruments such as interviews or observations
Hint:
If site authorization is not required, state the reason.
Unless otherwise specified, site authorization(s) are valid one year from the date of signature.
16
Data Collection Steps: 2. Sampling Strategy and Sample Selection
10/9/2019
| Purposive Sampling for Interviews | Purposive Sampling For Focus Groups | Snowball Sampling | |
| Sampling Strategy Description | Non-probability Homogeneous Purposive Sampling; Purposive sampling researcher actively selects the most productive sample to answer the research question (Marshall, 1996). A Homogeneous Sample whose units (e.g., people, cases, etc.) share the same (or very similar) characteristics or traits (e.g., a group of people that are similar in terms of age, gender, background, occupation, etc.) (Laerd Dissertation, 2012). | Purposive Sampling | Snowball Sampling: Snowball sampling method, which is particularly suitable when the population of interest is hard to reach and compiling a list of the population poses difficulties for the researcher (Etikan et al., 2016). This will be used as an alternative strategy. |
| Sampling Steps | Join a Facebook group capture the sample needed. Recruit from social media pages geared to alumni of colleges and universities in the Southeast region. Gaining Facebook and Instagram site permission. (Admin will send out announcement of study) | 1-2 focus groups The invitation will follow certain ethical guidelines, making it clear what the study involves, but also practical information, such as the types of applicant that are required (alumni of 3 years, black female alumni collegiate athlete having played at least on full season. | Connecting with unknown coaches in the southeast region and requesting they send the invitation to potential participants from the past 3-4 years. |
| Sampling Selection Criteria | Black Female alumni college athletes, who attended institutions in the southeast region. | Black Female alumni college athletes, who attended institutions in the southeast region. | Black Female alumni college athletes, who attended institutions in the southeast region |
CONFIDENTIAL
GCU – For Internal Use Only
This is nicely laid out.
17
Data Collection Steps 3. Collecting the Data
Identify the Target Population- Black Female Alumni Student Athletes
Set up recruitment material by using advertisement/fliers that include:
Explanation of study to individuals
Informed consent forms
Demographics of participants
Protocol for inviting to semi-structured interviews and focus groups will be the first 20 people to respond.
Using social media outlets to invite those who meet the criteria to participate.
Conduct Interviews via Webex or Zoom video conferencing.
Transcribe the interviews/focus groups into transcripts-SINGLE SPACED
Conduct interviewee transcript reviews (ITR)
Produce final transcripts for data analysis
CONFIDENTIAL
GCU – For Internal Use Only
Objectives:
There are four separate slides that will comprise the data collection section in the Prospectus and the proposal.
These set of four slides are used in bullet format in the Prospectus. They then provide the outline for the Data Collection section in Chapter 3 in the Proposal.
This Slide: This third slide only discusses the specific detailed steps to collect the data.
**Note: Do not alter the names on the slides, and do not change the order of the four data collection slides or the bullets within them. It is important to show the bullets in the order in which they would occur. **
Slide Requirements:
Provide step-by-step detailed instructions regarding how you plan to collect your data.
Steps should detail how each source of data will be completed by the participants, including:
How you plan to obtain informed consent(s).
How each source of data will be completed (who, what, when, how, where)
Discuss any demographic information you plan to obtain and when.
Present the steps in chronological order for each source of data.
Hints:
This slide should be sufficiently thorough such that another researcher could use the instructions to collect your data for you.
Note: Demographic data is not a source of data.
18
Data Collection Steps 4. Data Management and Storage
Data Management and Storage
Data Storage: Once data is collected, the interviews will be transcribed to complete the full data analysis. Once published all printed transcripts and documents will be kept in a locked filing cabinet
Length of time: Data will be stored for approximately 3 years for a dissertation and 10 for articles.
Protection of data: Participant names will be removed and information will be kept confidential
Destroy the data? All data will be shredded and those on a zip drive will be burned/deleted.
10/9/2019
CONFIDENTIAL
GCU – For Internal Use Only
Objectives:
There are four separate slides that will comprise the data collection section in the Prospectus and the proposal.
These set of four slides are used in bullet format in the Prospectus. They then provide the outline for the Data Collection section in Chapter 3 in the Proposal.
This Slide: This fourth slide only discusses the data management and storage process.
**Note: Do not alter the names on the slides, and do not change the order of the four data collection slides or the bullets within them. It is important to show the bullets in the order in which they would occur. **
Slide Requirements:
Answer the four questions on the slide:
Where will you store the data?
How long will you store the data?
How will you protect the data?
How will you destroy the data?
