“…There was variation in the data collection process across these studies as illustrated in Table 2. Procedures included (1) key informant meetings to establish study procedures in RDP, GCDP, CUP, and HEJA (AAHE et al, 1999; Doyle et al, 2012; Gilmore et al, 2006; Henderson & McIntosh, 1981a); (2) pilot data collection during establishment of instruments and procedures for RDP, CUP, and HEJA (Doyle et al, 2012; Gilmore et al, 2006; Henderson & McIntosh, 1981a); (3) preliminary contact with potential respondents to determine eligibility for participation in RDP, CUP, and HEJA (Doyle et al, 2012; Gilmore et al, 2006; Henderson & McIntosh, 1981a); (4) instrument design to present items (Subcompetencies) randomly, as in CUP (Gilmore et al, 2006), or organized by Areas of Responsibility, as in HEJA (Doyle et al, 2012); (5) mailed distribution and return of the data collection instruments in RDP, GCDP, and CUP (AAHE et al, 1999; Gilmore et al, 2006; Henderson & McIntosh, 1981a); (6) online completion of questionnaires for HEJA, which was initiated at a time when health education specialists had access to a full range of electronic communication capabilities (Doyle et al, 2012); (7) follow-up prompting of members in the respondent pool who did not meet the original deadline for returning surveys in RDP, CUP, and HEJA (Doyle et al, 2012; Gilmore et al, 2006; Henderson & McIntosh, 1981a); and (8) follow-up contact with nonrespondents to determine the reason for nonresponse (RDP, CUP). The follow-up surveys provided a basis for understanding reasons for nonresponse and evaluation of the accuracy of the sample listings (Gilmore et al, 2005b; Henderson & McIntosh, 1981a).…”