How to Write a Mixed Methods Article

8/10/2019 How to Write a Mixed Methods Article

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How To Write a Mixed MethodsJournal Article for Submission

John W. Creswell, Ph.D. University of Nebraska-Lincoln

Professor of Edcational Psycholo!y, University ofNebraska-Lincoln, U"#, and $ondin! Co-Editor,

Jornal of %i&ed %ethods 'esearch

'esearch $or(, University of %anitoba, Canada,%arch )*th, )++

Please do not duplicate or use these slides withoutthe express permission of the author.


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Topics:

Positionin! (yself

asics of (i&ed (ethods research

i/s fro( a 0ornal editor asic ideas abot writin! a (i&ed

(ethods 0ornal article

'eview of two /blished (i&ed(ethods stdies


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Positioning Myself

1iew research as set of interactive co(/onents2not always linear

$ocs on ri!oros data collection and analysis

Work as an a//lied research (ethodolo!ist

rained in 3antitative research, e(braced3alitative research, advocated for (i&ed(ethods

4ften conslt with individals in a ste/-by-ste/

/rocess Use ste/s in writin! a (i&ed (ethods stdy are

not in the order ty/ically fond in the /rocessof research

Will a//ly so(e of the ste/s, the (a0or ones3


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asics of Mixed Methods

!esearch


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Six core characteristics of mixed methods

research

he collection of both 3alitative and 3antitative data5o/en- and closed-ended6 in res/onse to research3estions

he analysis of both 3alitative and 3antitative data

Persasive and ri!oros /rocedres for the 3alitativeand 3antitative (ethods

he inte!ration of these two data sorces 5(er!in!,connectin!, e(beddin!6

he se of a s/ecific (i&ed (ethods desi!n that

involves a concrrent or se3ential inte!ration 5ande3al or ne3al e(/hases6

#n a//roach to research that has a /hiloso/hicalfondation

7


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When Should "ou #se Mixed

Methods$

*

% When the research /roble( (erits this a//roach, sch as,

% when one data sorce is insfficient

% when a need e&ists to e&/lain reslts% when a need e&ists to e&/lore first% when a need e&ists to a!(ent one database withanother


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What are the &hallenges to &onducting

Mixed Methods !esearch$

8

% "kills in both 3alitative and 3antitative research% 4/enness to (lti/le (ethods

% Convincin! others of the vale of (i&ed (ethods% i(e9resorces% $a(iliarity with (i&ed (ethods


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Tips from a Journal 'ditor


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Founding Editors: JohnW. Creswell

and Abbas asha!!oriCurrent Editors: "ax#ergman$%wit&erland' and (onna"ertens

$)%A'


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Additional mixed methods (ournals)

Field Methods

Quality and Quantity

International Journal of Multiple ResearchApproaches5on-line6

4ther 0ornals that /blish (i&ed (ethods stdies

5e.!., International Journal of Social ResearchMethodology6

"/ecial isse 0ornals


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Types of articles published in

JMM!

Empirical articles : re/ort of researchstdies in content areas 5e.!., fa(ily(edicine, co((nication stdies,

sociolo!y, etc.6

Methodological, theoretical articles :conce/tal articles on ti(ely to/ics in

(i&ed (ethods that advance orknowled!e of (i&ed (ethods research

Booksoft!are re"ie!s


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Aspects of a good mixed

methods empirical study

'esearchers collect both 3antitativeand 3alitative data

oth /rocedres are develo/ed with

ri!or here is a linkin! : inte!ration or

connection : between the two ty/esof data

'esearchers s!!est i(/lications foradvancin! the field of (i&ed (ethodsresearch as well as the content field


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What criteria did * use as editor of JMM!

; !o to the


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asic *deas About Writing a Mixed

Methods Journal Article


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!ecommendations on writing and

publishing mixed methods studies in

the health sciences "tan!e >C, Crabtree $, %iller W.L. Pblishin!

(lti(ethod research. Ann Fam Med# )++*2 ?@)A)-)A?.. Pblish 3an and 3al /a/ers in se/arate 0ornals, bt

with clear references and links to the other article5s6.). Pblish concrrent or se3ential 3antitative and

3alitative /a/ers in the sa(e 0ornal.B. Pblish an inte!rated sin!le article that describes both

(ethods and findin!s and draws overarchin! lessons5with9w9o details in a//endices6

?. Co-/blish se/arate 3alitative and 3antitative /a/ersacco(/anied by a third /a/er that draws overarchin!lessons fro( analyses across the two (ethods.

7. Develo/ an online discssion of readers and invitedco((entators to foster cross-disci/linary co((nitiesof knowled!e.


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asic guidelines for writing a

mixed methods study

'eco!nie that there is a strctre towritin! 0ornal articles.