Hints:
Be sure to address all sources of data if management will be different for different sources
Protecting data includes participant personal identifiable information
Visit https://dc.gcu.edu/irb for resources and additional information
19
Data Analysis Steps
Semi-Structured Interviews – Thematic Analysis Strategy
Thematic analysis is often the go-to method in most qualitative research. It provides an easily interpretable and concise description of the emergent themes and patterns within a dataset, usually as the foundational phase of interpretation. Braun and Clarke (2006), provide a six-step process for identifying, analyzing, and reporting qualitative data using thematic analysis:
Familiarize yourself with your data.
Generate codes to data in order to describe the content.
Search for patterns or themes in codes across the different interviews.
Review themes.
Define and name themes.
Produce report.
10/9/2019
CONFIDENTIAL
GCU – For Internal Use Only
Avoid “yourself.” Write academically.
20
Kristine Quade (KQ) - Perfect--
Data Analysis Steps: Process of coding etc.
Process of Coding
Coding is a way essentially indexing or mapping data, to provide an overview of disparate data that allows the researcher to make sense of them in relation to their research questions (Gough & Scott, 2000).
Transcripts will be read and re-read, recordings will be reviewed.
Each part of the transcript will be hand coded into specific themes, based on deduced coding that will reflect the theoretical foundation.
Similarities in the data will be recognized and coded into themes in order to help answer the research.
Themes will be reviewed, modified, and refined to ensure that the relationships between them fully reflects the meaning of the data as a whole
Themes will receive their final refinement with the aim of identifying the essence of what each theme will be about
Preparing the presentation
The final report of the findings of the study will be recorded.
Collecting additional feedback from the FG
Guide the group based on a predetermined set of topics. Create an environment that encourages participants to share their perceptions and points of view.
Focus groups can be conducted via teleconference
If additional information is needed questions will be sent to the participants
10/9/2019
CONFIDENTIAL
GCU – For Internal Use Only
Avoid “yourself.” Write academically.
21
Data Analysis Steps
Focus Groups– Thematic Analysis Strategy
Thematic analysis is often the go-to method in most qualitative research. It provides an easily interpretable and concise description of the emergent themes and patterns within a dataset, usually as the foundational phase of interpretation. Braun and Clarke (2006), provide a six-step process for identifying, analyzing, and reporting qualitative data using thematic analysis:
Familiarize yourself with your data.
Generate codes to data in order to describe the content.
Search for patterns or themes in codes across the different interviews.
Review themes.
Define and name themes.
Produce report.
10/9/2019
CONFIDENTIAL
GCU – For Internal Use Only
Objectives:
The following slides show the approach to cover for qualitative versus quantitative.
The information on this slide will be used to inform the Data Analysis section of Ch. 3
This set of step may require more than one slide.
Slide Requirements:
Replace the subtitle with the name of the data source and the analysis approach used (i.e., Open-Ended Questionnaires – Thematic Analysis).
Identify each step you will take to analyze the data, supported with an authoritative source.
Create a slide for each data source. Two are included in this template. If a third or more are needed, duplicate this slide.
Hints:
One paradigm should be used (i.e. Clarke and Braun OR Sandelowski, not both)
Potential analysis strategies are thematic analysis, pattern recognition, narrative analysis, descriptive statistics for Likert-style sources, content analysis, phenomenological analysis, etc.
If applicable, don’t forget to include transcription, member checking, cleaning the data, program(s) used if any, etc.
22
Feasibility - Slide 1
Resources for study:
Conducting the IRB process and seeking approval from Grand Canyon University
Access to participants through social media or sports Facebook pages
Resources needed: formal interviews and focus groups conducted in previous studies to assist in drafting subset questions to ensure rich data collection
Ethical Concerns:
Ethical concerns: Ensuring the respect for confidentiality, and the respect for privacy.
Identities of participants and institutions will remain confidential. Data will only be accessible by researcher and protected by passwords.
CONFIDENTIAL
GCU – For Internal Use Only
Kristine Quade (KQ) - See previous cautions
Letia Chenae Wyatt (LCW) - changed to facebook pages
Feasibility – Slide 2
Study Alignment with Program (Identify Program of Study):
The topic aligns with Doctorate of Education in Organizational Leadership with emphasis in Higher Education program of study because it is focusing on students of higher education and support staff.
Feasibility Concerns:
Obstacles faced: IRB approval, effective number of participants
Accessibility to participants
Limitation: Researcher is a black female; she need’s to be aware of potential bias.
CONFIDENTIAL
GCU – For Internal Use Only
Objectives:
Identify and discuss the feasibility of your proposed study based on the Feasibility & Benefits Checklist located in the Dissertation Template appendices.
The information on this slide will be used to inform the Ethical Considerations section in Ch. 3.
As part of preparation for this slide, you will complete the Feasibility & Benefits Checklist located in the dissertation template appendices, a required appendix in your dissertation.
