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Examining a Comprehensive College Transition Program: An Account of Iterative Mixed Methods Longitudinal Survey Design

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  • Darnell Cole

    (University of Southern California)

  • Joseph A. Kitchen

    (University of Southern California)

  • Adrianna Kezar

    (University of Southern California)

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.

Suggested Citation

  • Darnell Cole & Joseph A. Kitchen & Adrianna Kezar, 2019. "Examining a Comprehensive College Transition Program: An Account of Iterative Mixed Methods Longitudinal Survey Design," Research in Higher Education, Springer;Association for Institutional Research, vol. 60(3), pages 392-413, May.
    • Handle: RePEc:spr:reihed:v:60:y:2019:i:3:d:10.1007_s11162-018-9515-1
    DOI: 10.1007/s11162-018-9515-1
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    References listed on IDEAS

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    1. Nancy Leech & Anthony Onwuegbuzie, 2009. "A typology of mixed methods research designs," Quality & Quantity: International Journal of Methodology, Springer, vol. 43(2), pages 265-275, March.
    2. Matthew Soldner & Heather Rowan-Kenyon & Karen Kurotsuchi Inkelas & Jason Garvey & Claire Robbins, 2012. "Supporting Students' Intentions to Persist in STEM Disciplines: The Role of Living-Learning Programs among other Social-Cognitive Factors," The Journal of Higher Education, Taylor & Francis Journals, vol. 83(3), pages 311-336, May.
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