The Journal of College and University Student Housing - Volume 45, No. 2 - 76

David Schmid * Jennifer Wagstaff

DATA ANALYSIS
This study followed two different data analysis
processes. For the online analysis of the NASPA
website, an Excel spreadsheet was developed
that included the name of the institution, type
of degree offered, and required coursework.
From this information, the researchers determined whether the degree program required
counseling courses. Next, by going into individual program websites to retrieve the information, the researchers reviewed each degree
program that required counseling courses to
determine the type of counseling course(s) that
were required. Once all information had been
gathered, the researchers organized it by class
type, class name, and program name to summarize all findings.
For the online survey, an iterative process
where data collection and analysis happened
concurrently was used to ensure that understandings were truly coming from the data
(Anfara, Brown, & Mangione, 2002; DiCicco-Bloom & Crabtree, 2006). First, one researcher read each response in its entirety for
the purpose of surface analysis (Anfara et al.,
2002). This line-by-line fluid process produced
key words and phrases that were common
among the research participants (Hahn, 2008;
Rossman & Rallis, 2012). Further analysis of
the data occurred through a second iteration.
During this iteration, one researcher used the
constant comparative method to recognize
similarly coded data to consolidate and produce
categories and subcategories (Anfara et al.,
2002; Creswell, 2013; Hays & Singh, 2012).
The second researcher then went through the
same process to achieve comparison. Finally,
consultation with two peer debriefers occurred
to identify blind spots and develop new under78

standings. The final iteration involved further
analysis of the first two iterations and allowed
for the discovery of how the categories and
subcategories related to one another to generate themes. During the third iteration, the
researcher used axial or thematic coding to
critique previous codes and to develop refined
categories (Creswell, 2013; Hahn, 2008; Hays
& Singh, 2012).

TRUSTWORTHINESS
The trustworthiness of a study is contingent
upon degree of confidence in methodology
and data interpretation. To be certain that
qualitative research is trustworthy, a focus is
placed on procedures that ensure credibility,
transferability, dependability, and confirmability (Creswell, 2013; Golafshani, 2003; Hays &
Singh, 2012). In the case of this study, the researchers developed a survey with open-ended
questions to gather data that was then combined with the data from the NASPA website
analysis. Through this data triangulation they
were able to build a justification for the themes
by providing evidence from multiple sources
(Creswell, 2013; Hays & Singh, 2012). Finally,
the researchers called upon a peer debriefer to
ensure that the findings and conclusions were
supported by the data. Peer debriefing allows
for an external check in the research process
by someone who is familiar with the phenomenon under investigation (Creswell, 2013; Hays
& Singh, 2012). In this case, the researchers
consulted with a former colleague with extensive experience in residence life. They reviewed
the survey responses and developed themes for
comparison. In addition, the peer debriefer assisted with reflexivity throughout the process.

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The Journal of College and University Student Housing - Volume 45, No. 2

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