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MixedMethodsResearch
Whatitmeansandwhyitisusefulfororganisationalandsocialchange
Facilitator:BronwynHegarty|DoctorofEducation|MSc(Dist)|BSc(Hons)|DipTeaching
(Tertiary).
PreparedforOtagoPolytechnicMixedMethodsResearchandEnterpriseSeminar.

EvolutionofMixedMethodsResearch(MMR)
UsingMixedMethodsResearchtoinvestigatecomplexorganisationalandsocialissuesisbecoming
morepopular,andthefieldhassteadilygainedcredibilityintheresearchcommunity.MMRisnowan
acceptedresearchmethodologyandalthoughithasbeenaroundfor25years,muchdebatehas
surroundedthisapproach.WhenexploringhowMMRhasevolved,youmayreadabouttheparadigm
warsandthethirdmethodologicalmovement(Cameron,2011,p.99).Nomatterwhetheryouarea
quantitativeoraqualitativeresearcher,mixedmethodsrequiresashiftinworldview(orparadigm)
abouthowtoconductresearch.Ithasalsobeenusedasanevaluationmethodandbecamepopularfor
evaluatingeLearninginnovations(Reeves&Hedberg,2004).Supportersofthisresearchmethodology
seevalueinadesignthatcombinesnotonlyquantitativeandqualitativemethodsbutalsothemixingof
paradigmsorworldviews(e.g.,postpositivist,interpretive,constructivistetc.).ThedirectionofaMixed
MethodsResearchprojectmaybedrivenbyonetypeoftheoreticalfoundationorbyamixoftheories.
Forexample,socialsciencetheories(e.g.,leadership,behaviouralchange,marketing,learningand
teachingetc.)oremancipatorytheories(associatedwithmarginalizedgroups)oramixofthese
(Cresswell,2015).
However,MMRasamethodologyisthemainconsiderationhereratherthantheparadigmsortheories
informingtheresearch.ThreebasicdesignsforMMRwillbeexplained.
Inthisworkshop,wewillexaminewhatMMRisandwhatitisnot.Discussthetheoreticalandpractical
implicationsofundertakingMixedMethodsResearch,andexploresomeexampleswhereithasbeen
appliedtocomplexproblemsintheworkplace.

DefinitionofMMR
JohnCreswells(2015)definitionisusedhereanditisworthinvestigatingothers.
Anapproachtoresearchinthesocial,behavioural,andhealthsciencesinwhichtheinvestigator
gathersbothquantitative(closeended)andqualitative(openended)data,integratesthetwo,
andthendrawsinterpretationsbasedonthecombinedstrengthsofbothsetsofdatato
understandresearchproblems(Creswell,2015,p.2).
ThecharacteristicsofMMR,whencomparedtoquantitativeandqualitativeresearchmethods,fit
somewhereinbetweendependingonhowtheresearchisdesigned(seeFigure1).

DrBronwynHegarty,23September2015
Research&EnterpriseResearchTraining
TeKuraMatatinikiOtkou(OtagoPolytechnic)

Quantitative

Deductivelogic
Objectiveinference
Valueneutral
Politicallyneutral

MMR

Qualitative

Inductive
Subjectiveinference
Valueinvolved
Transformative

Figure1:PositioningMixedMethodsResearch(MMR).
Advantagesanddisadvantagesexistforeachtypeofresearch.Forexample,quantitativeresearch
generallydealswithlargernumbersofparticipantsandfindingsmaybeusedtomakepredictionsand
examinecauseandeffect.Incontrast,qualitativeresearch,althoughconsideringtheperspectivesof
participantsinmoredepth,involvesfewerpeopleandfindingscannotbegeneralizedtoother
populations.MixedMethodsResearchcanpotentiallyintegratethegoodandbadofbothquantitative
andqualitativeapproaches,therefore,particularcaremustbetakentoensurethedesignisrigorousand
thevalidityandreliabilityofthedataisestablished(Cresswell,2015).

