We know that of all our HCSC employees derive a high significance from their work, as indicated by our biannual employee engagement survey. We also know, from a different survey, that all of our HCSC network teachers would like more collaboration with each other to enhance their professional development.

Coming from a research background, I can appreciate that different types of data influence what we can measure, understand, and learn about an organization such as HCSC and our schools. “The beauty of qualitative research,” in particular, “is that it gives you access to the nitty-gritty reality of everyday life viewed through a new analytic lens” (Silverman 2009). Qualitative data in the form of written feedback, through surveys or in-person, is valuable because it provides HCSC with a genuine voice from our most important stakeholders – employees, teachers, parents, and heads of school.

The feedback from the qualitative portion of our employee, board, parent and teacher surveys create a collaborative voice based on the most prominent and reoccurring themes and concepts. This collective voice paves the way for future changes in our organization and schools. Interviews are another method of collecting qualitative data and detecting reoccurring and predominant themes. Again, through this method of data collection, HCSC has the opportunity to identify what can be improved upon, our strengths and weaknesses, and the most complimentary aspects of our organization.

Collectively, all of this feedback is invaluable because, based on those suggestions, our organization can make strides to improve its image, services and support to all stakeholders involved. The power of this data is extremely useful for us in growing as an organization and creating a clearer image of what success looks like for us and for our schools.

Niki Incorvia, PhD
Special Projects and Research Coordinator

Silverman, David. 2010. Doing qualitative research: A practical handbook. London: SAGE.

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