Slide Requirements:
Complete the following bullets in order of presentation:
Resources for Study:
What, if any, authorization(s) are required as well as how you will obtain authorization? If no authorization is needed, why not?
What, if any, access to site resources will you need? (i.e., building access, computer programs, etc.)
Additional trainings necessary (i.e., instrument certifications, etc.)
Any other resources you will need to complete this study.
Ethical Concerns/Considerations:
What risks, if any, are present? How will you mitigate these risks?
What benefits are there to participants?
Study Alignment with Program:
Identify your degree program
Describe how your study aligns with your overall degree program (i.e. Business Administration, Organizational Leadership, General Psychology, etc.).
Feasibility Concerns:
What obstacles might you face, and what are your backup plans?
Based on the information you have learned, is your study feasible? Why or why not? How can you make your study more manageable?
Hints:
Visit https://dc.gcu.edu/irb for additional resources and information
Next steps
Reviewing the DC Network
Review resources on Identifying a Content Expert. Begin the process to identify a potential Content Expert that may be interested in serving on your committee
Review the IRB Research Center resources for the Institutional Review Board process and CIT requirements
Complete CITI Training
Continue to gather and organize (5 years and newer) empirical articles on related topic and theoretical framework
Draft interview scripts and run field tests
Work on Chapters 2 and 3
Research Braun and Clarke (2006) coding analysis methodology
Review the Dissertation Template, Develop an outline/draft of Chapter 2 (Literature Review) and Chapters 1 & 3 as well.
CONFIDENTIAL
GCU – For Internal Use Only
Objective:
Encourage project management by the learner to prepare for and work on the dissertation.
Slide Requirements:
Discuss next steps you plan to take to prepare for and work on your dissertation.
Hints:
List of Next Steps (might) include (customize to your study):
Create/update your detailed dissertation project plan using the Dissertation Milestone Guide
DC Network
Review resources on Identifying a Content Expert. Begin the process to identify a potential Content Expert that may be interested in serving on your committee
Review the IRB Research Center resources for the Institutional Review Board process and CIT requirements
Complete CITI Training
Continue to gather and organize (5 years and newer) empirical articles on related topic
Review the Dissertation Template, Develop an outline/draft of Chapter 2 (Literature Review) and Chapters 1 & 3 as well.
List of References
Alpi, K. M., & Evans, J. J. (2019). Distinguishing case study as a research method from case reports as a publication type. Journal of the Medical Library Association: JMLA, 107(1), 1.
Bracey, E. N. (2017). The significance of historically black colleges and universities (HBCUs) in the 21st century: Will such institutions of higher learning survive? American Journal of Economics & Sociology, 76(3), 670–696. https://doi-org.lopes.idm.oclc.org/10.1111/ajes.12191
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.
Bryant, A., & Charmaz, K. (Eds.). (2007). The Sage handbook of grounded theory. Sage.
Brecht, A. A., & Burnett, D. D. (2019). Advising student-athletes for success: Predicting the academic success and persistence of collegiate student-athletes. NACADA Journal, 39(1), 49-59.
Butina, M. (2015). A narrative approach to qualitative inquiry. Clinical Laboratory Science, 28(3), 190-196.
Chun Tie, Y., Birks, M., & Francis, K. (2019). Grounded theory research: A design framework for novice researchers. SAGE open medicine, 7, 2050312118822927.
Cohen, L. and Manion, L., (1980). Research Methods in Education, London: Groom Helm Ltd., 1.
Comeaux, E. (2018). Stereotypes, control, hyper‐surveillance, and disposability of NCAA division I Black male athletes. New Directions for Student Services, 2018(163), 33-42.
Cooper, J. N. (2018). Strategic navigation: A comparative study of black male scholar athletes’ experiences at a historically black college/university (HBCU) and historically white university (HWU). International Journal of Qualitative Studies in Education (QSE), 31(4), 235–256.
Crust, L., & Nesti, M. (2006). A review of psychological momentum in sports: Why qualitative research is needed. Athletic Insight, 8(1), 1-15.
Etikan, I., Alkassim, R., & Abubakar, S. (2016). Comparision of snowball sampling and sequential sampling technique. Biometrics and Biostatistics International Journal, 3(1), 55.
CONFIDENTIAL
GCU – For Internal Use Only
Slide Requirements:
Include a fully APA-formatted reference for each citation used in the slides.
Kristine Quade (KQ) - This is considered a secondary reference because the chapters are authored by others
Letia Chenae Wyatt (LCW) - deleted the creswell source
List of References Cont’d
Flynn, S. V., & Korcuska, J. S. (2018). Grounded theory research design: An investigation into practices and procedures. Counseling Outcome Research and Evaluation, 9(2), 102-116.