ChoosingaResearchMethod
Whenchoosinganddesigningaresearchmethodology,generallytheworldview(philosophyor
paradigm),theapproach(deductiveorinductive)andthestrategies(casestudy,ethnographyetc.)are
considered(Figure2).
However,Creswell(2015)
recommendsthattheeasiestwayto
enterintoMixedMethodsResearchis
toputmostemphasisonthemethods
thatwillbeusedtocollect,analyse
andinterpretdata,andhowthe
findingswillbeintegrated.

Figure2:Researchlayers
RoslynCameron(2011)hasdevelopedtheFivePsFramework(Figure3)toassistresearchersin
understandingthechallengesofMixedMethodsResearchandthehistoricaldebatesurroundingit.This
frameworkisusefulinhelpingresearcherswhenchoosingaMMRapproachandthebestwayforward.
Forexample,doestheworldview(beliefs,assumptionsandvalues)oftheresearcherdrivethedesignof

DrBronwynHegarty,23September2015
Research&EnterpriseResearchTraining
TeKuraMatatinikiOtkou(OtagoPolytechnic)

theresearchoristhebestfitpracticalapproachusedtoinvestigatetheresearchproblem?More
informationabouttheframeworkcanbefoundinCamerons(2011)paper.

Figure3:FivePsFrameworkforMixedMethodsresearch(basedonRoslynCameron,2011).

ResearchDesignsinMMR
SeveralresearchdesignsarerecommendedbyCreswell(2015),andthreewillbediscussedinthis
workshopConvergentParallelDesign,ExplanatorySequentialDesignandExploratorySequential
Design(seeFigure4).Eachdesignhasadifferentphaseforcollecting,analysingandinterpretingdata,
andtheprocessforintegratingthequantitativeandqualitativefindingsvaries.Forexample,ina
ConvergentParallelDesign,bothtypesofdataarecollectedandanalysedseparatelyandsynchronously,
andthentheresultsaremergedandinterpretedtoexplaintheoveralloutcomes.Theresearchproblem,
andtheintentoftheresearchaswellasthedesiredoutcomesdrivethechoiceofdesign(Creswell,
2015).Forexample,istheresearchproblemwellunderstoodorisfurtherexplorationneeded?Dothe
researchersfeelconfidentinusingaspecificmethod?Inwhichcase,thewellknownmethodmay
provideastartingpoint.Doesqualitativedataneedtobeusedtoexplainquantitativedata?

Advantages
MixedMethodsResearchisusefulforinvestigatingcomplexproblemsasthecombinationof
quantitativeandqualitativedatabringsdifferentperspectives(Azorn&Cameron,2010).Theapproach
helpstoensuretriangulationofdata(morethanonesourceaidsverification)andalsobracketing
(differentperspectivesorlevels)(Reeves&Hedberg,2004).Theprocesscanbeenrichingforboth
participantsandresearchers,andcanenhancetheintegrityandsignificanceoftheresearch(Azorn&
Cameron,2010).

Barriers
Oftenresearchersaremoreskilledineitherquantitativeorqualitativemethodssoalackofexpertise
canpreventthemengaginginMMR.Thistypeofresearchworksbetterwithateamasittendstotake
moretimeandworkespeciallywhenresearchersneedtodeveloptheirskillsandknowledge.The

DrBronwynHegarty,23September2015
Research&EnterpriseResearchTraining
TeKuraMatatinikiOtkou(OtagoPolytechnic)

approachcanalsobemorefinanciallytaxing.Gettingpublishedcanbeanissueduetothesizeand
complexityoftheresearchbeingreported,andalsothepreferencesofsomejournalsforeither
qualitativeorquantitativeresearch(Azorn&Cameron,2010).

Figure4:ThreeMixedMethodsResearchDesignstakenfromCresswell(2013,p.40).

