Reported credibility techniques in higher education evaluation studies that use qualitative methods: A research...

Area of Science:

• Educational Research
• Qualitative Methodology
• Higher Education Evaluation

Background:

• Credibility techniques are crucial for ensuring the rigor of qualitative research.
• Higher education evaluation studies often employ qualitative methods.
• The reporting of these techniques can vary significantly in published literature.

Purpose of the Study:

• To synthesize the reported use of credibility techniques in qualitative higher education evaluation articles.
• To identify and categorize primary and additional qualitative credibility techniques.
• To assess the frequency and descriptive detail of these techniques in published research.

Main Methods:

• A systematic review of 118 articles from six leading higher education evaluation journals (2003-2012).
• Mixed methods approach to identify, document, and describe credibility techniques.
• Categorization into primary design techniques (sampling, data collection, analysis) and additional qualitative techniques (member checking, negative case analysis, peer debriefing).

Main Results:

• The majority of articles reported primary credibility techniques.
• Significant variation existed in the level of detail provided for primary techniques.
• Most articles failed to describe the use of additional qualitative credibility techniques.

Conclusions:

• While basic qualitative credibility techniques are frequently reported in higher education evaluation, the application and description of advanced techniques are limited.
• There is a need for increased methodological transparency in reporting qualitative research.
• Journal editors and authors should prioritize comprehensive reporting of qualitative design details and credibility strategies.