Final Methodology Plan
William Jackson Assignment 4.1 Final Methodology Plan
Visionary Leadership on Change Management and Implementation
Final Methodology Plan
Problem Statement
Universities in the United States face a growing concern to find qualified candidates who
will be successful in a college president’s role. The researcher is conducting a study to examine
the experiences of college presidents and those involved in the hiring process to reveal the traits
and characteristics related to success, vision, change management, and succession planning. The
study results intend to provide insight into successful college presidents’ characteristics and
assist hiring experts in succession planning strategies. The presidential research study will
address the research question, What are the traits and behaviors that distinguish differences
between successful and unsuccessful college presidents?
Research Approach and Strategy
The study employs a qualitative case study that observes data collected by open-ended
interview protocol (Appendix C) in-person or by phone in the participants setting (Creswell &
Creswell, 2018). The researcher has chosen the qualitative approach due to its narrative nature to
examine the meaning that individuals associate with leader characteristics (Cresell & Creswell,
2018). Qualitative research allows the researcher to experience the participant’s setting and
allows questioning that can result in the emergence of new ideas and themes. The researcher has
served as CEO of educational organizations and currently serves as president of an independent
non accredited institution and understands research regarding characteristics can be subjective.
Therefore, to reduce bias, the researcher will utilize a group of participants comprising college
presidents, trustees, faculty, administration search committees, students, and community leaders,
as well as involve external readers who are not in the higher education field.
Moreover, the study will employ a Delphi process for presidents and trustees consisting
of the initial interview followed by three additional rounds of questionnaires over a six-week
period. The Delphi method is appropriate as the study can benefit from subjective judgments on
a collective basis (Linstone &Turoff, 1975). Classic Delphi result is quantitative data; however,
William Jackson Assignment 4.1 Final Methodology Plan
the researcher employs a modified qualitative approach to preserve more of the narrative from
the initial interview throughout the three additional questionnaire rounds garnering a broader
range of characteristic perspectives (Sekayi & Kennedy, 2017).
Sources and Data Collection
The initial invitation (Appendix A) and consent form (Appendix B) will be sent to a
sample of 100 participants, including thirty-five college presidents, fifteen trustees, fifteen
faculty, ten administrators, five search committees, ten students, and ten community leaders. The
list of questions tailored for each group is included in the interview protocol (Appendix E).
Delphi participants will receive follow up letters for three rounds (Appendix F) and have a
sample of thirty college presidents and trustees. The researcher anticipates a response rate of
sixty percent participation for each sample group who will receive a participation letter
(Appendix D). The researcher makes the participants aware that the study is voluntary, their
participation and information will be kept confidential, how data is collected and stored, and they
may stop the process or withdraw from the study at any time (Appendix B). A site that places the
participant at ease and assesses their personal, religious or other needs is selected before the
interview. Question design is specific to avoid collecting data that could be harmful to the
participant (Creswell & Creswell, 2018). The study follows the following phases for general
participants:
Phase One: Conducted at the participant’s site or by phone using semi-structured open-
ended interview questions between February 01 and February 12, 2021. The researcher conducts
the audiotape or video recorded interview to ensure proper transcription. During the forty-five
minute session, the researcher probes the participant’s responses to the selected questions
(Appendix E) and takes notes to ensure clarity. Once transcribed, interviews are sent to
participants as part of member checking.
Delphi participation includes phase one above and the following three phases:
Phase Two: The questionnaire arrives on February 19, 2021, and includes follow-up
questions based on the initial interview stage results. The phase is conducted by phone, mail, e-
mail depending on the preferred selection of the participant. The researcher records the phone
conversation and takes notes or transcribes the e-mail or mail communication. The researcher
William Jackson Assignment 4.1 Final Methodology Plan
approximates 10 minutes to complete the narrative questionnaire. The data is needed by February
26, 2021, to be included in this round.
Phase Three: The questionnaire arrives on March 12, 2021, and includes follow-up
questions based on phase two results. The phase is conducted by phone, mail, e-mail depending
on the preferred selection of the participant. The researcher records the phone conversation and
takes notes or transcribes the e-mail or mail communication. The researcher approximates 10
minutes to complete the narrative questionnaire. The data is needed by March 18, 2021, to be
included in this round.
Phase Four: The questionnaire arrives on March 26, 2021, and includes follow-up
questions based on phase three results. The phase is conducted by phone, mail, e-mail depending
on the preferred selection of the participant. The researcher records the phone conversation and
takes notes or transcribes the e-mail or mail communication. The researcher approximates 10
minutes to complete the narrative questionnaire. The data is needed by April 02, 2021, to be
included in this round. The participants are notified results will be completed by April 09, 2021,
and they will receive the final results of the study.
