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

Using Transcendental Phenomenology to Explore the “Ripple Effect” in a Leadership Mentoring Program

Several approaches exist for organizing and analyzing data in a phenomenological qualitative study. Transcendental phenomenology, based on principles identified by Husserl (1931) and translated into a qualitative method by Moustakas (1994), holds promise as a viable procedure for phenomenological research. However, to best understand the approach to transcendental phenomenology, the procedures need to be illustrated by a qualitative study that employs this approach. This article first discusses the procedures for organizing and analyzing data according to Moustakas (1994). Then it illustrates each step in the data analysis procedure of transcendental phenomenology using a study of reinvestment or the “ripple effect” for nine individuals who have participated in a youth leadership mentoring program from the 1970s to the present. Transcendental phenomenology works well for this study as this methodology provides logical, systematic, and coherent design elements that lead to an essential description of the experience

The Department Chair:New Roles, Responsibilities and Challenges

This monograph explores the changing role of the academic department chair in the areas of leadership, influence, and faculty development. The paper uses research insights to explore the situation of an academic chair who is squeezed between the demands of upper administration and the expectations of faculty, staff, and students. Studies of the roles and responsibilities of chairs consistently show that the role is ambiguous, unclear in authority,and difficult to classify as faculty or administrator. The tradition of faculty ownership dictates that chair leadership must emphasize empowering activities. The most effective use of political influence and power understands the political forces and processes of the institution and maneuvers groups and coalitions to achieve the autonomy and control necessary to a strong department. Faculty evaluation provides a chair with a powerful opportunity for developing quality. In addition, the chair must recognize how institutional type, history, and culture, model of governance, and discipline can influence what is expected. In the coming years chairs will need a program of professional development on many fronts to acquire the skills to address the complex challenges they will face. (Contains over 200 references.

Research Design: Pendekatan Kualitatif, Kuantitatif, dan Mixed -3/E.

RESEARCH DESIGN Pendekatan kualitatif, Kuantitatif, dan Mixed Buku ini ditunjukan para mahasiswa sarjana dan pasca sarjana yang ingin menyiapkan rencana atau proposal untuk artikel jurnal akademis, disertai, ataupun tensisnya. Pada level yag lebih luas, buku ini bisa digunakan sebagai buku referensi sekaligus pengangan untuk mata kuliah metode – metode penelitian. Agar memperoleh mamfaat terbaik dari buku ini, pembaca perlu memiliki pengetahuan dasar tentang penelitian kualitatif dan kuantitatif Sebab, bagaimanapun juga, istilah – istilah kunci yang akan dijelaskan dan dijabarkan serta strategi – strategi yang direkomendasikan dalam buku ini, mengharuskan pembaca memiliki kesiapan dasar “teknis” dalam merancang penelitian. Di samping itu, karya ini juga dirancang untuk pembaca umum dalam bidang – bidang soaial – humaniora. Sejak diterbitkan pertama kali, pembaca buku ini adalah mereka yang berasal dari berbagai disiplin dan bidang ilmu pengetahuan. Dari respon yang begitu positif ini, penulis sangat berharap mahasiswa, pembaca, dan penelitian di bidang – bidang seperti marketing, manajemen, hokum pidana, komunikasi, psikologi, sosiologi, pendidikan dasar, pendidikan menengah atau perguruan tinggi, keperawatan, kesehatan, studi perkotaan, keluarga, dan bidang – bidang lain, juga dapat memamfatkan edisi ketiga buku ini. John W. Creswell adalah professor Psikologi pendidikan sekaligus penulis dan pengajar mata kuliah metodologi kualitatif dan penelitian metode campran. Dia mengajar di university of Nebraska – Lincol selama 30 tahun dan telah menulis setidak – tidaknya 11 buku, dan ratusan artikel sebagian besar tentang rncangan penelitian, penelitian kualitatif, dan penelitian metode campuran

