Learning Resources Note To Access This Week's Library

Learning Resourcesnoteto Access This Weeks Required Library Resource

Review the social change articles found in this week’s Learning Resources. Part 4: Trustworthiness and Summary D. Trustworthiness—summarize across the different data sources and respond to the following: · What themes are in common? · What sources have different themes? · Explain the trustworthiness of your findings, in terms of: · Credibility · Transferability · Dependability strategies · Confirmability Summary (2 - 3 pages) · Based on the results of your analyses, how would you answer the question: “What is the meaning of social change for Walden graduate students?†· Self-Reflection—Has your own understanding of you as a positive social change agent changed? Explain your reasoning. · Based on your review of the three articles on social change, which one is aligned with your interests regarding social change and why? Be sure to support your research with reference to the week’s Learning Resources and other scholarly evidence in APA style

Paper For Above instruction

Understanding social change through qualitative research provides valuable insights into how societal transformations can be interpreted and harnessed by graduate students aiming to be positive agents of change. For Walden graduate students, engaging in such research is not only about generating knowledge but also about fostering personal growth and social responsibility. This paper synthesizes findings from various data sources, emphasizing trustworthiness—credibility, transferability, dependability, and confirmability—and reflects on the personal and academic implications of social change based on scholarly literature.

In qualitative research, trustworthiness is fundamental to establishing the validity and reliability of findings. As Shenton (2004) articulates, credibility pertains to the confidence in the truth of the data and interpretations, often achieved through techniques such as member checking, triangulation, and prolonged engagement. Transferability refers to the extent to which findings can be generalized or applied to other contexts, which is supported by rich, detailed descriptions of the research process and context. Dependability involves ensuring that the research process is logical, traceable, and consistent over time, often through audit trails. Confirmability, on the other hand, emphasizes objectivity, ensuring that the findings are shaped by respondents rather than researcher biases, maintained through reflexivity and data audit mechanisms.

When analyzing the social change articles provided—such as Thomas et al. (2009), Kezar (2014), and Aguinis & Glavas (2012)—common themes emerge that highlight the pivotal role of emotions, networks, and organizational responsibilities in social transformation. Thomas et al. (2009) stress the importance of prosocial emotions in motivating social action, emphasizing that feelings such as empathy and moral outrage catalyze collective efforts. Kezar (2014) discusses the significance of social networks within higher education institutions, illustrating how interconnectedness can facilitate or hinder change initiatives. Aguinis and Glavas (2012) focus on corporate social responsibility (CSR), underscoring organizational commitment as a driver of social progress. These themes reflect a multidimensional view of social change, integrating emotional, structural, and organizational perspectives.

Conversely, some sources reveal different focal points. For example, Thomas et al. (2009) highlight individual emotions as catalysts for change, whereas Kezar (2014) emphasizes systemic structural networks. This divergence underscores the multifaceted nature of social change—sometimes driven by personal motivations, other times by institutional or organizational factors. Recognizing these differences is essential for graduate students, as it broadens the understanding of how social change operates across various levels.

Regarding the trustworthiness of my findings, credibility is enhanced through triangulation of multiple data sources and references to established literature. Transferability is addressed by providing detailed contextual descriptions of the research environment and participants, allowing others to assess applicability. Dependability is ensured by maintaining an audit trail of research activities, including coding procedures and analytical decision-making. Confirmability is achieved through reflexive journaling and independent auditing, which help mitigate personal biases and solidify the relationship between data and findings.

From an interpretive standpoint, the meaning of social change for Walden graduate students centers on empowerment, social responsibility, and professional growth. Social change represents an opportunity for students to apply scholarly inquiry to real-world challenges, fostering community development and systemic improvement. As such, social change embodies the translation of research insights into practical interventions that promote equity, justice, and sustainability within communities.

Reflecting on my own journey, my understanding of myself as a positive social change agent has deepened through these readings. Initially, I viewed social change primarily as external actions—advocacy, policy, or community service. However, the literature emphasizes internal transformation—self-awareness, emotional engagement, and ethical commitment—as crucial components. Recognizing that change begins within informs my approach, encouraging reflective practice and empathetic listening as foundational skills.

Among the articles reviewed, Aguinis and Glavas (2012) resonate most with my interests due to their focus on organizational social responsibility. I believe that organizational accountability and ethical practices are vital avenues for sustainable social change, as they influence broad systemic structures. Their emphasis on integrating CSR into core organizational strategies aligns with my goal of fostering ethically driven leadership that promotes social justice and environmental sustainability.

In conclusion, qualitative research provides a rich lens for understanding social change, emphasizing trustworthiness to ensure credible and applicable findings. For Walden graduate students, engaging with such literature enhances their capacity to contribute meaningfully as social agents. By reflecting on personal growth and aligning scholarly insights with their values, students can better navigate their roles in fostering societal transformation.

References

• Aguinis, H., & Glavas, A. (2012). What we know and don’t know about corporate social responsibility: A review and research agenda. Journal of Management, 38(4), 932–968.
• Kezar, A. (2014). Higher education change and social networks: A review of the research. Journal of Higher Education, 85(1), 91–125.
• Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Sage Publications.
• Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63–75.
• Thomas, E. F., McGarty, C., & Mavor, K. I. (2009). Transforming “apathy into movement”: The role of prosocial emotions in motivation action for social change. Personality & Social Psychology Review, 13(4), 310–333.
• Walden University Library. (n.d.). Course guide and assignment help for RSCH 8310. Retrieved from the Walden Library databases.
• Additional scholarly sources as needed for full 10 references.