%atch the writin! strctre to the ty/e

of research desi!n 5e.!., (is(atch -writin! conclsions in concrrent stylewhen desi!n is se3ential6

Look at /blished (i&ed (ethodsstdies for (odels of writin!

Consider the followin! e(beddedele(ents fro( (i&ed (ethods in thewritin! of an article


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Elements of good mixed methods research to

incorporate into a journal article (or proposal for

funding)

Title: Use words


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Elements of good mixed methods research to

incorporate into a journal article (or proposal for

funding)

!ixed methods design@ ;dentify the ty/e of desi!n sed, draw avisal fi!re, define the desi!n-ty/e, !ive reasons for incldin! thedesi!n 5if not redndant with other infor(ation6. ;ncldereferences to recent (i&ed (ethods literatre.

"uan and "ual methods: ;nclde detailed descri/tion ofse/arate 3an and 3al (ethods to inclde@ s/ecific for(s of 3anand 3al desi!ns 5e.!., correlational, !ronded theory6, recrit(ent/rocedres, sa(/le selection, sa(/le sie, for(s of data collection,

to/ics related to data collection 5e.!., validity, reliability of scores oninstr(ents6, ty/es of data analysis

#esults: 'e/ort 3an and 3al reslts se/arately or concrrently.%ake sre that reslts are consistent with the flow of the desi!nand the /riority !iven to the 3an and 3al sections. his sectionwill be or!anied to reflect the ty/e of desi!n sed in the stdy.

$iscussion@ 'e/ort !eneral 3an and 3al reslts for the stdy.%ake sre that discssion (irrors the ty/e of desi!n in flow.

%imitations@ #(on! the li(itations identify any challen!es thatarose drin! the (i&ed (ethods desi!n. &uture research@ alk abot how the stdy adds to the (i&ed

(ethods literatre and o/ens / frther lines for investi!ation.


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A !e+iew of Two Mixed Methods

Journal Articles

# (i&ed (ethods stdy in thea!in! research field 5Classen,Lo/e, Winter, #wadi, $erree,arvan 5)++86

# (i&ed (ethods stdy in thesocial sciences 5;vankova "tick,

)++86


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)+

* + , - , A / + E % E A + C 0

Population1based health promotion perspecti2efor older dri2er safet3: Conceptual framewor!to inter2ention plan

%herrilene ClassenEllen (% /ope&%andra Winter4e&ia ( Awad&ita FerreeC3nthia W -ar2an

Abstract: he to/ic of (otor vehicle crashes a(on! the elderly is dyna(ic and (lti-facetedre3irin! a co(/rehensive and syner!istic a//roach to intervention /lannin!. his a//roach(st be based on the vales of a !iven /o/lation as well as health statistics and asserted thro!h

co((nity, or!aniational and /olicy strate!ies. #n inte!rated s((ary of the /redictors 53antitativeresearch6, and views 53alitative research6 of the older drivers and their stakeholders,does not crrently e&ist. his stdy /rovided an e&/licit socio-ecolo!ical view e&/lainin! theinterrelation of /ossible casative factors, an inte!rated s((ary of these casative factors, ande(/irical !idelines for develo/in! /blic health interventions to /ro(ote older driver safety.Usin! a (i&ed (ethods a//roach, we were able to co(/are and inte!rate (ain findin!s fro( anational crash dataset with /ers/ectives of stakeholders. We identified@ (lti-casal factorsfor safe elderly drivin!2 the i(/ortance of the environ(ental factors - /reviosly nderratedin the literatre- interactin! with behavioral and health factors2 and the interrelatedness a(on!(any socio-ecolo!ical factors. $or the first ti(e, to or knowled!e, we conce/talied thefnda(ental ele(ents of a (lti-casal health /ro(otion /lan, with (easrable inter(ediateand lon!-ter( otco(es. #fter co(/letin! the detailed /lan we will test the effectiveness of

this intervention on (lti/le levels.'eyords: safe elderly drivin!, (i&ed-(ethod a//roach, /blic health (odel, intervention/lan, health /ro(otion

$linical Inter"entions in Aging )++8@ )5?6 *88-*AB


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&,ASS'- 'T A,. /01123 4 56S 6-

TH' M*7'8 M'TH68S !'S'A!&H

M'TH68S 4verall stdy@ !ood illstration of (i&ed (ethods itle@ netral

#thors@ skill set of tea(

heory@ a /riori, fra(ework for data analysis

'ationale for (i&ed (ethods@ a (ore co(/lete analysis

Festions@ 3an and 3al research 3estions

Datasets : Fan $#'" dataset2 * Fal stdies : se/aratedata analysis

Procedres@ Concrrent data collection, se/arate analysis,/riority 5/erha/s FU#N6

$indin!s - inte!ratin! the two datasets arond (odel2 sideby side co(/arison2 additional findin!s beyondco(/arisons

%ethodolo!ical li(itations : hetero!eneos datasets

$i!re of /rocedres

)


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))

STUDENTS PERSISTENCE IN A DISTRIBUTEDDOCTORAL PROGRAM IN EDUCATIONALLEADERSHIP IN HIGHER EDUCATION:

A Mixed Methods StudyNataliya V. Ivankova*, and Sheldon L. Stick**

..........................................................................................................................................

