Page 100 - Movers, Shapers, and Everything in Between: Influencers of the International Student Experience

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Chapter 5
The study was approved by the Ethics Committee of the University of Groningen, and interviewees gave consent prior to participation.
The number of interviews conducted was determined by saturation, which is a frequently used criteria for qualitative rigor referring to the point in data collection at which no additional data are being found that allow the researcher to develop properties of the category (Guest, Bunce, & Johnson, 2006; Fusch & Ness, 2015).
Data Analysis and Coding Procedure
To efficiently store and organize data, the interview audio and transcripts were uploaded to NVIVO. In addition, researchers wrote memoranda to record any methodological notes or reflections.
To begin the coding process, a small number of provisional codes were developed based on the theoretical foundations, research questions and interview guide (Saldana, 2015). The interviews were then perused iteratively, which allowed the codes to be applied and/or refined. The resulting set of codes was then applied to all interviews. Table 5.2 contains the codes used to classify information in relation to the two research questions.
After the transcripts had been coded, qualitative analysis to explore each code was conducted. Analysis of each code revealed themes, which were then organized by research questions. For research question 1, the themes that emerged at IBCs were:
- Pre-existing online learning and networks made IBCs well- placed to quickly switch to online delivery
- Student disappointment with halted mobility and lack of in-person academic and social interaction with peers
- Student desire to continue asynchronous online modalities (i.e., recorded lectures available online)
- Expanded services and resources provided by the IBC to support student wellbeing
- Increased effort on the part of the IBC to foster a sense of community