Schumpeter y el neo-evolucionismo económico

Essentially the data analysis to be used in a given study is dictated by the nature of the data. Accordingly, as this study followed a concurrent mixed methods design, qualitative and quantitative strands of data were analysed independently at the initial level. However, although the two different data sets were presented and analysed independently, they were integrated at the interpretation phase. That is, meta- inferences were given by consolidating the two data sets where they were meant to answer a single research question. In line with the nature of the data, two different types of software were used to facilitate the data analysis. The analysis of qualitative data was facilitated by Atlas.ti7 after being transcribed in a sound organiser and the analysis of quantitative data was facilitated by SPSS, version 20.

The process of analysing qualitative data began by creating primary documents in the Atlas.ti7 software developed by Friese (2013) within two Hermeneutic Units. The first Hermeneutic Unit contains a total of 30 primary documents. The major content of the primary document was the transcribed interview data (leader interviews and teacher

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interviews). The contents of the transcribed interviews were broken down into chunks and the chunks were given initial codes and those initial codes were organised together. Consequently, a total of 96 codes were defined initially and a total of 704 references were made about these codes. The “codes-primary-document table” contains the frequency of codes across documents. After further readings and review of the codes, redundant or overlapping codes were removed and synonymous codes were renamed. Then, after the coding task had been conducted, initial listings of categories were carried out.

At this stage some codes became major topics in their own right and some were grouped under major topics and became subsets of those major topics. As in the case of the coding process, a review of these categories was also conducted. Finally, themes were defined and expressed in terms of the number of references made and the number of participants that made those references. Accordingly, qualitative data were quantified in such a way that codes and themes were created, and the number of times they occurred in the text data was counted. Likewise, the second Hermeneutic Unit contains a primary document which is from the open-ended part of the survey questionnaire written by the randomly selected respondent teachers. The same procedure was followed to define codes and themes as in the case for the first Hermeneutic Unit. A total of ten themes were created for which 185 references were made in aggregate.

To define a theme a minimum of five references were considered. To this effect, when themes are presented, the number of references made is indicated (bracketed) in each case along with the number of some other themes with which this theme is associated. Results obtained about the themes defined are presented along with the number of references, and the reference numbers and the codes of the participants who made the references. The reference number is a default code (serial number) provided by the software (Atlas.ti7). When codes are defined, the software automatically assigns a reference number to locate the text portion of the reference within the primary document in the HU. Moreover, when portions of the quotations are provided under each theme,

only those which are descriptive enough in terms of encompassing the remaining quotations are chosen, but attempts are made not to overuse references made by a single participant.

However, for a critical conceptualisation of the codes and themes, networks showing relationships were also created. According to Friese (2013:19) these networks allow a researcher to conceptualise the structure by connecting sets of similar elements together in a visual diagram. Thus, networks showing code-families were created for seven key dimensions. The first two dimensions are about sets of behaviours desired to be lived by academic leaders, one from the results of the participant interview and the other from responses to open-ended questions. Results from these were compared and common themes were used for the analysis. The third key dimension is about the sets of behaviours desired to be lived by teachers. The fourth and fifth dimensions include the teachers’ perceptions of the leaders’ core values and the leaders’ description of their own behaviours respectively. The sixth and the seventh key dimensions respectively are about institutional contexts perceived to be favourable and the contexts perceived to be challenges to foster CTE through VBL.

Conversely, quantitative data were analysed using descriptive and inferential statistics. The set of questions designed to assess CTE and its perceived outcome were initially analysed using descriptive statistics. The same procedure was made to analyse the items designed to measure VBL behaviours. A one-sample t-test was used to examine the significance of the mean differences from the desirable range. The test-values used in each case will be explained in chapters five and six. Finally, inferential statistics were used to analyse the data obtained through quantitative research. Although initially they were analysed independently, the correlation (r) between VBL and CTE was also examined. Moreover, the measure of the amount of variability in one variable that is explained by the other (R2_{) was also seen.}

As the design of this research was a concurrent mixed method, the two independently analysed data sets were mixed herein. For instance, after quantitative and qualitative

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descriptions were made independently about the state of CTE at EPrUs, a meta- inference was made. Since complementary findings were obtained from the two, they jointly contributed to the validity of the study. Similarly, the values or behaviours of VBL were measured statistically in terms of their perceived importance and leaders’ perceived performance. Likewise, qualitative descriptions were made and themes were defined about the sets of behaviours desired in academic leadership and about the leaders’ shared values (perceived lived experiences). Accordingly, meta-inferences were made about these aspects. Moreover, teachers’ desired professional values were explored and defined in themes and the common characteristics that these values have with regard to the values of VBL were discussed so as to justify the significance of considering them in the process of institutionalising VBL.

4.8 CHAPTER SUMMARY

In this chapter the research paradigm, the research approach, and the specific research design used in the study were presented and the methodological procedures were described in depth. Accordingly, it is noted that the research paradigm and approach respectively are pragmatism and mixed research respectively. It is also noted that a concurrent mixed research design was used to seek for complimentarity and data triangulation. The academic communities of the EPrUs were considered as the population of the study, which amounted to 15,020. From this given population, a total of 1291 participants were involved in the study. A mixed methods sampling strategy (combination of random and purposive sampling techniques) was used. Data analysis involved descriptive statistics for numeric data and thematic analysis of the results from interviews and open-ended questions.

CHAPTERFIVE

PRESENTATION AND ANALYSIS OF QUANTITATIVE DATA

5.1 INTRODUCTION

This chapter deals with quantitative data which were obtained from the randomly selected teachers and students in the form of survey questionnaires. Regarding the survey questionnaire used to obtain information from the teachers, 185 copies were distributed out of which 157 (84.86%) of them were properly filled out and returned to the researcher. Likewise, 1150 copies of the questionnaire were distributed to students, out of which 1100 (95.65%) copies were properly filled out and returned. The teachers’ questionnaire contains combinations of 59 close-ended questions (21 of them deal with collective teacher efficacy and 38 of them refer to attributes of VBL). Three open-ended questions were also embedded into the teachers’ questionnaire to form qualitative data along with the interview questions. However, the analysis of these qualitative data will be made in the next chapter. With regard to the students’ questionnaire a total of 18 close ended items were used.

This chapter, then, deals with the presentation of the findings from the aforementioned quantitative data set. The presentation structure follows the sub-questions and the specific objectives addressed towards answering those questions. These quantitative data sets are presented in the form of tables and figures (in percentage, mean, aggregate mean, mean difference and standard deviation). For the sake of presentation of the frequencies, responses of the same direction are summed-up together and the five point scale is reduced to a three point category. That means “high” and “very high” are treated as high rating; and “low” and “very low” are aggregated as low. Likewise, “agree” and “strongly agree” are both considered as agreement to the proposed statement; and the sum of results to “disagree” and “strongly disagree” are treated as disagreement.

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5.2

DESCRIPTION OF TEACHERS’ SENSE OF COLLECTIVE