6 Primary Use of an Approach to Priority given to the Stage at which the Procedural Uses

Types of Explicit Implementation Quantitative and data are analyzed Notations

Designs Theoretical / (Sequential or Qualitative Data and integrated
Advocacy Lens Concurrent) (Equal or Unequal) (Separated,
Transformed, or
Connected)

Sequential  Do not use  Sequential  Unequal  Connected QUAN  qual  For explaining
Explanatory an explicit  Quantitative  Given on  Occurs at the relationships
Design advocacy data are quantitative data data and/or study
lens. collected and  Qualitative data interpretation findings,
analyzed, are used primarily stage and in especially
followed by to augment the discussion when they are
qualitative data quantitative data unexpected

Sequential  Do not use  Sequential  Unequal  Connected QUAL  quan  For exploring
Exploratory an explicit  Qualitative data  Given to the  Occurs at the relationships
Design advocacy are collected qualitative data data when study
lens. and analyzed interpretation variables are
first, followed not known
by quantitative  For refining and
data. testing an
emerging
theory
 For developing
new
psychological
tests/assessment
instruments
based on an
initial
qualitative
analysis
  For
generalizing
qualitative
findings to a
specific
location

Sequential  Uses an  Sequential  Unequal – given to  Connected  For giving

Advocacy Lens
Transformative explicit  Quantitative one form of data or  Integration voice to
Design advocative data may be the other. usually occurs QUAN  qual diverse or
lens (e.g., collected and  Equal – given to at the data alternative
feminist analyzed, both forms of data. interpretation or perspectives
perspectives, followed by stage and in  For advocating
Advocacy Lens
critical qualitative data, the discussion. for research
theory), or conversely. QUAL  quan participants
which is  Either form of  For better
usually data may be understanding
reflected in collected first, a phenomenon
the purpose depending on that may be
statement, the needs and changing as a
research preferences of result of being
questions, the researchers. studies
and
implications
for action
and change.

Concurrent  Do not use  Concurrent  Equal – given to  Separated QUAN + QUAL  For attempting
Triangulation an explicit  Quantitative both forms of data  Integration to confirm,
Design advocacy and qualitative usually occurs cross-validate,
lens. data are at the data Results and
collected and interpretation corroborate
analyzed at the stage. study findings
same time.
  Interpretation
typically
involves
discussing the
extent to which
the data
triangulate or
converge.

Concurrent  Do not use  Concurrent  Unequal  Transformation  For gaining a

Nested an explicit  Priority given to  Integration broader
Design advocacy one of the two usually occurs QUAN perspective on
lens. forms of data – during the data the topic at
either to the analysis stage. qual hand
quantitative or  For studying
qualitative data. different
 The nested, or or groups, or
embedded, forms levels, within a
of data are, in single study
these designs, QUAL
usually given less
priority – one quan
reason for this is
that the less
prioritized form of
data may be
included to help
answer an
altogether different
question or set of
questions.
 Concurrent  Uses an  Concurrent  Unequal – given to  Separated /  For giving
Advocacy Lens
Transformative explicit one form of data or Transformed voice to
Design advocacy the other.  Data analysis QUAN + QUAL diverse or
lens (e.g.,  Equal – given to is usually alternative
feminist both forms of data. separate, and perspectives
pespectives, integration  For advocating
Results
critical usually occurs for research
theory), at the data participants
which is interpretation or  For better
usually stage or, if understanding
Advocacy Lens
reflected in transformed, a phenomenon
the purpose during data that may be
statement, analysis. QUAL changing as a
research result of being
quan
questions, studied
and
implications
for action
and change.