scholarly journals Untangling the Meanings of Justice: A Longitudinal Mixed Methods Study

2016 ◽  
Vol 12 (2) ◽  
pp. 204-220 ◽  
Author(s):  
Robyn L. Holder
Keyword(s):  
Mixed Methods ◽  
Mixed Methods Research ◽  
Mixed Methods Study ◽  
Exploratory Research ◽  
Group Level ◽  
Qualitative Approaches ◽  
Justice Process ◽  
Criminal Justice Process ◽  
Victims Of Violence ◽  
Over Time

This article explores the application of prospective and retrospective elements of enquiry at different time points in longitudinal mixed methods research. It discusses how the method facilitates shifts in the dominance of quantitative and qualitative approaches and focuses attention on change and on interpretation. The article presents exploratory research designed to untangle different meanings of justice from the perspective of men and women who have been victims of violence and who then became involved in a criminal justice process. Both individual- and group-level analyses are used to show justice as a multidimensional phenomenon that unfolds and opens in context as well as over time. However, how best to report complex findings from longitudinal mixed methods research remains a challenge.

scholarly journals An intervention to decrease burnout and increase retention of early career nurses: a mixed methods study of acceptability and feasibility

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Judy Brook ◽  
Leanne M. Aitken ◽  
Julie-Ann MacLaren ◽  
Debra Salmon
Keyword(s):  
Mixed Methods ◽  
Nursing Students ◽  
Focus Groups ◽  
Academic Staff ◽  
Skills Training ◽  
Early Career ◽  
Mixed Methods Study ◽  
Healthcare Organisation ◽  
Structured Interviews ◽  
Over Time

Abstract Aims To understand the experiences of nursing students and academic staff of an intervention to decrease burnout and increase retention of early career nurses, in order to identify acceptability and feasibility in a single centre. Background Internationally, retention of nurses is a persistent challenge but there is a dearth of knowledge about the perspectives of stakeholders regarding the acceptability and feasibility of interventions to resolve the issue. This study reports an intervention comprising of mindfulness, psychological skills training and cognitive realignment to prepare participants for early careers as nurses. Methods This is an explanatory sequential mixed methods study, conducted by a UK university and healthcare organisation. Participants were final year pre-registration nursing students (n = 74) and academics (n = 7) involved in the implementation of the intervention. Pre and post measures of acceptability were taken using a questionnaire adapted from the Theoretical Framework of Acceptability. Wilcoxon Signed Ranks test was used to assess change in acceptability over time. Qualitative data from semi-structured interviews, focus groups and field notes were thematically analysed, adhering to COREQ guidelines. Data were collected February to December 2019. Results One hundred and five questionnaires, 12 interviews with students and 2 focus groups engaging 7 academic staff were completed. The intervention was perceived as generally acceptable with significant positive increases in acceptability scores over time. Student nurses perceived the intervention equipped them with skills and experience that offered enduring personal benefit. Challenges related to the practice environment and academic assessment pressures. Reported benefits align with known protective factors against burnout and leaving the profession. Conclusion Planning is needed to embed the intervention into curricula and maximise relationships with placement partners. Evaluating acceptability and feasibility offers new knowledge about the value of the intervention for increasing retention and decreasing burnout for early career nurses. Wider implementation is both feasible and recommended by participants.

Designs of Mixed Method Research

2020 ◽  
pp. 95-121
Author(s):  
Amir Manzoor
Keyword(s):  
Mixed Methods ◽  
Mixed Methods Research ◽  
Mixed Method Research ◽  
Psychology Education ◽  
Quantitative And Qualitative Research ◽  
Education And Health ◽  
Qualitative Approaches ◽  
Research Problems ◽  
The Common ◽  
Complex Phenomena

Mixed methods research is becoming an increasingly popular approach in the discipline fields of sociology, psychology, education and health sciences. Calls for the integration of quantitative and qualitative research methods have been advanced in these fields. A key feature of mixed methods research is its methodological pluralism, which frequently results in research which provides broader perspectives than those offered by mono-method designs. The central premise of mixed methods is that the use of quantitative and qualitative approaches in combination provides a better understanding of research problems and complex phenomena than either approach alone. The purpose of this chapter is to review designs of mixed methods research. The study surveys the common designs of mixed methods research and examine the main characteristics of each in terms of purposes, strengths, and issues, and posits suggestions on the application of these designs.

