{"id":46,"date":"2018-02-11T21:02:22","date_gmt":"2018-02-12T04:02:22","guid":{"rendered":"https:\/\/create.twu.ca\/furtherupfurtherin\/?p=46"},"modified":"2018-02-11T21:02:22","modified_gmt":"2018-02-12T04:02:22","slug":"learning-activity-6-1","status":"publish","type":"post","link":"https:\/\/create.twu.ca\/furtherupfurtherin\/2018\/02\/11\/learning-activity-6-1\/","title":{"rendered":"Learning Activity 6.1"},"content":{"rendered":"

I believe<\/span> Chan & So (2017) used a grounded theory research design to complete their study. First, the purpose statement identifies a process to explore and the need to fill a gap in present theories. \u00a0Second, the researchers collected data through interviews, from multiple people with different experiences and perspectives. Third, the researchers analyzed data using multiple stages of coding. Finally, the researchers described the categories and themes found within the data and their relation to each other in theory, and they developed a theory which they explained in text and through visual means. (Plano-Clarke & Creswell 2015, p. 297 \u2013 298)<\/span><\/span>\u00a0<\/span><\/span><\/p>\n

The researchers asked two research questions. First, \u201cCan servant leadership training be a part of a secondary school co-curriculum program?\u201d (2017, p. 19) Second, \u201cHow is servant leadership developed in learners at a secondary school?\u201d (2017, p. 19) The authors of the study were justified in using grounded theory as the research design addressed the purpose of their study. The purpose of the study was to, \u201cexplore a possible pathway to cultivate servant leadership attributes among learners in secondary schooling.\u201d (Chan & So, 2017, p. 19) Moreover, Chan & So recognized the need to develop a broad theory addressing the development of servant leadership in secondary learners, aged 15 to 17 as there was a hole in recent research. Plano-Clark & Creswell explain the purpose of grounded theory is, \u201cto generate theory about a process, action, or interaction.\u201d (2015, p. 301) Thus, Chan & So research design successfully addressed the study\u2019s purpose, which allowed them to create a \u201cFramework of Servant Leadership Development for Adolescent Learners.\u201d (Chan & So, 2017, p.19)<\/span><\/span><\/p>\n

\u00a0<\/span><\/span><\/p>\n

What research design was used to guide the study? Was it justified?<\/span><\/span><\/p>\n

2\/3. The authors could have been clearer of their research design as it could easily be mistaken as a case study.<\/span><\/span><\/p>\n

Does the qualitative research design address the study\u2019s purpose?<\/span><\/span><\/p>\n

3\/3<\/span><\/span><\/p>\n

References<\/p>\n

Chan, K. W. C, & So, G. B. K. (2017). Cultivating servant leaders in secondary schooling. Servant Leadership: Theory and Practice, 4<\/em>(1), 12-31. Retrieved from http:\/\/www.sltpjournal.org\/uploads\/2\/6\/3\/9\/26394582\/03chan_so_vol_4_issue_1.pdf<\/strong><\/a><\/p>\n

 <\/p>\n

Plano-Clark, V., & Creswell, J. (2015). Understanding research: A consumer\u2019s guide<\/em> (2nd ed.). Boston, MA: Pearson.<\/p>\n

Unit 6 Learning Activities<\/a><\/p><\/blockquote>\n