Using The Public Policy Conceptual Framework For Research

Using The Public Policy Conceptual Framework The Research Team Framed

Using the public policy conceptual framework, the research team framed their self-study as an investigation of “program positionality” using the sensitizing concepts of availability—of what? to whom?, accessibility—can the potential recipient find us or get to us?, and acceptability—is the program aligned with community financial resources? Each program document, video, webpage, and protocol was examined. The research team developed a form to document and organize the data to be extracted from various sources, which included recordkeeping details, descriptive information about the source, responses to each of the three key concepts, and field notes on researcher reactions and feelings. The process involved identifying, collecting, organizing, reviewing, and analyzing relevant data from multiple sources as part of a qualitative inquiry into program perceived positionality, following the methodological guidance of Ravitch & Carl (2016). The data organization process is critical due to multi-source data, and coding will be initiated by analyzing the first Scholars of Change video, including reviewing associated transcripts and observational notes, with a focus on identifying key codes aligned with the concepts of availability, accessibility, and acceptability for a social change investigation.

Paper For Above instruction

The application of the public policy conceptual framework in qualitative research offers a structured approach to understanding how programs function within community contexts, especially concerning factors such as availability, accessibility, and acceptability. In this context, the research team approached their self-study through these key concepts to evaluate program positioning critically and systematically across diverse data sources, including documents, videos, and protocols. The framework guides researchers to scrutinize not just the content of these materials but also their alignment with community needs and resources, ultimately informing how social programs operate and are perceived within their operational environment.

The first step in this kind of analysis involves rigorous data collection and organization. As noted by Ravitch and Carl (2016), qualitative inquiry requires meticulous identification and compilation of relevant data from multiple sources, emphasizing the importance of creating structured documentation forms. The team's form incorporated elements for recordkeeping—such as dates, times, and researcher IDs—descriptive source information, responses to the concepts of availability, accessibility, and acceptability, and field notes reflecting researchers' reactions. This comprehensive data collection process facilitates transparency, reproducibility, and rigor in analysis, setting the foundation for meaningful coding and interpretation.

Coding is a pivotal step in qualitative analysis, enabling researchers to move from raw data to conceptual understanding. Utilizing the guidance provided by Saldaña (2016), the research team aims to initiate first-cycle coding, focusing on systematically identifying meaningful segments within the footage and transcripts of the Scholars of Change videos. For this social change-focused investigation, initial codes might distinguish elements such as "perception of access" or "resource alignment," helping to elucidate how programs are situated within community contexts and whether they align with residents’ needs and financial capacities.

The selection of one of the Scholars of Change videos for detailed coding exemplifies how qualitative research methods are applied to real-world social change initiatives. The researcher’s task involves reading through the transcript, reviewing observational notes, and tagging sections with focused codes supported by direct quotes or descriptive evidence. For instance, if a transcript segment highlights community members' difficulty in finding or reaching the program, a code like "accessibility challenge" could be applied, supported by a quote such as, “Many residents don’t know where to find the program or feel intimidated approaching it.” This coding process helps uncover themes related to physical or informational barriers that influence program participation.

Furthermore, analyzing the coded data provides insights into whether the program's design and communication strategies align with community capacities and cultural considerations, which directly relate to acceptability. For example, if field notes or quotes indicate that community members see the program as financially inaccessible or culturally misaligned, such observations are essential for evaluating program fit. These findings can then inform recommendations for improving outreach and resource allocation, making programs more responsive and inclusive.

In conducting this analysis, the research team exemplifies qualitative inquiry's iterative nature, where initial codes are refined through ongoing review. The integration of field notes with transcript coding enriches understanding, offering contextual insights that pure textual analysis might miss. Additionally, this process aligns with best practices identified by Saldaña (2016), emphasizing memo-writing to capture analytical thoughts and emerging themes, thus fostering a more nuanced understanding of program positionality within community social change efforts.

Overall, applying the public policy conceptual framework and systematic coding processes allows researchers to produce a detailed, nuanced picture of program functioning within social contexts. These analyses can reveal gaps between policy intentions and community realities, guiding more effective, culturally sensitive, and resource-aligned program development. Such research underscores the importance of thorough qualitative methods in advancing community-based social change initiatives, ensuring they are accessible, acceptable, and readily available to those they aim to serve.

References

• Ravitch, S. M., & Carl, N. M. (2016). Qualitative research: Bridging the conceptual, theoretical, and methodological. Sage Publications.
• Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). Sage Publications.
• Kezar, A. (2014). Higher education change and social networks: A review of the research. Journal of Higher Education, 85(1), 91–125.
• 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).
• Walden University. (2015). Social change. Retrieved from https://www.waldenu.edu
• Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Sage Publications.
• 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).
• Kezar, A. (2014). Higher education change and social networks: A review of the research. Journal of Higher Education, 85(1), 91-125.
• 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).
• Walden University. (2015). Social change. Retrieved from https://www.waldenu.edu