Achieving Integration in Mixed Methods Designs—Principles and Practices

Mixed methods research offers powerful tools for investigating complex processes and systems in health and health care. This article describes integration principles and practices at three levels in mixed methods research and provides illustrative examples. Integration at the study design level occurs through three basic mixed method designs—exploratory sequential, explanatory sequential, and convergent—and through four advanced frameworks—multistage, intervention, case study, and participatory. Integration at the methods level occurs through four approaches. In connecting, one database links to the other through sampling. With building, one database informs the data collection approach of the other. When merging, the two databases are brought together for analysis. With embedding, data collection and analysis link at multiple points. Integration at the interpretation and reporting level occurs through narrative, data transformation, and joint display. The fit of integration describes the extent the qualitative and quantitative findings cohere. Understanding these principles and practices of integration can help health services researchers leverage the strengths of mixed methods.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/101791/1/hesr12117.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/101791/2/hesr12117-sup-0001-AuthorMatrix.pd

Model for stimulating entrepreneurial skills through entrepreneurship education in an African context

The need to stimulate entrepreneurial skills in graduates as a strategy for tackling graduate unemployment has spurred the introduction of entrepreneurship education programs. The effectiveness of such entrepreneurship education programs from an African context is the focus of this paper. A modified model for evaluating the effectiveness of entrepreneurship education was derived from Fayolle, Gaily, and Lassa-Clerc; and was tested via structural equation modeling. Data were collected from randomly selected 750 participants who had undergone at least one compulsory entrepreneurship module at the university level. It was found that entrepreneurship education which is not well aligned with contextual peculiarities may not optimally yield the desired outcome. This paper, therefore, underscores the need for a thoroughly contextualized curriculum that encapsulates national, local, and very importantly, institutional factors

Generativity in College Students: Comparing and Explaining the Impact of Mentoring

Preparing college students to be active contributors to the next generation is an important function of higher education. This assumption about generativity forms a cornerstone in this mixed methods study that examined generativity levels among 273 college students at a 4-year public university. MANCOVA results indicated that college students who mentor demonstrated significantly higher generativity than nonmentoring students. Interviews with 9 mentoring students revealed that, although a “seed of generativity” may have already been planted, their mentoring experience served as a “lab” for learning how to be generative. The integrated findings offer important contributions relative to leadership and social responsibility

Self-Definition of Women Experiencing a Nontraditional Graduate Fellowship Program

Women continue to be underrepresented in the fields of science, technology, engineering, and mathematics (STEM). One factor contributing to this underrepresentation is the graduate school experience. Graduate programs in STEM fields are constructed around assumptions that ignore the reality of women’s lives; however, emerging opportunities may lead to experiences that are more compatible for women. One such opportunity is the Graduate Teaching Fellows in K–12 Education (GK–12) Program, which was introduced by the National Science Foundation in 1999. Although this nontraditional graduate program was not designed explicitly for women, it provided an unprecedented context in which to research how changing some of the basic assumptions upon which a graduate school operates may impact women in science. This exploratory case study examines the self-definition of 8 women graduate students who participated in a GK–12 program at a major research university. The findings from this case study contribute to higher education’s understanding of the terrain women graduate students in the STEM areas must navigate as they participate in programs that are thought to be more conducive to their modes of self-definition while they continue to seek to be successful in the historically Eurocentric, masculine STEM fields

Generativity in College Students: Comparing and Explaining the Impact of Mentoring

Preparing college students to be active contributors to the next generation is an important function of higher education. This assumption about generativity forms a cornerstone in this mixed methods study that examined generativity levels among 273 college students at a 4-year public university. MANCOVA results indicated that college students who mentor demonstrated significantly higher generativity than nonmentoring students. Interviews with 9 mentoring students revealed that, although a “seed of generativity” may have already been planted, their mentoring experience served as a “lab” for learning how to be generative. The integrated findings offer important contributions relative to leadership and social responsibility