Designs of Mixed Method Research

2021 ◽  
pp. 252-277
Author(s):  
Amir Manzoor
Keyword(s):  
Mixed Methods ◽  
Mixed Methods Research ◽  
Mixed Method Research ◽  
Psychology Education ◽  
Quantitative And Qualitative Research ◽  
Education And Health ◽  
Qualitative Approaches ◽  
Research Problems ◽  
The Common ◽  
Complex Phenomena

Mixed methods research is becoming an increasingly popular approach in the discipline fields of sociology, psychology, education and health sciences. Calls for the integration of quantitative and qualitative research methods have been advanced in these fields. A key feature of mixed methods research is its methodological pluralism, which frequently results in research which provides broader perspectives than those offered by mono-method designs. The central premise of mixed methods is that the use of quantitative and qualitative approaches in combination provides a better understanding of research problems and complex phenomena than either approach alone. The purpose of this chapter is to review designs of mixed methods research. The study surveys the common designs of mixed methods research and examine the main characteristics of each in terms of purposes, strengths, and issues, and posits suggestions on the application of these designs.

Mixed Methods Research Design

2020 ◽  
pp. 26-52
Author(s):  
Mette L. Baran
Keyword(s):  
Mixed Methods ◽  
Data Collection ◽  
Research Design ◽  
Mixed Methods Research ◽  
Exploratory Research ◽  
Embedded Design ◽  
Strategic Implementation ◽  
Research Questions ◽  
Collection Phase

This chapter introduces the various design choices researchers need to decide on prior to conducting the study. The chapter starts with a detailed description of what research design is, followed by an explanation of descriptive, explanatory, or exploratory research questions. This determines what type of data will be collected. The major strategic implementation methods for quantitative, qualitative, and mixed methods are then discussed. The three strategies for mixed methods research—parallel convergent, sequential, and embedded design—are presented in detail along with the rationale for their use. Finally, in the last section, the strands or sequencing of the data collection phase of the study are explained.

Designs of Mixed Method Research

2016 ◽  
pp. 79-105
Author(s):  
Amir Manzoor
Keyword(s):  
Mixed Methods ◽  
Mixed Methods Research ◽  
Mixed Method Research ◽  
Psychology Education ◽  
Quantitative And Qualitative Research ◽  
Education And Health ◽  
Qualitative Approaches ◽  
Research Problems ◽  
The Common ◽  
Complex Phenomena

Mixed methods research is becoming an increasingly popular approach in the discipline fields of sociology, psychology, education and health sciences. Calls for the integration of quantitative and qualitative research methods have been advanced in these fields. A key feature of mixed methods research is its methodological pluralism, which frequently results in research which provides broader perspectives than those offered by mono-method designs. The central premise of mixed methods is that the use of quantitative and qualitative approaches in combination provides a better understanding of research problems and complex phenomena than either approach alone. The purpose of this chapter is to review designs of mixed methods research. The study surveys the common designs of mixed methods research and examine the main characteristics of each in terms of purposes, strengths, and issues, and posits suggestions on the application of these designs.

A Systematic Methodological Review of Hierarchical Linear Modeling in Mixed Methods Research

2020 ◽  
pp. 155868982093788
Author(s):  
Kirstie L. Bash ◽  
Michelle C. Howell Smith ◽  
Pam S. Trantham
Keyword(s):  
Mixed Methods ◽  
Hierarchical Linear Modeling ◽  
Mixed Methods Research ◽  
Quantitative Methods ◽  
Linear Models ◽  
Mixed Methods Study ◽  
Linear Modeling ◽  
Methodological Review ◽  
Design Choice

The use of advanced quantitative methods within mixed methods research has been investigated in a limited capacity. In particular, hierarchical linear models are a popular approach to account for multilevel data, such as students within schools, but its use and value as the quantitative strand in a mixed methods study remains unknown. This article examines the role of hierarchical linear modeling in mixed methods research with emphasis on design choice, priority, and rationales. The results from this systematic methodological review suggest that hierarchical linear modeling does not overshadow the contributions of the qualitative strand. Our study contributes to the field of mixed methods research by offering recommendations for the use of hierarchical linear modeling as the quantitative strand in mixed methods studies.

