Table 4 Unit of analysis and research question examples
From: Revisiting critical STEM interventions: a literature review of STEM organizational learning
Category | n | Example titles | Research question/Hypothesis |
|---|---|---|---|
Colleges/University/Field | 3 | A Systems Model of Innovation Processes in University STEM Education (Porter et al., 2006) | Whether innovation models and experiences from outside the education arena could help elucidate educational innovation processes? |
Department/School | 2 | Assessing Institutionalization of Curricular and Pedagogical Reforms (Colbeck, 2002) | What do participants in a reform effort consider are good indicators of lasting change? |
Faculty | 4 | The Roles of STEM Faculty Communities of Practice in Institutional and Departmental Reform in Higher Education (Gehrke & Kezar, 2017) | How are faculty engagement in and perceptions of cross-institutional CoPs’ design characteristics associated with local institutional and departmental change related to STEM reform after controlling for institutional, professional, and personal characteristics? |
Program | 3 | Institutional Sources of Practice Variation: Staffing College and University Recycling Programs (Lounsbury, 2001) | How broader institutional dynamics driving the diffusion of recycling got translated into more specific staffing arrangements in college and university recycling programs: whether newly adopted recycling programs at colleges and universities were staffed by existing employees who assumed recycling duties as an additional responsibility (role accretion) or by full-time employees who filled newly created roles in the organizational chart (status creation) |
Students | 5 | Utilizing factor analysis to inform the development of institutionally contrived experiences to increase STEM engagement (Morgan & Gerber, 2016) | What institutionally contrived experiences can be implemented to increase STEM skills (e.g., analytical, organizational, mathematical, technical, problem solving, and communication skills), knowledge, and engagement for all students who transition from the 2-year community college to the 4-year university? Is it more useful for administrators to think of programmatic activities as one general experience or a set of individual experiences, and how does that affect program development? |
Multiple | 10 | SPARC3: The future of Associate of Science (Ariyo et al., 2018) | The need for the study precipitated from a program outcome that connected transformational leadership to a STEM program |