ExamplesofMixedMethodsResearchprojects
Examples1and2from:Cronholm,S.&Hjalmarsson,A.(2011).ExperiencesfromSequentialUseof
MixedMethods.TheElectronicJournalofBusinessResearchMethods,9(2),8795).Retrievedfrom
http://www.ejbrm.com

Example1:ExplanatorySequentialdesign
Aim:theresearcherinvestigatedthereadabilityandlegibilityofwebbasedtextdesignswhensecondary
schoolstudentsusedPCdeviceswithasmallscreen(79inches).

Theresearch:aquantitativestudywascarriedoutfirstasanexperimentmeasuringthetypeoftexts
thatwerereadandalsoaLikertscalequestionnairewasused.Theeffectofvariablessuchasthelength
ofarowoftextandfontsizeonreadabilityandlegibilitywereexamined.
Statisticalanalysisofthequestionnaireresponseswasusedtolookfor
relationshipsbetweenparticipantsreadingspeedandthedesignofthetext.

DrBronwynHegarty,23September2015
Research&EnterpriseResearchTraining
TeKuraMatatinikiOtkou(OtagoPolytechnic)

Thequalitativecomponentoftheresearchoccurredinthesecondphaseandconsistedofinterviews
usingsemistructuredquestions.Respondentstothequestionnairewerechosenandaskedtheir
preferencesregardingthetexttheywerereadingandthedevicesused.
Characteristicsoftheresearcher:highpreknowledgeaboutquantitativemethodsbutuncomfortable
andskepticalwithqualitativemethods.Theresearchershighexistingknowledgeaboutthe
phenomenontobestudiedwasthereasonshedecidedtobeginwithanexperimentbasedonawell
developedhypothesis.Shehadlittleexperienceperforminginterviewsandtheoutcomesofthe
questionnaireprovidedabasefordevelopingthesemistructuredinterviewquestions.

Outcome:thedesigndidnotenablethefullpotentialofthequalitativephasesincetheinterviewswere
onlyusedtoconfirmtheoutcomesofthequantitativephaseasopposedtoexploringdifferent
conundrums.

Example2:ExploratorySequentialdesign
Aim:inthisresearch,thebehaviourofuserswhensearchingforinformationusingawebbasede
servicewasinvestigated.Theresearcherwantedtofindoutifthestructureandcontentofresources
providedforhighereducationwassuitableandusable.
Theresearch:Phaseoneofthestudybeganwithqualitativetextanalysiswiththe
aimofgeneratingcategoriesthatcouldbeusedforthequantitativepartofthe
study.Thecategoriesobtainedfromthequalitativephasewereusedtogenerate
quantitativequestions.Phasetwofollowedwithaquestionnaireadministeredto
firstyearandfinalyearstudentsinasecondaryschool.
Characteristicsoftheresearcher:theresearcherwasknowledgeableand
confidentwithqualitativemethodsbutlesssowithquantitativemethods.
Outcome:usingquantitativeandqualitativemethodshelpedtohighlightdifferentperspectives.The
quantitativedataconfirmedtheimportanceofthecategoriesobtainedqualitativelyandidentified
differentfeaturesassociatedwiththeeservice.Qualitativeanalysisenabledsimilaritiesanddifferences
amongstthegroupstoemerge.However,generalizationoftheresultswasnotconsideredpossible.

Example3:DigitalInformationLiteracyresearchprojectInterventionDesign.
Hegarty,B.,Penman,M.,Kelly,O.,Jeffrey,L.,Coburn,D.andMcDonald,J.(2010).DigitalInformation
Literacy:SupportedDevelopmentofCapabilityinTertiaryEnvironments.Finalreport.Ministryof
Education,Wellington.http://www.educationcounts.govt.nz/publications/tertiary_education/80624
Aim:toinvestigatedifferentstrategiesandtoolsthatcouldbeusedtodevelopthedigitalinformation
literacycapabilityofstaffandstudentsfromfourtertiaryinstitutionsinNewZealand(Otago
Polytechnic,UniversityofOtago,ManukauInstituteofTechnology,andMasseyUniversity).

