**3. Study methods**

To help generate evidence-informed findings to address the research questions posed for the original research on which this chapter is based, a multiphase mixedmethod research design, informed by exploratory and explanatory sequential designs was used to explore and understand in-depth existing TNE partnerships in Ghanaian TEIs [8]. The exploratory sequential segment of this design was characterised by an initial qualitative phase of data collection and analysis (mainly through document analysis and literature reviews to provide context for TNE partnership in Ghanaian HEIs/TEIs and to guide the development of data collection instruments). This was followed by a phase of quantitative data collection and analysis, with a final phase of integration or linking of data from the two separate strands [12–14]. The explanatory sequential segment of the multiphase mixedmethod research design, on the other hand, consisted of first collecting quantitative data and then collecting qualitative data thereafter to help explain or elaborate on the quantitative results [14]. The justification for this design lies in the fact that the quantitative data and results provide a general picture of the research problem; but that more analysis specifically through qualitative data collection is needed to refine, extend or explain the general picture (Creswell & Plano Clark, 2011). The use of multiphase mixed-method research design helped, first of all, to collect and analyse qualitative data (in the form of document analysis and literature reviews) and then based on the qualitative findings, to develop the quantitative aspect (i.e. survey) of the study. This process then led to the collection and analysis of quantitative data, which was then followed by the collection and analysis of qualitative case study data from multiple sites, and finally, the overall integration, interpretation and reporting of the findings of the study.

The sample for the research project on which this chapter reports comprised Ghanaian TEIs and regulatory bodies involved in tertiary education (TE) administration in Ghana. In selecting the sample, census, purposeful random and criterion sampling techniques were employed. First, census sampling technique was employed to study the entire population of TEIs to profile them. Second, purposeful random sampling technique was used to sample one hundred and two (102) TEIs for a quantitative survey. Third, the criterion sampling strategy (with the help of 'screening questionnaires' employed as the first phase of the survey) was used to select twenty-eight (28) TEIs involved in TNE partnerships for a second phase of quantitative survey regarding the nature and scope of their existing partnerships. Fourth, the purposeful sampling technique was used to select 17 TE actors/officials for multi-site case study interviews regarding their respective institutions' experiences and roles

#### *Mapping the Policy Regulatory Environment of Transnational Education (TNE)… DOI: http://dx.doi.org/10.5772/intechopen.99933*

in TNE partnerships. Thus, the various sampling techniques used enabled key actors and institutions with rich information about TNE partnerships within the TE sector in Ghana to be sampled for in-depth study and analysis.

Owing to the composite data collection intent embedded within the variant of the mixed-methods approach adopted for the study, data was collected using document review guide, self-administered questionnaires and open-ended semi-structured interview guide. The document review guide, consisting mainly of a checklist, was designed and used to identify and select relevant documents (e.g. policy documents and regulations, institutional reports, data files, journals on tertiary education and other written artefacts) needed for initial scoping and literature review for the purposes of the study. Two sets of questionnaires were used to collect data from participating institutions. The first set of the questionnaire was used to screen 102 participating institutions regarding their involvement or otherwise in TNE partnerships. The second set of the questionnaire was used as a follow-up activity for the 28 TEIs that indicated they were in some form of TNE partnerships regarding the nature and scope of their existing partnerships. The semi-structured open-ended interview guide, on its part, was used to collect relevant qualitative data through face-to-face interviews with 17 actors/officials (e.g. representatives of regulatory bodies, International Relations' Offices/Registrar's Offices and Heads of Departments of TEIs) involved in HE administration in Ghana.

Data collection procedures relating to access to the TEIs across the country was facilitated by the British Council, Ghana prior to the research team going to the field for data collection. This took the form of emails and letters sent by the British Council, Ghana to all the institutions to be involved in the study two clear weeks before the research team embarked upon data collection. In addition, personal introductory letters were given to the field officers to be delivered to the institutions to enable them to grant them access to the TEIs for the purposes of data collection. In all, the country was divided into zones for data collection purposes, and research data was collected in three phases. Phase one involved desk review of relevant policy documents, empirical literature and technical and institutional reports to provide the context and theoretical support for the research. Phase two constituted a cross-sectional survey involving the collection and analysis of quantitative data from 102 TEIs about their involvement (or otherwise) in TNE partnerships with reasons. Phase three, which was sub-divided into two stages, comprised a followup survey conducted with 28 TEIs, and in-depth multi-site case study interviews conducted with 17 officials selected regarding the nature and scope of their TNE partnerships.

The analysis of data collected was undertaken based on the three phases of data collection outlined. First, the textual data collected through document and literature reviews were analysed thematically through processes of skimming (superficial examination), reading (thorough examination), and interpretation. Second, the survey data collected was organised and analysed using Mean Scores to measure participants' agreements and disagreements with existing national tertiary education policies' influence on TNE partnership arrangements in the institutions. Third, the analysis of interview transcripts generated through the multi-site case study interviews was analysed manually using a thematic approach to qualitative data analysis [15]. Thus, the thematic analysis used in this study involved a careful, more focused re-reading and review of the data, which involved taking a closer look at the selected data and coding and categorising the data based on the data's characteristics. The thematic analysis facilitated a more nuanced comparison within and across cases using to uncover themes pertinent to regulatory policy framework on TNE partnerships in TEIs in Ghana.