Data Collection and Analysis Methods
After collecting and transcribing the raw data, the researcher will use inductive coding
and interpret the research participants’ data (Corbin & Strauss, 1990; Plinske, 2008; Thomas,
2003). The initial interviews will provide a detailed description of the individuals and setting
and the underlying theme or issue (culture, characteristics, change management, goals, success,
succession planning) relating to the presidential search research question. The researcher begins
the inductive coding process by interviewing the study participants (presidents, trustees, faculty,
administration, search consultants, students, and community leaders) using open-ended
questions.
The next phase analyzes the data to establish a theme and categorize (code) data for
patterns or theories from the themes or categories mentioned above.
Analyzing Data Phase One: Creation of categories and themes from the raw data
collected during the interviews. The researcher notes emerging subtopics and selects quotes from
each category.
William Jackson Assignment 4.1 Final Methodology Plan
Analyzing Data Phase Two: An independent coder is involved in validating and reducing
bias. Moreover, a group of participants other than presidents and trustees was selected in the
general study to improve validity and remove bias.
Analyzing Data Phase Three: The resulting data is compared to past experiences and
literature based on presidential characteristics and success (Creswell & Creswell, 2018).
Moreover, for a select group of thirty participants within the modified qualitative Delphi
group, three additional rounds of narrative questionnaires will be provided every two weeks over
six weeks after the initial interview. Although a case study, grounded theory (Creswell &
Cresswell, 2018; Sekayi & Kennedy, 2017) will be employed in the Delphi group and utilize
open coding (initial interview), axial coding (draw connections), selective coding (final
statement), and present the literature review inductively to support the findings of the case study
(Corbin & Strauss, 1990; Thomas, 2003). The questionnaire rounds allow participants in the
Delphi study to share their agreement or disagreement with others’ statements and the researcher
to code their narrative at each stage, which provides validity through member checking and
having an external reader who is not in the field of education.
Analyzing Data Delphi Phase Two: Participants are sent a questionnaire based on each
category’s responses in the Phase one interview and given seven days to provide a narrative
response. Axial coding is utilized to draw connections through inductive readings (Corbin &
Strauss, 1990; Thomas, 2003).
Analyzing Data Delphi Phase Three: Participants are sent a questionnaire based on each
category’s responses in Phase two and given seven days to provide a narrative response. Axial
coding is utilized to draw connections through inductive readings (Corbin & Strauss, 1990;
Thomas, 2003).
Analyzing Data Delphi Phase Four: Participants are sent a questionnaire based on each
category’s responses in Phase three and given seven days to provide a narrative response. One
central category (selected coding) of presidential characteristics should emerge from the data.
Positive or negative evidence is released in the study results to ensure validity (Corbin & Strauss,
1990; Thomas, 2003; Creswell & Creswell, 2018).
William Jackson Assignment 4.1 Final Methodology Plan
Moreover, the researcher plans to validate the overall study through an external auditor
(Creswell & Creswell, 2018; Thomas, 2003). Although not a dedicated ethnography study, the
participants will include presidents of historically black colleges and universities (HBCUs) and
Hispanic serving institutions (HSIs) to view through a critical theory lens to discover if
characteristics differ based on federally categorized institutions. The overall results will be
demonstrated in graphs and charts to emphasize the characteristics most valued for a successful
college president. Finally, the case study results may generalize to a broader theory requiring
future research (Creswell & Creswell, 2018).
Ethical Considerations and Limitations
Limitations exist within the Qualitative Delphi group regarding panel size, selection,
and participants dropping out of the study before completing the four rounds of narrative data
collection and the participants’ six-week time commitment (Sekayi & Kennedy, 2017). The
researcher will address the Delphi limitations by including data from participants within the
general study, thereby not limiting study data to only college presidents and trustees. Moreover,
the researcher will make the three subsequent Delphi rounds more accessible through e-mail
communication instead of in-person or phone sessions. Limitations exist regarding external
validity based on the participants’ response rates; however, nonrespondents will be contacted to
reduce potential response bias. To minimize the researcher’s personal, cultural, language, or
other bias (Creswell & Creswell, 2018), external coders, auditors, readers outside the field of
education, and member checking will be utilized throughout the study. Reflexivity also plays a
role in the study; therefore, the researcher will include notes about their connection to the
research, past experiences in an educational or professional capacity, or other cultural or
background notes that could interfere or help shape the findings. However, it is essential that the
reflexivity notes be supplementary and not override the study’s content (Creswell & Creswell,
2018). Limitations also exist regarding time (current characteristics) and geographic location
(United States). Therefore, the researcher will compare and contrast literature on university
presidents conducted within the past 30 years and include various institutions across the United
States to limit bias. However, it should be noted that the study is based on perceptions, and
responses may not be applicable in every situation or presidential search.