Mixed Methods Research in Knowledge Management Studies (2009–2014): A Content Analysis of Journal Articles

2020 ◽  
Vol 19 (03) ◽  
pp. 2050016
Author(s):  
Patrick Ngulube
Keyword(s):  
Knowledge Management ◽  
Content Analysis ◽  
Mixed Methods ◽  
Mixed Methods Research ◽  
Qualitative Content Analysis ◽  
Reliability And Validity ◽  
Social Contexts ◽  
Future Research ◽  
Qualitative Approaches ◽  
Complex Design

The purpose of this article is to investigate the adoption and utilisation of mixed methods research (MMR) in an emerging field, such as knowledge management (KM). Methodologies used by researchers have a bearing on the reliability and validity of the knowledge they produce. There is need to explore the prevalence in use of various methodologies over time. Such studies provide researchers time to reflect on their research practices. It is important to reflect on how researchers are adopting and utilising MMR approaches and what can be done to improve methodological approaches in research. A qualitative content analysis of articles from five leading KM-centric journals published between 2009 and 2014 was conducted for the research purpose. Our findings contribute to a better understanding of the utilisation of MMR in KM and provide guidance for those seeking to learn about and apply MMR approaches in research in context. Only 1.1% of the studies were classified as representing some form of MMR. Of the eight articles that were sampled, five of them did not explicitly identify themselves as MMR studies. Two of the articles did not give reasons for combining quantitative and qualitative approaches. None of the studies that were examined identified the MMR approach that was employed. Four of the MMR studies were exploratory, three were explanatory and one was convergent. All the articles were partially mixed studies. Few researchers indicated how they prioritised qualitative and quantitative strands. A handful of sampled studies used MMR and employed basic design typologies in contrast to complex typologies. It is recommended that KM research should embrace MMR and use complex design typologies in order to enhance their understanding of the complex problems that KM scholars encounter. Methodological pluralism has the potential of contributing to the growth in knowledge and development of many perspectives in the field: an appreciation of the advantages of using MMR and its potential to provide a holistic, innovative and robust perspective of research phenomena. The selection criteria in this study excluded other journals that cover KM research. Further research may uncover whether the prevalence rates reported in this study are consistent with those journals which were excluded in this study. Methodologies used by researchers for different kinds of research may be different. The research method employed in this study does not have the ability to establish that. Future studies may employ interviews and other data collection techniques in order to triangulate methods to determine why MMR was not prevalent. The future research directions should consider the extent to which personal, interpersonal and social contexts influence researchers to use MMR.

scholarly journals The untapped potential of mixed-methods research approaches for German history education research

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Manuel Köster ◽  
Holger Thünemann
Keyword(s):  
Education Research ◽  
Mixed Methods ◽  
Mixed Methods Research ◽  
Quantitative Methods ◽  
History Education ◽  
Added Value ◽  
German History ◽  
Research Approach ◽  
German Studies ◽  
Qualitative Approaches

Despite some pioneering studies, mixed-methods research approaches are uncommon in the German history education community, in contrast to the general increase in mixed-methods research in the educational and social sciences. Conversely, German history education research currently appears to favour quantitative methods as opposed to qualitative approaches – at least in larger research projects. In this paper, we argue for a more inclusive research approach combining qualitative and quantitative methods. Discussion of a pioneering study from the 1980s (Jeismann et al ., 1987) highlights implementation of this unusual approach to history education research in Germany. To illuminate the added value of such a mixed-methods research approach, we discuss two published German studies that respectively rely on quantitative (Trautwein et al ., 2017) and qualitative (Köster, 2013) research methods. A mixed-methods approach might have illuminated each study's 'blind spots'.

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