DrBronwynHegarty,23September2015
Research&EnterpriseResearchTraining
TeKuraMatatinikiOtkou(OtagoPolytechnic)

Theresearch:aseriesofexperientialworkshopsovera10weekperiodwerefacilitatedbythe
researcherstosupportparticipants(staffandstudents)toworkonsolutionsfordigitalinformation
issuesintheirwork,studyandpersonallives.AMixedMethodsResearchmethodologywasusedand
bothqualitativeandquantitativedatawascollectedandanalyzedwithinan
ActionResearchframework.Datawascollectedusingpreandpostsurveys
(quantitative),observationsanddiscussionsinfacetofaceworkshops,
participantsreflectionsontheirblogs,actionlearningcyclesandjournals,email
correspondenceandfocusgroupinterviews(qualitative).

Aprocessofdescriptivestatistics,andcontentandthematicanalysisandinterpretationwasusedto
integrateallformsofevidencewhendevelopingcasestudiestopresentthefindings.Byintegratingboth
formsofdata,richcasestudieswereconstructedtounderstandandarticulatehowparticipants
developedtheirdigitalinformationcapabilityovertheresearchperiod.

Characteristicsoftheresearchers:theteamofsixresearchersincludedpeoplefamiliarwithboth
quantitativeandqualitativemethods.Somemembershadpreviouslyusedmixedmethodsinevaluation
projectsbutnotinresearchcontexts.
Outcome:theresultswerepresentedasanoverallcasestudyconstructedfrombothindividualcase
studiesandfourinstitutionalcasestudies.Therefore,differentmethodologieswereusedtocollect,
analyzeandinterpretthedataandamixofresearchstrategies(ActionResearchandCaseStudy)were
incorporated.

DrBronwynHegarty,23September2015
Research&EnterpriseResearchTraining
TeKuraMatatinikiOtkou(OtagoPolytechnic)

ScenarioPedestrianbehaviouratGardensintersection.
Issue:TheDunedinCityCouncilhasreceivedcomplaintsaboutthenumberofpedestrianswhodonot
usethedesignatedcrossingtowalkacrossNorthRoadattheGardensintersection.Pedestrianshave
beenobservedcrossingintrafficevenwhentheyonlyhaveashortdistancetowalktothetrafficlights.
Motoristshavehadnearmisseswithpedestrians.Thesituationispotentiallydangerousbecauseevenif
trafficisstoppeditcanstartupagainquicklywhenthelightschange,andittendstoflowsconstantlyin
severaldirections.Carsoftencomeroundthecornerquicklyfromtwodirections,andsouthbound
traffichastomoveintooneofthreelanesonNorthRoadonceitreachestheintersection.

Asresearchersyouareinterestedinhowtosolvethissituation.Youneedtofindoutwhatdetermines
whetherpedestrianscrossNorthRoadatthetrafficlightsorcrossthroughtraffic.

Initialobservationsshowseveralconditionsconcerningpedestrians.
1.Trafficmaybestoppedatthelights.
2.Trafficmaybemoving.
3.Pedestriansmaycrossatthecrossingasinstructedbythetrafficlights.Trafficisstoppedorwaitsfor
pedestrians.
4.Pedestrianscrossthroughtrafficsometrafficisstoppedbutcanstartmoving,orismovingfrom
anotherdirection.

Characteristicsofpeoplecrossingintraffic:pedestriansmaystopinthemiddle,somerunquicklyif
trafficismoving,agilityandageisvariable,somecrossslowly,andphysicalimpairmentoruseofa
walkingstickisnotadeterrent.

DrBronwynHegarty,23September2015
Research&EnterpriseResearchTraining
TeKuraMatatinikiOtkou(OtagoPolytechnic)

DevelopaMixedMethodsResearchmethodologytoinvestigatetheissue.
Organiseintogroups(threeorfour)withamixofquantitativeandqualitativeresearchers.
1. Whataspectsdoyouwanttoinvestigate?
2. Howwillyoudesigntheresearch?
Developaresearchinquiryquestion.
Howwillyoucollectandanalyseyourdata?UsebothQuantitativeandQualitative
methods.
3. WhichMMRdesigndoesyourprojectfit?
ConvergentParallelDesign,ExplanatorySequentialDesignorExploratorySequential
Design?