William Jackson Assignment 4.1 Final Methodology Plan
Ethical concerns can be problematic within a qualitative interview study. As mentioned
above, participants are aware that the study is voluntary, data is confidential, and may terminate
their participation at their discretion. Site selection, question design, data use, and data storage
are critical ethical factors to address that place the participant at ease during the study. The
researcher assigns pseudonyms for participants, uses unbiased language, reports negative and
positive findings, and shares the results with the participants (Creswell & Creswell, 2018).
Moreover, the case study results may generalize to a broader theory requiring or leading to future
research (Creswell & Creswell, 2018).
Elements of the consent form, questionnaires, and Delhi method derive from (Sekayi &
Kennedy, 2017; Somerville, 2006; Plinske, 2008; Hazelwood, 2016).
William Jackson Assignment 4.1 Final Methodology Plan
References
Corbin, J.M., Strauss, A. (1990) Grounded theory research: Procedures, canons, and evaluative
criteria. Qualitative Sociology, 13, 3–21. https://doi.org/10.1007/BF00988593
Creswell, J. W., & Creswell, J. D. (2018). Research design: qualitative, quantitative, and mixed
methods approaches (5th ed.). SAGE.
Hazelwood, A. C. (2016). Leadership, change management, and acculturation in the merger of
two institutions of higher education: A case study (Order No. 10243660) [Doctoral
dissertation, University of Louisiana at Lafayette]. ProQuest Dissertations & Theses
Global. (1938185378). https://search.proquest.com/dissertations-theses/leadership-
change-management-acculturation-merger/docview/1938185378/se-2?accountid=10378
Linstone, Harold & Turoff, Murray. (1975). The Delphi method: Techniques and applications.
10.2307/3150755.https://www.researchgate.net/publication/237035943_The_Delphi_Met
hod_Techniques_and_Applications
Plinske, K. (2008). The next generation of community college presidents: Critical
characteristics, competencies, and professional experiences (Order No. 3331199)
[Doctoral dissertation, Pepperdine University]. ProQuest Dissertations & Theses Global.
(304825260). https://search.proquest.com/dissertations-theses/next-generation-
community-college-presidents/docview/304825260/se-2?accountid=10378
Sekayi, D., & Kennedy, A. (2017). Qualitative Delphi method: A four-round process with a
worked example. The Qualitative Report, 22(10), 2755-2763. Retrieved from
https://nsuworks.nova.edu/tqr/vol22/iss10/15
Somerville, D. D. (2006). Symbolic communication of college presidents during major
institutional change (Order No. 3209978) [Doctoral dissertation, University of
William Jackson Assignment 4.1 Final Methodology Plan
Pennsylvania]. ProQuest Dissertations & Theses Global. (305258316).
https://search.proquest.com/dissertations-theses/symbolic-communication-college-
presidents-during/docview/305258316/se-2?accountid=10378
Thomas, David. (2003). A general inductive approach for qualitative data analysis. American
Journal of Evaluation, 27 (2), 237-246 DOI: 10.1177/1098214005283748
William Jackson Assignment 4.1 Final Methodology Plan
Appendix A: Presidential Study Invitation
Dr. Whitney Taylor
University of the Cumberlands
6178 College Station Drive
Williamsburg, KY 40769
Dear Dr. Taylor:
Universities face a growing concern to find qualified candidates who will be successful in a
college president’s role. I am conducting a study to examine the experiences of college
presidents and those involved in the hiring process to reveal the traits and characteristics related
to success, vision, change management, and succession planning.
The study results intend to provide insight into successful college presidents’ characteristics and
assist hiring experts in succession planning strategies. There are two options to participate in the
study: a one-time in-person or telephone interview or a three-round Delphi study comprised of
the interview followed by three questionnaires via e-mail over six weeks between February 12,
2021, to March 26, 2021. Either option regarding the study is voluntary, and you may cease
participation at any time. The study lead will provide, upon request, any presentations or
publication of results that include your participation.