Forester, B. E., Holden, S. L., Woltring, M., & Hauff, C. (2020). Life skills programming: A case study of DI student-athletes' perceptions and suggestions. Journal of Issues in Intercollegiate Athletics.
Gammelgaard, B. (2017). The qualitative case study. The International Journal of Logistics Management.
Given, L. M. (2008). The SAGE encyclopedia of qualitative research methods (Vols. 1-0). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781412963909
Gough, S., & Scott, W. (2000). Exploring the purposes of qualitative data coding in educational enquiry: Insights from recent research. Educational Studies, 26(3), 339-354.
Han, C. W., Farruggia, S. P., & Solomon, B. J. (2018). Latent profiling university students’ learning strategies use and effects on academic performance and retention. Higher Education Research & Development, 37(7), 1409-1423
Haven, T. L., Errington, T. M., Gleditsch, K. S., van Grootel, L., Jacobs, A. M., Kern, F. G., ... & Mokkink, L. B. (2020). Preregistering qualitative research: a Delphi study. International Journal of Qualitative Methods, 19, 1609406920976417.
Heisserer, D.L. (2002). Advising at-risk students in college and university settings. College Student Journal. http://findarticles.com/p/articles/mi_m0FCR/is_1_36/ai_85007770
Huml, M. R., Bergman, M. J., Newell, E. M., & Hancock, M. G. (2019). From the playing field to the classroom: The academic challenges for NCAA Division I athletes. Journal for the Study of Sports and Athletes in Education, 13(2), 97-115.
Hill, A. (2019). The academic experience of african-american male student-athletes.
Laerd Dissertation. (2012). Self-selection sampling | Lærd Dissertation. [online] Dissertation.laerd.com. Retrieved from: <http://dissertation.laerd.com/self-selection-sampling.php#first>.
CONFIDENTIAL
GCU – For Internal Use Only
Slide Requirements:
Include a fully APA-formatted reference for each citation used in the slides.
List of References Cont’d
Lambert, V., & Lambert, C. (2012). Editorial: Qualitative descriptive research: An acceptable design. Pacific Rim International Journal of Nursing Research. file:///C:/Users/L.%20Wyatt/Downloads/5805-Article%20Text-10951-1-10-20130211.pdf.
Maxwell, J.A. (2013). Qualitative research design: An interactive approach. Thousand Oaks, CA: SAGE Publications, Inc. (pp. 135-136).
Mortensen, D. (2019). How to do a thematic analysis of user interviews. Interaction Design Foundation.
Neergaard, M. A., Olesen, F., Andersen, R. S., & Sondergaard, J. (2009). Qualitative description–the poor cousin of health research?. BMC medical research methodology, 9(1), 1-5.
O’Banion, T. (2012). Be advised. Community College Journal, 83(2), 42-47.
Patton, M. Q. (2005). Qualitative research. Encyclopedia of statistics in behavioral science.
Qutoshi, S. B. (2018). Phenomenology: A philosophy and method of inquiry. Journal of Education and Educational Development, 5(1), 215-222.
Rubin, L. M. (2017). Who are athletic advisors? State of the profession. NACADA Journal, 37(1), 37-50.
Sandelowski, M. (2000). Whatever happened to qualitative description?. Research in nursing & health, 23(4), 334-340.
Saxe, K., Hardin, R., Taylor, E. A., & Pate, J. R. (2017). Transition blues: The experience of female collegiate student-athletes. Journal of Higher Education Athletics & Innovation, (2), 25-48.
Sukamolson, S. (2007). Fundamentals of quantitative research. Language Institute Chulalongkorn University, 1(3), 1-20.
CONFIDENTIAL
GCU – For Internal Use Only
Slide Requirements:
Include a fully APA-formatted reference for each citation used in the slides.
List of References Cont’d
Tarver III, W. (2020). Exploring Career Maturity: A Comparison of Student-Athletes and Non-Athletes at a Division I Institution. Journal of Applied Sport Management, 12(1), 1.
Turick, R., Bopp, T., & Swim, N. (2019). “How do I do life?” The challenges of preparing student-athletes for professional roles. Journal for the Study of Sports and Athletes in Education, 1-24.
Vaughn, A., & Smith, J. (2018). Advising student-athletes: Understanding job preparation, roles, and challenges of the athletic academic advisor. Sport Journal.
Wilson, T. (2020). Impact of Academic Services for African American Male NCAA Division I Student Athletes (Doctoral dissertation, Ashford University).
Woods, A. D., Price, T., & Crosby, G. (2019). The impact of the student-athlete’s engagement strategies on learning, development, and retention: A literary study. College Student Journal, (3), 285.-292.
Wray, D. E. (2019). Measuring organizational effectiveness in student-athlete career development. The Ohio State University.
CONFIDENTIAL
GCU – For Internal Use Only