MMRDescriptionExampleofConvergentParallelDesignGardensintersection
Inthisstudy,surveysandobservations(quantitative)willbeusedtoascertainhowpedestrianscross
NorthRoadattheGardensintersectionandtestthetheorythatattitudesandmotivationmaypositively
ornegativelyinfluencethebehaviourofpedestrians.Datafromobservationsandinterviews
(qualitative)willbeusedtodescribethebehaviourofpedestriansandinvestigatefactorsthatinfluence
howtheycrosstheroad.

Conclusion
MMRismostcommoninsocial,behavioural,andhealthsciencesandhasgainedstandinginthe
researchcommunityasthethirdmethodologicalmovement.Whethertheapproachisinfluencedby
paradigms,theoriesormethodologytrueMMRmustensurethatquantitativeandqualitativemethods,
datacollection,analysisandinterpretationareintegrated.Otherwise,theresearchisregardedasmulti
methods.Advantagesandbarriersexist.Forexample,MMRisexcellentforinvestigatingcomplex
problemsduetotheopportunityformanydifferentformsofdataandperspectives.Conversely,MMR
projectsarebestwithteamsduetothetimeandworkinvolvedandthedifficultiesinrecruiting
researcherswiththedesiredmixofquantitativeandqualitativeproficiency.
ResearchersareadvisedtoexplorethechallengesdescribedinCamerons(2010)FivePsFramework
Paradigms,Pragmatism,Praxis,ProficiencyandPublishingbeforeembarkingonthistypeofresearch.
Threeresearchdesignshavebeenconsideredhere(ConvergentParallelDesign,ExplanatorySequential
DesignandExploratorySequentialDesign),andsomeexamplesoutlined.

Facilitator:BronwynHegarty|DoctorofEducation|MSc(Dist)|BSc(Hons)|DipTeaching(Tertiary).
Bronwynhasledandbeeninvolvedinseveralcollaborativeandnationallyfundedresearchand
evaluationprojectsineducationwheremixedmethodsdesignswereimplemented.Bronwyncurrently
workswithCapableNZasaPrincipalLecturerinTertiaryTeachereducation.Sheisalsoafacilitatorand
academicmentorintheMastersofProfessionalPractice.email:Bronwyn.hegarty@op.ac.nz

DrBronwynHegarty,23September2015
Research&EnterpriseResearchTraining
TeKuraMatatinikiOtkou(OtagoPolytechnic)

References
Azorn,J.,M.&Cameron,R.(2010).TheApplicationofMixedMethodsinOrganisationalResearch:A
LiteratureReview.TheElectronicJournalofBusinessResearchMethods,8(2),95105).Retrievedfrom
http://www.ejbrm.com

Cameron,R.(2011).MixedMethodsResearch:TheFivePsFramework.TheElectronicJournalof
BusinessResearchMethods,9(2),96108.Retrievedfromhttp://www.ejbrm.com

Creswell,JohnW.(2013).StepsinConductingaScholarlyMixedMethodsStudy.DBERSpeakerSeries.
Paper48.Retrievedfromhttp://digitalcommons.unl.edu/dberspeakers/48

Cronholm,S.&Hjalmarsson,A.(2011).ExperiencesfromSequentialUseofMixedMethods.The
ElectronicJournalofBusinessResearchMethods,9(2),8795).Retrievedfromhttp://www.ejbrm.com

Reeves.T.&Hedberg,J.(2004).InteractiveLearningSystemsEvaluation.EnglewoodCliffs,NewJersey:
EducationalTechnologyPublications.

DrBronwynHegarty,23September2015
Research&EnterpriseResearchTraining
TeKuraMatatinikiOtkou(OtagoPolytechnic)