College Of Doctoral Studies: Psy 850 Resource, 10 Str 390108

College Of Doctoral Studiespsy 850 Resource10 Strategic Points

College of Doctoral Studies PSY-850 Resource 10 discusses incivility in psychology undergraduate education programs. It includes instructions on how to develop a research proposal, such as formulating a problem statement, research questions, sampling strategy, sample size justification, methodology, purpose statement, data collection instruments, data analysis approach, and confidentiality considerations.

Paper For Above instruction

The prevalence of incivility within undergraduate psychology programs warrants thorough investigation due to its significant impact on student learning, faculty well-being, and the overall academic environment. Incivility, characterized by disruptive behaviors such as disrespect, harassment, or dismissiveness, can undermine educational quality and hinder the development of professional skills crucial in psychology (Clark & Springer, 2010). As undergraduate education forms the foundation for future psychologists, understanding and addressing incivility is essential for fostering a conducive learning environment.

Problem Statement:

Incivility in undergraduate psychology education has increased over recent years, adversely affecting students’ academic experiences and faculty effectiveness, but limited empirical research has systematically explored its prevalence, causes, and consequences in this context (Johnson & Nelson, 2018). There is a critical need to investigate the extent and impact of incivility within these programs to inform institutional strategies aimed at enhancing civility and professional conduct among students and faculty.

Research Questions:

1. What is the prevalence of incivility among students and faculty within undergraduate psychology programs?

2. What are the perceived causes of incivility among students and faculty in these programs?

3. How does incivility affect the academic and professional development of undergraduate psychology students?

4. What strategies can be implemented to reduce incivility and promote a respectful learning environment?

Sample:

A purposive sampling strategy will be employed to select undergraduate psychology students and faculty members who have experienced or observed incivility in their academic environment. Purposive sampling is justified here because it enables the researcher to target participants with relevant experiences (Creswell & Poth, 2018). The sample size will be approximately 20–30 participants, aligned with qualitative research standards suggesting that data saturation often occurs within this range (Guest, Bunce, & Johnson, 2006).

Justification for Sample Size:

According to the GCU Core Design Document, a qualitative study typically involves a sample size that allows for rich, detailed data while maintaining feasibility. A sample of 20–30 participants is sufficient for in-depth interviews and provides enough diversity to capture various perspectives (Saldana, 2016). This size facilitates thorough analysis without redundancy, ensuring the credibility and dependability of findings.

Phenomenon, Methodology, and Design:

This study will employ a phenomenological approach to explore the lived experiences of incivility among undergraduate psychology students and faculty (Moustakas, 1994). This methodology is appropriate because it seeks to understand the essence of participants' perceptions and feelings related to incivility. The design will be qualitative, descriptive, and exploratory, involving semi-structured interviews to gather in-depth insights.

Purpose Statement:

The purpose of this qualitative phenomenological study is to explore the lived experiences of incivility among undergraduate psychology students and faculty, aiming to identify its prevalence, impact, and potential strategies for fostering a respectful academic environment, in accordance with the GCU required format.

Data Collection Instruments and Approach:

The primary data collection instrument will be a semi-structured interview guide developed to explore participants’ experiences with incivility, its causes, and consequences. Informed consent will be obtained prior to interviews, ensuring participants understand their voluntary participation, confidentiality, and the right to withdraw at any time. Confidentiality will be maintained through the use of pseudonyms and secure data storage, aligning with ethical standards outlined by the Institutional Review Board (IRB).

Data Analysis Approach:

A thematic analysis strategy, inspired by Saldana (2016), will be employed to systematically identify, analyze, and report patterns within the qualitative data. This approach involves coding transcripts, developing themes, and interpreting findings within the context of the research questions. Such a strategy enhances the rigor of qualitative analysis by providing a structured framework for understanding complex phenomena like incivility.

In conclusion, this study aims to contribute valuable insights into the nature of incivility in undergraduate psychology education, with practical implications for policy development and faculty training programs. By understanding the experiences of students and faculty, institutions can implement targeted interventions to promote civility and improve the overall educational environment.

References

  • Clark, C. M., & Springer, C. (2010). Student incivility: An ongoing challenge for faculty. Journal of Nursing Education, 49(4), 219-223.
  • Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
  • Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? Field methods, 18(1), 59-82.
  • Johnson, P., & Nelson, R. (2018). Incivility in higher education: Causes and consequences. Journal of Higher Education Policy and Management, 40(3), 258-269.
  • Moustakas, C. (1994). Phenomenological research methods. Sage.
  • Saldana, J. (2016). The coding manual for qualitative researchers. Sage.
  • Cutcliffe, J. R. (2000). Methodological issues in grounded theory. Nursing Inquiry, 7(2), 87-93.
  • Seidman, I. (2013). Interviewing as qualitative research: A guide for researchers in education and the social sciences. Teachers College Press.
  • Patton, M. Q. (2015). Qualitative research & evaluation methods. Sage publications.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.

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