.....................................................The purpose of this mixed methods sequential explanatory study was to identifyfactors contributing to students persistence in the University of Nebraska-Lincoln

Distributed Doctoral Program in Educational Leadership in Higher Education by

obtaining quantitative results from surveying 278 current and former students and

then following up with four purposefully selected typical respondents to explorethose results in more depth. In the first, quantitative, phase, five external and

internal to the program factors were found to be predictors to students persistence

in the program: program, online learning environment, student support

services, faculty, and self-motivation. In the qualitative follow up multiple

case study analysis four major themes emerged: (1) quality of academicexperiences; (2) online learning environment; (3) support and assistance; and (4)

student self-motivation. The quantitative and qualitative findings from the two

phases of the study are discussed with reference to prior research. Implications

and recommendations for policy makers are provided.

..........................................................................................................................................

.....................................................KEY WORDS: persistence; doctoral students; distributed program; online learning

environment.

INTRODUCTION

Graduate education is a major part of American higher education, with

more than 1850 million students enrolled in graduate programs (NCES,

2002). Approximately one fifth are graduate students pursuing doctoral*Assistant Professor, Department of Human Studies, University of Alabama at Birmingham,

EB 202, 1530 3rd Ave S, Birmingham, AL, USA.

**Professor, Department of Educational Administration, University of Nebraska-Lincoln,123 Teachers College Hall, Lincoln, NE 68588-0360, USA.

_Address correspondence to: Nataliya V. Ivankova, Department of Human Studies,

University of Alabama at Birmingham, EB 202, 1530 3rd Ave S, Birmingham, AL 35294-1250,

USA. E-mail: [email protected]

930361-0365/07/0200-0093/0 _ 2006 Springer Science+Business Media, Inc.

'esearch in Gi!her Edcation, 1ol. ?H, No. , $ebrary )++8

D4;@ +.++89s*)-++*-A+)7-?


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An explanatory se9uential design

in a distance learning study his stdy re/orted an investi!ation of nderstandin! stdentsI

/ersistence in the Distance Learnin! Doctoral Pro!ra( in Edcationalleadershi/ in Gi!her Edcation 5ELGE6 offered by the University ofNebraska-Lincoln. he /r/ose was to identify factors contribtin! tostdentsI /ersistence in the ELGE Pro!ra(.

# 3antitative Web-based srvey of )8H crrent and for(er stdents was

ndertaken in the first /hase. his srvey (easred /redictors in the/ro!ra( related to /ro!ra(, adviser, faclty, instittion, and stdentfactors 5based on a theoretical (odel6. he de/endent variable was statsin the /ro!ra( or!anied into be!innin! stdents, (atriclated stdents,!radated stdents, and inactive stdents.

$ollowin! this initial 3antitative /hase, a second 3alitative /haseconsisted of collectin! data fro( for individals, one re/resentin! each!ro/, sin! (lti/le data sorces to develo/ for case stdy /rofiles.

"orce@ ;vankova, N. 1., "tick, ". L. 5)++86. "tdentsI /ersistence in adistribted doctoral /ro!ra( in edcational leadershi/ in hi!her edcation@# (i&ed (ethods stdy. Research in %igher Education, &', AB-B*.


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*+ano+a ; Stic /01123 study: 4verall stdy@ !ood illstration of (i&ed (ethods :

se3ential desi!n2 ?) /rinted /a!es - lon!

itle@ netral

#thors@ (i&ed (ethods s/ecialist, 3antitatives/ecialist, doctoral dissertation

Pr/ose state(ent@ intent, first /hase, second /hase

heory@ a /riori, fra(ework for data analysis

%i&ed (ethods desi!n@ ty/e of desi!n, rationale fordesi!n

$i!re of /rocedres@ /hases, /rocedres, /rodct

Datasets@ Fan srvey dataset2 Fal case stdydesi!n

Point of interface@ case selection

'eslts and Discssion@ Fan, then 3al

)?


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"orce@ ;vankova and "tick 5)++86


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How To Write a Mixed MethodsJournal Article for Submission

John W. Creswell, Ph.D. University of Nebraska-Lincoln

Professor of Edcational Psycholo!y, University ofNebraska-Lincoln, U"#, and $ondin! Co-Editor,

Jornal of %i&ed %ethods 'esearch

'esearch $or(, University of %anitoba, Canada,%arch )*th, )++

Please do not duplicate or use these slides withoutth i i f th th

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How to Write a Mixed Methods Article