Sociology

For a very long time, there has been a tussle between researchers over the different methods that are used in research. There are two methods of approaches the quantitative and qualitative approaches. Those who support the quantitative approach take a realist position and involve a dualist epistemology which requires separation of the researcher to the researched while qualitative approach takes a relativist position and allows for multiple constructions of reality and a monist epistemology where the researcher and the researched interact and are bound together. Newman (2006) argues that a good researcher should always understand and appreciate each style on its on terms and recognize the strengths and limitations of each. The paradigm wars have led to the development of several schools of thought.  First of all are the purists, they argue that paradigms and methods should not be mixed in research. The others are the situationalists who argue that certain methods are only applied in particular situations and finally are the pragmatists who advocate the use of both the qualitative and quantitative methods. This last group is the proponent of the mixed method research. They seek to resolve the tension between the quantitative and qualitative researchers. This essay examines the development and application of the mixed method research. A case study on the application of one of its designs has also been included to help illustrate this method.

Tashakkori  Teddlie (2003) traces back the development of the mixed method research to the early 1980s. It is gaining interest in most of the disciplines in particular it has received too much application in the areas of applied social research and evaluation. This trend is also evidenced by the inclusion of chapters discussing the method in books and more recently a handbook and a number of textbooks have been published. In addition, recent studies on the use of the mixed method research in the field of information systems, counseling, management disciplines and a qualitative research is providing evidence of the utilization of this method in contemporary research. Typologies have been developed by theorists and these are a systematic classification of the types that have characteristics or traits in common and form part of models and theories. They are aimed at organizing abstract and complex concepts. In addition, the mixed methods take various forms. Mertems (2005) states that the complementary designs utilize both qualitative and complementary features in a single study, with several research questions having a different methodological approach. Parallel form is the other which collects and analyzes two types of data using concurrent mixed methods or model designs. The last is the sequential from where one type of data is first collected and this provides a basis for collection of another type of data. An example of a typology is that outlined by Caracelli and Greene (1997) that has three component designs and four integrated designs as shown on the table below. Other typologies are those developed by Creswell and Plano Clark (2007) Tashakkori and Teddlie. They are four-type (triangulation, embedded, explanatory and exploratory) and a six type typologies respectively.

The development of the mixed method typologies and research designs has been faced with a lot of challenges. McMillan and Schumacher (2006) have noted that for the effective application of this method, the researchers must be proficient and competent in both the qualitative and quantitative methods. In addition, they should carry out an extended data collection and use many resources. Another problem is the tendency of the researchers to apply this method to only studies that superficially mix methods.

Table Designs for Mixed Methods Research.
Component DesignsIntegrated DesignsTriangulation    
Different methods are used to asses the same phenomenon towards convergence and increased validity.
Iterative
Dynamic and ongoing interplay over time between the different methodologies associated with different paradigms. Spiral type design.Complementary
One dominant method type is enhanced or clarified by results from another method type. Embeddednested
One methodology located within another, interlocking inquiry characteristic in a framework of creative tension.
Expansion
Inquiry paradigms frame different methods that are used for distinct inquiry components. The results being presented side-by-side.
Holistic
Highlight the necessary interdependence of different methodologies for understanding complex phenomena fully.

Transformative
Give primacy to the value-based and action-orientated dimensions of different inquiry traditions.
Mix the value commitments of different traditions for better representation of multiple interests.Source Cameron.

Lets now look at the following case study as an illustration of the use of mixed method research. The study was carried on the field of human resource development and it was focused on the learning experiences of the disadvantaged in the labor market. It is a qualitative exploratory study and the research design employed is the sequential mixed model with two phases. Phase I utilizes the retrospective design to study current and past learning related activities and skills. In phase II, combined process and product evaluation design was utilized to evaluate the effectiveness of the developed model in the field. A process evaluation model looks at the extent the program achieves its objectives and products while the product evaluation part determines the worth of the model as it is reflected by the process and the outcomes. Observations from these approaches help one in the modification, improvement and program certification and adoption as outline by McMillan and Schumacher. In phase I, approximately 250 labor market program (LMP) participants was researched on and gave preliminary data and this aided in the development of a model to assist those in career and transitions. In phase II, the process was non-linear and this enabled the development of a method to progress the research to be selected. This is because a non-linear research path makes successive passes through steps and thus enables one to gather sufficient information on the subject under study and as a result make informed conclusions. The figure below shows the overall research design and design subtypes of the research.

Figure Research Design for the Study.
The research design allows for the research questions for the phase II to be drawn from the inferences of phase I. The first phase involved the collection of data, its analysis and making inferences in a quantitative approach as a learning survey while the second phase was taken as a confirmation. Because of this, a qualitative approach was used to collect the new data, its analysis and to make inferences. This was applied in the model development, testing and its evaluation in the field. Finally, general conclusions were drawn from the two phases and these are called meta-inferences. They either confirm or disqualify the inferences at the end of the two phases. For this research, the meta-inferences were confirmatory and led to the development of a conceptual framework. This consisted of a Recognition of Prior Learning (RPL) model, a hierarchy of recognition model and a model to assist those in career and learning transitions.

As outlined above, the development of the mixed method research is closely associated with pragmatists and is currently enjoyed a wide application in several fields. The benefits derived from the application of this method have been illustrated and they override the associated issues.