Research Design: Qualitative, Quantitative, and Mixed Methods Approaches -3/E.

The Third Edition of the bestselling text Research Design by John W. Creswell enables readers to compare three approaches to research-qualitative, quantitative, and mixed methods-in a single research methods text. The book presents these three approaches side by side within the context of the process of research from the beginning steps of philosophical assumptions to the writing and presenting of research. Written in a user-friendly manner, Creswell\u27s text does not rely on technical jargon. He cuts to the core of what a reader needs to know to read and design research in part by showcasing ideas in a scaffold approach so that the reader understands ideas from the simple to the complex. Key updates to the Third Edition • Presents the preliminary steps of using philosophical assumptions in the beginning of the book • Provides an expanded discussion on ethical issues • Emphasizes new Web-based technologies for literature searches • Offers updated information about mixed methods research procedures • Contains a glossary of terms • Highlights “research tips” throughout the chapters incorporating the author’s experiences over the last 35 year

VALUE ADDED BY MIXED METHODS RESEARCH: A MULTIPHASE MIXED METHODS DESIGN

The overall purpose of this study was to examine the perceived value of mixed methods research for graduate students at a Midwestern university. A multiphase mixed methods design was used to measure graduate students perceptions of the value of a study’s methodology. The study consisted of three phases. Phase I was conducted in order to construct passages and the goal of Phase II was to create a survey. These two phases were then combined to create Phase III. Part one of Phase III was an experiment that looked at the effect of a study’s methodology on the value of the study. Participants were randomly assigned one of three methodologically distinct passages to read. All participants completed a value survey. Results indicated that students who read the mixed methods article perceived the passage as more valuable than students who read the quantitative or qualitative passage. Part two of Phase III involved focus groups that sought to better understand students’ perception of mixed methods. Students’ reported that mixed methods articles had rigorous methods, newer history, and gave readers a deep meaning of the phenomenon. This study adds to the literature base by revealing what value graduate students assign to quantitative, qualitative, and more importantly mixed methods research. Advisor: Charles J. Ansorg

VALUE ADDED BY MIXED METHODS RESEARCH: A MULTIPHASE MIXED METHODS DESIGN

The overall purpose of this study was to examine the perceived value of mixed methods research for graduate students at a Midwestern university. A multiphase mixed methods design was used to measure graduate students perceptions of the value of a study’s methodology. The study consisted of three phases. Phase I was conducted in order to construct passages and the goal of Phase II was to create a survey. These two phases were then combined to create Phase III. Part one of Phase III was an experiment that looked at the effect of a study’s methodology on the value of the study. Participants were randomly assigned one of three methodologically distinct passages to read. All participants completed a value survey. Results indicated that students who read the mixed methods article perceived the passage as more valuable than students who read the quantitative or qualitative passage. Part two of Phase III involved focus groups that sought to better understand students’ perception of mixed methods. Students’ reported that mixed methods articles had rigorous methods, newer history, and gave readers a deep meaning of the phenomenon. This study adds to the literature base by revealing what value graduate students assign to quantitative, qualitative, and more importantly mixed methods research. Advisor: Charles J. Ansorg

Investigating information systems with mixed-methods research

Mixed-methods research, which comprises both quantitative and qualitative components, is widely perceived as a means to resolve the inherent limitations of traditional single method designs and is thus expected to yield richer and more holistic findings. Despite such distinctive benefits and continuous advocacy from Information Systems (IS) researchers, the use of mixed-methods approach in the IS field has not been high. This paper discusses some of the key reasons that led to this low application rate of mixed-methods design in the IS field, ranging from misunderstanding the term with multiple-methods research to practical difficulties for design and implementation. Two previous IS studies are used as examples to illustrate the discussion. The paper concludes by recommending that in order to apply mixed-methods design successfully, IS researchers need to plan and consider thoroughly how the quantitative and qualitative components (i.e. from data collection to data analysis to reporting of findings) can be genuinely integrated together and supplement one another, in relation to the predefined research questions and the specific research contexts

