1. Module 5 - Purposes EDRE 5674: Introduction to Mixed Methods

2. Objectives Become familiar with the definitions and distinguishing features of the 5 categories for MM designs identified by Greene, Caracelli, and Graham (1989). Categorize examples of rationale or purpose statements into the most appropriate category. Identify arguments supporting the usefulness of the typology. Identify arguments countering the usefulness of the typology. EDRE 5674: Introduction to Mixed Methods2

3. Greene’s Argument: Why Organize Designs by Purposes? A study does not begin with a design or a method. A study begins with a well-justified purpose and a clearly delineated set of inquiry questions (p. 97) “Methodology is ever the servant of purpose, never the master” (p. 97) The purpose of the research must require MM. EDRE 5674: Introduction to Mixed Methods3

4. Greene’s Five Purposes for MM Designs 1.Triangulation -- 23% 2.Complementarity -- 14% 3.Development – 9% 4.Initiation - - 3% 5.Expansion – 26%** Greene, Caracelli, & Graham (1989) **Remainder not state (26%) EDRE 5674: Introduction to Mixed Methods4

5. Triangulation DEFINTION To increase validity by seeking convergence, corroboration, or correspondence of results from different methods. DISTINGUISHING MUST BE SAME THE SAME CONSTRUCTS EXAMPLE QUANT and QUAL measures of scientific identity EDRE 5674: Introduction to Mixed Methods5

6. Study of Undergraduate Research Experiences: Classic Triangulation Rationale “QUANT and QUAL research can complement each other because they allows constructs to be explored from different angles, leading to a more nuanced and complex understanding of the research questions…We enhanced the reliability of this study by triangulating both our data collection methods… and our analytical techniques. EDRE 5674: Introduction to Mixed Methods6

7. Complementarity DEFINITION Taps into different dimensions of the same complex phenomenon to clarify, elaborate, enhance, or illustrates the results of one method with another DEFINING QUALITY Intentionally designed to to measure different aspects of the same phenomenon. Signaled by words like: elaborate, enhance, deeper understanding EXAMPLE Direct observation of collaborative behavior in a classroom or lab Interviews with students to get information about the dynamics among peers EDRE 5674: Introduction to Mixed Methods7

8. Example: Complementarity “By employing both data collection methods in stress research, the data can be analyzed from two different perspectives. The quantitative methods can uncover the frequency with which individuals experience stressors and strains, whereas the open-ended measures can provide detailed information about specific stressor incidents and resulting strains…allowing researchers to look at the relationships…in novel ways” (Mazzola et al., 2011). EDRE 5674: Introduction to Mixed Methods8

9. DEVELOPMENT DEFINITION Results of one method inform the development of the other, for instrument development or sampling EXAMPLE Use an instrument to select an extreme sample for case studies of, for example, students who score substantially above the mean and those who score substantially below the mean EDRE 5674: Introduction to Mixed Methods9

10. INITIATION DEFINTION To explore paradox and contradiction DEFINING CHARACTERISTICS When purpose is to explain contradictory or absent results. A purpose that may emerge during the study. Use of very different methods (e.g. ethnography and surveys) EXAMPLE Who students report they consult about career choices is different on a questionnaire than what they say during a personal interview. EDRE 5674: Introduction to Mixed Methods10

11. EXPANSION DEFINITION Different methods asses different phenomenon DEFINING CHARACTERISTICS EXAMPLES Multi-level studies Parents Students Teachers Often multi-level Likely to be sequential EDRE 5674: Introduction to Mixed Methods11

12. Example: Expansion This study used a sequential explanation mixed methods design consisting of two distinct phases…the quantitative data was collected in the first phase to identify the potential predictive power of selected factors on the doctoral student’s persistence. The qualitative data was collected and analyzed in the second phase and helped to explain or elaborate the quantitative results (Ivankova et al. (2007). EDRE 5674: Introduction to Mixed Methods12

13. Reservations about Greene’s Typology Are the categories really distinct? Is it really a measurable typology in that the types are based on the same underlying construct (e.g. one or multiple phenomenon) How might the results been affected by the fact that the articles were all evaluation studies? Is the argument inherently contradictory – set design by purposes but purposes can change? EDRE 5674: Introduction to Mixed Methods13

14. Bryman’s (2006) Application A different picture emerged when he looked at rationale provided and the actual uses of QUAL and QUAN In terms of rationale provided for using MM, complementarity and expansion most frequent; almost none in the initiation category When looked at practice, 44.8% fell in the category of complementarity EDRE 5674: Introduction to Mixed Methods14

15. Supplemental Reading Bryman, A. (2006). Integrating quantitative and qualitative research: How is it done? Qualitative Research, 6 (1), 97-113. EDRE 5674: Introduction to Mixed Methods15