The ultimate template

Developing an analytical template is a continuous process. However, the researcher must decide when the point is reached where s/he can stop the development process. One can continue to modify and refine the definition of codes almost to infinity, but in fact no research will have an indefinite time to create an “ideal” template. The resolution on when the template is complete will depend on the distinctness of the individual studies and the perception of the researcher, although no template can be deemed “good enough” if any part of the text that are comprehensibly related to the study main question remains un-

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coded (king, 2004, p 263). In addition, as a rough empirical approach, it is improbable that a template can be deemed final if all data has not been read — and coding has been thoroughly studied — more than once (King and Brooks, 2017).

Usually, most or all of the texts will be read at least three or four times before the researcher feels content with the template. Often, the researcher can make a confident decision about when the point is reached that the template is sufficiently clear and comprehensive (appendix 6).

4.9 SUMMARY

This chapter has presented the process involved in collecting and analysing the research data. It has provided a discussion on data collection and the issues about how data was collected; with an in-depth clarification about the design of interview questions; the interview process; and the sampling method carried out in this study. Also, this chapter included a discussion about the reflexivity and reflection of the study, and an explanation of the important elements of data analysis. This discussion includes how to create a template analysis and how the main themes and sub-themes are developed; the process of coding and categorisation, which contributed to the development of themes and sub-themes; and an explanation of how modifications were made when the template was revised. This chapter concluded with a further explanation of how the various cycles of the study were carried out.

CHAPTER 5

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5.0 INTRODUCTION

The aim of this study mainly focused on strategic management events in the higher education institution context including the integration of quality assurance standards within it in order to satisfy the external requirement of the accreditation authority (OAAA), and internally to plan strategically for the development of quality in the processes of the higher education institution (the College). The primary objective of an action research study is to decide upon methods that will help to improve the situation (Mills, 2011). This study utilised a PAR framework to support the College to define more accurately the different measures about strategic plans and quality improvement indicators while working towards the implementation of its strategy to obtain the accredited status. However, all the College strategic implementation processes, including the quality improvement process, can be described as a form of transformational change that will result in improving the quality of the operations at all functional levels. Moreover, this chapter offers an analysis and discussion of qualitative data collected from documents and archival reports, interviews and the research participants, and my observation and reflections during the process of the research in order to answer the main question of the study (Q): How best can the College formulate and implement its strategy and integrate quality improvement standards within it in order to achieve sustainable competitive advantages? It centres on the challenges encountered by the College to adopt processes, to resolve the main question, specifically, the challenges faced by the College members to implement the strategic plan; the inability of the available strategic planning models to assist in this regard; and the ambiguity about how to properly integrate the quality assurance processes within the College’s strategic plan. Accordingly, I explored the (College members) research participants’ perceptions and approach towards the strategic management within the framework identified in Chapter 2 (section 1.12), in order to form a comprehensive reply to the main question of the study by how I perceive action developing into practice. Additionally, to boost the reliability, transparency and integrity of results and interpretations and conclusions, a discussion of the results is also presented. A broadly bounded question can form the source for preliminary and evolving sub‐questions. The main question (Q) of the study allowed me as a researcher to grasp the main objectives of the study in one major question (Janesick, 2000). Paradigm change should allow for the restructuring of the institutional processes of the College to enhance efficiency, service quality and modification of the organisational structure, and, as a result, it will also assist in making the necessary changes in policies and procedures.

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The interview texts were coded and organised, using template analysis into themes and results. This process was achieved through the application of inductive thinking, and the results were matched with my personal biases documented in a reflexive diary. The themes which were compatible with my biases were then confirmed through interview scripts and templates to verify that the themes arose from the interviewees, rather than from biased enquiry or through my interpretation.