Mixed methods : a research design for management doctoral dissertations

Purpose &ndash; This paper seeks to examine two management doctoral research projects to highlight the advantages in mixed methods as the primary research design.Design/methodology/approach &ndash; This paper summarises the methods of data collection and analysis which were used by two doctoral students in their management research. The researchers used mixed methods approaches (quantitative and qualitative) to explore different areas of management.Findings &ndash; The paper supports the view that triangulation of research methods strengthens the findings and inferences made for understanding social phenomena in more depth, compared to using a single method.Research limitations/implications &ndash; The paper relies excessively on two doctoral research projects which utilise sequential mixed methods. Therefore, arguments made in the paper are specific because other doctoral projects that have used different methods from those employed in the two projects were not considered.Practical implications &ndash; Early researchers, in particular students commencing doctorate studies, should apply mixed methods research because it develops skills in the two most dominant data collection methods used in management research. This paper is a practical guide on how this could be done effectively.Originality/value &ndash; The paper is drawn from two unique doctoral research projects. The paper&rsquo;s originality and value is in providing experiences and practical insights on how mixed methods research is undertaken.<br /

A Mixed Methods Process Evaluation of an Integrated Course Design on Teaching Mixed Methods Research

There is a critical need to conduct empirical studies on teaching mixed methods research (MMR). This study used a mixed methods process evaluation to provide practical guidance on effective design elements and impactful teaching approaches among five cohort groups of students (2016-2020) enrolled in a doctoral MMR course. Students engaged in hands-on data analyses with special attention to MMR writing structure. I shared topical outlines with corresponding teaching and learning activities from the design perspective, as well as course experience and impact including challenges and approaches taken to learn from student perspectives. I also highlighted four integrated course features/themes identified as the most helpful teaching approaches. The current study provides practical guidance on the integrated MMR course design and process evaluation contributing to the MMR field

Learning How Research Design Methods Work: A Review of Creswell’s Research Design: Qualitative, Quantitative and Mixed Methods Approaches

In reviewing the fourth edition of John Creswell’s Research Design: Qualitative, Quantitative and Mixed Methods Approaches (2014), the reviewers found this book to be a comprehensive guide for researchers in the field of social and academic management. They also observed that Creswell expertly explained the concepts described in this book and supported the theories with practical qualitative, quantitative, and mixed approach

John W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches

Abstract. John W. Creswell was previously a professor in educational psychology in the University of Nebraska–Lincoln. He moved to the University of Michigan in 2015 as a professor in the Department of Family Medicine. He has published many articles and close to 27 books on mixed methods. Professor Creswell is also one of the founding members of the Journal of Mixed Methods Research. He was a Fulbright scholar in South Africa in 2008 and Thailand in 2012. In 2011, he served as a visiting professor in the School of Public Health of Harvard University. In 2014, he became the Chairman of the Mixed Methods International Research Association. Professor Creswell has a personal website called “Mixed Methods Research” at http://johnwcreswell.com/. The site contains the information about his background, his own blog, consulting works and published books. He also posted replies questions from academic researchers and practitioners in the blog.Keywords. Research design, Methodology, Methods.JEL. A20, B40, B49

Secondary Traumatic Stress for Trauma Researchers: A Mixed Methods Research Design

Forty-nine infants and toddlers were killed and 93 others were injured in the ABC Day Care Center fire disaster in Hermosillo, Mexico. This study describes the experiences of ten mental health professionals who researched the community-scale grief and provided clinical services to the parents and caregivers of the affected children. A concurrent triangulation mixed-methods approach was used to quantitatively measure and qualitatively understand the secondary traumatic stress (STS) of the responding professionals. Results indicated that experiences of STS decreased with time and debriefing, however, the responding professionals who were more directly connected to the trauma and those who worked with parents who lost their children displayed an enduring impact of STS. Coping strategies and gender expectations are considered in a discussion of debriefing in the specific cultural context of Northwestern Mexico