The research data was reviewed using interpretational analysis. Interpretational analysis is "a systematic set of procedures to code and classify qualitative data to ensure that important constructs, themes, and patterns emerge."27 Interviews were transcribed, then data was coded and organized for interpretational analysis. Coding "involves
24Kvale and Brinkmann, InterViews. Kvale and Brinkmann define it as "an interview with the purpose of obtaining descriptions of the life world of the interviewee in order to interpret the meaning of the described phenomena." 3.
25Ibid., 102, Box 6.2.
26Creswell, Qualitative Inquiry and Research Design. "Triangulation: Researchers make use of multiple and different sources, methods, investigators, and theories to provide corroborating evidence for validating the accuracy of their study." Ibid., loc. 5600, Kindle.
27M. D. Gall, Joyce P. Gall, and Walter R. Borg, Applying Educational Research: How to Read, Do, and Use Research to Solve Problems of Practice, 6th ed. (Boston: Pearson, 2009), 315.
aggregating the text or visual data into smaller categories of information, seeking
evidence for the code from different databases being used in a study, and then assigning a label to the code."28 Data coding and analysis was based on the frequency of values that arise in the interviews. Dedoose, an online application designed specifically for coding and reporting qualitative research, was used.29
Validity and Reliability
The validity and reliability of this qualitative phenomenological research study were achieved by following Creswell's methodology for validity and reliability. Validity strategies include triangulating data, member checking, using rich, thick description, clarifying the researcher's bias, presenting negative or discrepant information, spending prolonged time in the field, peer debriefing, and an external audit. Reliability procedures include checking transcripts, consistent code definitions and meanings, and cross-
checking codes.30 Following Creswell's suggestions, this research study utilized the following strategies to ensure the validity and reliability of its findings:
1. Prior to the research study, research bias was clarified by disclosing the researcher's background and assumptions that impact the inquiry.31
2. Data was triangulated by using multiple and different resources, methods,
28Creswell, Qualitative Inquiry and Research Design, loc. 3530, Kindle.
29Information about Dedoose may be found at dedoose.com.
30Creswell, Research Design, 190-92. "Qualitative validity means that the researcher checks for the accuracy of the findings by employing certain procedures, while qualitative reliability indicates that the researcher's approach is consistent across different researchers and different projects." Ibid., 190.
31Creswell, Qualitative Inquiry and Research Design. "In this clarification, the researcher comments on past experiences, biases, prejudices, and orientations that have likely shaped the
interpretation and approach to the study." Ibid., loc. 4662, Kindle. As stated in the Research Concern in chapter 1, principle to the research concern is the researcher's own relationship to CBTE. While pastoring a church in Virginia this researcher attended Virginia Beach Theological Seminary (VBTS) in Virginia Beach, Virginia receiving a M.Div. degree in 2007 after 96 hours of course work over five years of academic training (2002-2007). While a student, VBTS achieved academic accreditation. Currently, the researcher serves on the Board of Trustees of VBTS and desires to advocate the CBTE model.
investigators, and theories to provide corroborating evidence.32
3. The findings were member checked to ensure validity and reliability.33 Conclusion
A report of the qualitative phenomenological research findings are presented in chapter four with the goal of determining the educational philosophy, church proximity, and academic standards in CBTE. Chapter 4 provides a description of each church and seminary relationship that emerges from the data analysis. Individual reports were followed by a cross-case analysis describing the educational philosophy, church proximity, and academic standards among CBTE institutions.
32Creswell, Qualitative Inquiry, loc. 4637, Kindle. In particular, the researcher will compare the educational philosophy and academic standards as stated in the interviews with the school's institutional objectives, academic catalogue, and promotional material.
33Ibid., loc. 4687, Kindle.
CHAPTER 4
SUMMARY OF RESEARCH FINDINGS Introduction
This chapter presents the findings by explaining the research protocols and by presenting the research population by institution. It also answers the research questions related to educational philosophy, church proximity, and academic standards in church- based theological education (CBTE).
Since the objective of this qualitative phenomenological research study was to explore the educational philosophy, church proximity, and academic standards in CBTE, the following central research questions drove the research inquiry:
1. What educational philosophy underpinned the church-based theological education model?
2. How did close proximity to a church's ministry and location influence the educational philosophy and academic standards in church-based theological education?
3. What was the state and significance of academic standards in church-based theological education?
To answer the central research questions, an interview protocol was developed in consultation with an expert panel. Institutions were selected based on the institution's qualifications outlined in the study's delimitations, and interviewees were invited based on their current or historical position in the institution's administration. This chapter concludes with a brief evaluation of the strengths and weakness of the study's methodological design.
Compilation Protocol
A three-phase process was used to gather and analyze the data related to CBTE institutions. First, institutions were selected using purposive sampling. Second, relevant data were collected from each institution by means of a preliminary questionnaire, semi- structured interviews, and document analysis. Third, the data were analyzed by content analysis using descriptors, codes, and weighting of excerpts and reported through interpretational analysis in this chapter.