You have been selected to participate in the study due to your role within the university and
community. If you wish to participate, complete the consent form, and provide a preliminary
time for your initial interview within the six-week time frame. The Delphi study is limited to
current presidents and trustee members; however, all participants’ interview data is utilized
within our comprehensive research.
Thank you for your time and consideration of participating in this study.
Sincerely,
William F. Jackson
Ph.D. candidate, University of the Cumberlands
William Jackson Assignment 4.1 Final Methodology Plan
Appendix B: Consent Form
Thank you for agreeing to participate in a study of college president characteristics, which
comprises either a one-time interview or a four-round Delphi study limited to 30 participants.
William F. Jackson, a Ph.D. candidate in Educational Leadership at the University of the
Cumberlands in Williamsburg, KY., is conducting the study. Participants at any stage of the
study can e-mail inquiries to wjackson4557@ucumberlands.edu.
The purpose of this qualitative study is to examine the experiences of college presidents and
those experts involved in the hiring process to reveal the traits and characteristics as they relate
to success, vision, change management, and succession planning.
The study results intend to provide insight into successful college presidents’ characteristics and
assist hiring experts in succession planning strategies. Either option regarding the study is
voluntary, and you may cease participation at any time. The study lead will provide, upon
request, any presentations or publication of results that include your participation.
Please select from and initial one of the following study options:
One-time Interview: A 45-minute tape or video recorded interview where you will
respond to open-ended questions regarding your experience as a college president,
trustee, administrator, faculty, student, or hiring search expert. All responses will
remain confidential within our transcription and report, and you may choose not to provide a
reply or stop the interview at your discretion. There may be follow-up questions by e-mail or
phone. Data will be securely stored and disposed of complying with the university, state, and
federal guidelines.
Delphi Study: Limited to college presidents and trustees. Comprises initial interview
followed by three additional rounds of questionnaires. The entire process is six weeks,
with participants receiving follow-up questionnaires every two weeks. An initial 45-minute tape
or video recorded interview where you will respond to open-ended questions regarding your
experience as a college president or trustee. You will receive a follow-up questionnaire that
should take approximately 10 minutes to complete for three rounds every two weeks. All
responses will remain confidential within our transcription and report. You may choose not to
provide a reply or stop the interview or participation within the Delphi study at your discretion.
Data will be securely stored and disposed of complying with the university, state, and federal
guidelines.
Signature____________________________ Date___/___/_____
William Jackson Assignment 4.1 Final Methodology Plan
Appendix C: Presidents Interview Protocol
Name of Participant:
Title of Participant:
Date:
Location:
Name/ Title of Interviewer:
Questions
Career Goals
1) Is your current position the career goal you set for yourself after graduation?
a. If not, what was your career goal, and when did your plan change?
b. If so, what life event occurred or who did you admire that motivated you for this career
goal?
How long have you served in your current position?
2) Were you a part of an internal or external presidential search at your current institution?
3) Is this your first presidency?
a. If so, do you feel this may be your last presidency?
b. If not, Can you provide information on past presidencies? Do you feel this will be your
last presidency?
Vision & Change Management
4) How would you illustrate your strategy regarding change?
a. Have you experienced a substantial change within your current position?
b. How did you establish unity with internal and external stakeholders (trustees, faculty,
administration, students, and community)?
c. How did you communicate during implementing the change, and was it effective?
d. Did you employ any specific change management models?
Culture
5) Characterize the current culture of your institution?
a. What are the benefits or challenges within the existing culture?
b. Is this a culture that you shaped or helped shape?
c. If not, what would or will you do differently to shape a new culture?
Behaviors & Characteristics
6) What behaviors and characteristics do you possess that are essential for a college
president?
7) What competencies or leadership experiences are vital for successful college presidents?
8) Does educational background or professional experience play a role in successful
presidencies?
General Closing
9) . Is there anything I haven’t covered that you feel is essential regarding your higher
education role? Can you elaborate on that topic or item?
William Jackson Assignment 4.1 Final Methodology Plan
Appendix D: Participation Letter
January 24, 2021
College President & Trustees
123 Main Street
Anywhere, USA 12093
Dear Participant:
Thank you for participating in the presidential study that I am conducting at the University of the
Cumberlands. Initial interviews will begin on February 01 and end on February 12, 2021, and
explore career goals, vision and change management, succession planning, traits, behaviors, and
culture. The interview should take approximately forty-five minutes, and based on your
availability,
Those participating in the Delphi study will receive three additional questionnaires over six
weeks based on their preferred contact method. The first questionnaire will arrive on February
26, the second on March 12, and the final on March 26, 2021.
