Qualitative Methods in Higher Education Policy Analysis: Using Interviews and Document Analysis

Authors

Gregory T. Owen, Georgia Institute of TechnologyFollow

Abstract

This article is the second of a short series of works designed to articulate the results and research approach I utilized in my study Analysis of Background Check Policy in Higher Education. This second article focuses on the research development, design, and overall approach I utilized in addressing my research question which aimed to examine the history and experiences of Georgia Institute of Technology’s adoption of background check policy. This was achieved through interviewing relevant constituents and analyzing all available/related official policy documents associated with Georgia Tech’s Pre-employment Background Check Policy and Program. In my research approach, my conceptual framework consisted of considering four important policy dimensions, including the normative, structural, constituentive, and technical dimensions. This framework served as a basis and focus, shaping my research process, informing the methodological design, and influencing the selection of data-collection instruments. Using four very specific research design questions, I conducted my research through the lens of the social constructivist adopting an interpretivist approach utilizing a qualitative policy analysis methodology which included the use of interviews and document analysis to address my research question.

Keywords

Qualitative PolicyAnalysis, Qualitative Research Design, Document Analysis, InterviewResearch, Background Check, Higher Education Policy, Criminal History, Campus Security

Publication Date

6-30-2014

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2014.1211

Recommended APA Citation

Owen, G. T. (2014). Qualitative Methods in Higher Education Policy Analysis: Using Interviews and Document Analysis. The Qualitative Report, 19(26), 1-19. https://doi.org/10.46743/2160-3715/2014.1211