Participants at any stage of the study can e-mail inquiries to wjackson4557@ucumberlands.edu.
Sincerely,
William F. Jackson
Ph.D. candidate, University of the Cumberlands
William Jackson Assignment 4.1 Final Methodology Plan
Appendix E: Interview Protocol Questions for each group
Presidents
Career Goals
1) Is your current position the career goal you set for yourself after graduation?
c. If not, what was your career goal, and when did your plan change?
d. If so, what life event occurred or who did you admire that motivated you for this career goal?
How long have you served in your current position?
2) Were you a part of an internal or external presidential search at your current institution?
3) Is this your first presidency?
c. If so, do you feel this may be your last presidency?
d. If not, Can you provide information on past presidencies? Do you feel this will be your last
presidency?
Vision & Change Management
4) How would you illustrate your strategy regarding change?
e. Have you experienced a substantial change within your current position?
f. How did you establish unity with internal and external stakeholders (trustees, faculty,
administration, students, and community)?
g. How did you communicate during implementing the change, and was it effective?
h. Did you employ any specific change management models?
Culture
5) Characterize the current culture of your institution?
d. What are the benefits or challenges within the existing culture?
e. Is this a culture that you shaped or helped shape?
f. If not, what would or will you do differently to shape a new culture?
Behaviors & Characteristics
6) What behaviors and characteristics do you possess that are essential for a college president?
7) What competencies or leadership experiences are vital for successful college presidents?
8) Does educational background or professional experience play a role in successful presidencies?
General Closing
9) . Is there anything I haven’t covered that you feel is essential regarding your higher education
role?
a. Can you elaborate on that topic or item?
William Jackson Assignment 4.1 Final Methodology Plan
Appendix E: Interview Protocol Questions (Continued)
Board of Trustees
1) Name of College on which you serve on board of trustees?
2) For how many years have you served, and have you served as chairman?
3) How many presidential searches have you participated in, and in what capacity?
4) Characterize the culture before the current president? Has there been a positive or negative
change in culture? Can you explain why the culture has changed?
5) Were there significant changes since the president’s appointment? If so, what was the
communication between the board and the president during this change?
6) What is your current involvement in succession planning for the presidency?
7) Do you have a succession strategy?
a. If so, how often do you revise, and do you work with the current president?
b. If not, how would you approach the situation if the current president could no longer perform
their duties, passed away, retired, or resigned with little or no notice?
Faculty, Administration, & Presidential Search Committees
1) Characterize the current culture of your institution? Has the culture changed under the current
president? If so, discuss the positive or negative change.
2) From your viewpoint, what are the significant changes, other than culture, under the current
president? Describe the positive or negative communication between the president and your
office during this change?
3) What behaviors and characteristics do you feel are essential for a college president?
4) What competencies or leadership experiences are vital for successful college presidents?
5) Does educational background or professional experience play a role in successful presidencies?
6) Is there anything not covered that you feel is essential regarding the role of college president?
Can you elaborate on that topic or item?
Students & Community Leaders
1) Characterize the current culture of your institution? Has the culture changed under the current
president? If so, discuss the positive or negative change.
2) From your viewpoint, what are the significant changes, other than culture, under the current
president? Describe the positive or negative communication between the president and the
community?
3) What behaviors and characteristics do you feel are essential for a college president?
4) What competencies or leadership experiences are vital for successful college presidents?
5) Does educational background or professional experience play a role in successful presidencies?
6) Is there anything not covered that you feel is essential regarding the role of college president?
Can you elaborate on that topic or item?
William Jackson Assignment 4.1 Final Methodology Plan
Appendix F: Subsequent Letter to Delphi Participants
February 26, 2021
College President & Trustees
123 Main Street
Anywhere, USA 12093
Dear Delphi Participant:
Thank you for participating in the presidential study that I am conducting at the University of the
Cumberlands to explore career goals, vision and change management, succession planning,
traits, behaviors, and culture.
This first questionnaire includes follow-up questions based on the results of the initial interview
stage. I will need your data by March 05, 2021, to be included in this round. The second
questionnaire will arrive on March 12, and the final on March 26, 2021. The results will be
completed by April 09, 2021, and you will receive the final results of the study.
Participants at any stage of the study can e-mail inquiries to wjackson4557@ucumberlands.edu.
Sincerely,
William F. Jackson
Ph.D. candidate, University of the Cumberlands