Integrating Using a Crossover Analysis With Formative Joint Displays in Mixed Methods Research

2021 ◽  
pp. 155868982110476
Author(s):  
David Reeping ◽  
Cherie Edwards
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Mixed Methods Research ◽  
Descriptive Study ◽  
Multiple Data ◽  
Crossover Analysis

We show in this methodological article how formative joint displays can be used to integrate multiple data facets. Joint displays in the published literature are intended to be polished research products that illustrate the connections between quantitative and qualitative inferences. However, we contend using joint displays formatively during analysis can yield more comprehensive metainferences. Accordingly, we introduce a process called joint display coding to formalize the process toward these metainferences. Our approach draws upon the “text-in-context” coding approach and intersects it with a crossover analysis. We showcase an example of joint display coding using a descriptive study of U.S. institutional webpages in higher education. Integrated themes were developed by blending the structural and textual facets of webpage data.

Evaluating Mixed Methods Research Integration Quality in Three Top Journals of Higher Education

2020 ◽  
Vol 12 (3) ◽  
pp. 304-318
Author(s):  
Yi Zhou ◽  
Yuchun Zhou ◽  
Lijing Yang ◽  
Shouhua Yu
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Mixed Methods Research ◽  
Research Question ◽  
Health Science ◽  
Effective Strategies ◽  
Integration Strategies ◽  
Mixing Techniques ◽  
Effective Integration

Mixed methods research (MMR) has been adopted in a variety of disciplines, including health science, social studies, psychology, early childhood, and business. More recently, higher education researchers adopted this methodology, but with limited evaluation on the quality of published mixed methods research. To enhance researchers’ understanding of using MMR, we developed a 4-dimension codebook and reviewed 14 recently published mixed methods research articles that were published in 3 top journals in higher education. We found that researchers used 3 effective strategies to approach integration: (a) using a mixed methods research question to guide the mixed methods (MM) design, (b) using effective mixed methods sampling strategies to collect different types of data for the purpose of integration, and (c) using mixing techniques to interpret results for optimal maximum integration. Apart from the 3 effective integration strategies, a few insufficiencies have been singled out: (a) infrequent use of MM terminologies in the article title, (b) limited familiarity with MM data mixing strategies, and (c) non-optimal reporting of MM results. At the end, we synthesized the useful integration strategies and developed a checklist for higher education researchers to design high-quality mixed methods research studies.

scholarly journals Does PhD qualification improve pedagogical competence? A study on teaching and training in higher education

2020 ◽  
Vol 12 (5) ◽  
pp. 1233-1250
Author(s):  
Ugochukwu Chinonso Okolie ◽  
Paul Agu Igwe ◽  
Chinyere Augusta Nwajiuba ◽  
Sunday Mlanga ◽  
Michael Olayinka Binuomote ◽  
...  
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
African Countries ◽  
Content Type ◽  
Pedagogical Content ◽  
Significant Difference ◽  
Pedagogical Competence ◽  
Teaching Qualifications

PurposeThere has been much debate in recent times about the factors that improve the quality of teaching in higher education (HE) institutions. This has been especially fueled by the increasing importance attached to Doctor of Philosophy (PhD) qualification. To fill the existing gap in the current literature in this regard, this study aims to investigate whether HE teachers (lecturers) who undergo pedagogical training (PT) in addition to obtaining PhD qualification possess higher knowledge and pedagogical competencies (PCs) than those that relied only on having PhD qualification without further teaching qualifications.Design/methodology/approachDrawing upon data collected through a structured questionnaire administered to 1,174 Nigerian HE teachers in various disciplines from 39 HE institutions, in addition to two focus groups, the study adopts a mixed-methods research. The quantitative data were analyzed descriptively while qualitatively data were coded, transcribed verbatim, and analyzed thematically.FindingsThis article proposes that teachers who undergo PT in addition to obtaining PhD tend to have more PCs and perform better than those that have not undergone any form of PT. Also, it found a statistically significant difference between PCs of HE teachers who have undergone PT in addition to PhD qualification from those without PT. The implication is that teachers who have undergone PT are more effective in facilitating teaching and learning than those who have not completed PT.Research limitations/implicationsDespite the merits of the mixed-methods research, a major limitation of this study is the failure to compare students' achievements or successes based on the two distinct samples. However, the limitations create opportunities for further studies into the subject matter.Originality/valueThis study is timely, given that Nigeria (like many African countries) has a low quality HE system and low graduate outcomes (related to knowledge, employability, and skills). More so, research into pedagogical content knowledge (PCK) and practices are rare or nonexistent in the literature related to Nigeria and other African countries' HE system.

scholarly journals State of Mind Ireland-Higher Education: A Mixed-Methods Longitudinal Evaluation of a Positive Mental Health Intervention

2020 ◽  
Vol 17 (15) ◽  
pp. 5530
Author(s):  
Niamh O’Brien ◽  
Martin Lawlor ◽  
Fiona Chambers ◽  
Wesley O’Brien
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
Mixed Methods ◽  
Mixed Methods Research ◽  
Positive Mental Health ◽  
Self Report ◽  
Education Student ◽  
State Of Mind ◽  
The Impact

Objective: This study evaluates the impact of the State of Mind Ireland-Higher Education (SOMI-HE) Mental Fitness intervention on student wellbeing, resilience, and physical activity (PA) participation. Design: A mixed-methods research design, comprising of a self-report questionnaire, and semi-structured focus group interviews at pre, post and follow-up phases were employed. Participants were a sample of 134 higher education students (29% male: 71% female; mean age range 18 to 25 years old). The quantitative outcome measures of wellbeing, resilience and PA data were analysed using SPSS version 26.0, (IBM, Armonk, NY, USA) with appropriate statistical analysis. Qualitative data were analysed using thematic analysis to capture the long-term outcomes and impact of the intervention. Results: The results indicate a significant intervention effect on participants’ wellbeing (t (120) = −4.27, p < 0.001), PA levels (t (126) = 3.91, p < 0.001) and motivational readiness for exercise change (χ2 (1, n = 131) = 6.9, p < 0.009 (2–sided). Qualitative findings suggest a sustained long-term increase in PA and resilience skills for positive mental health, and reduced stigma and barriers to positive mental health. Conclusion: The findings demonstrate the effectiveness of the SOMI-HE evidence-based intervention, and beneficial outcomes of a salutary approach to higher education student mental health.

scholarly journals Scrutinizing Cheating Behavior among EFL Students at Islamic Higher Education Institutions in Indonesia

2021 ◽  
Author(s):  
Habiburrahim Habiburrahim ◽  
Ika Kana Trisnawati ◽  
Yuniarti Yuniarti ◽  
Zamzami Zainuddin ◽  
Safrul Muluk ◽  
...  
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Undergraduate Students ◽  
Mixed Methods Research ◽  
English Language ◽  
Higher Education Institutions ◽  
Language Education ◽  
Moral Awareness ◽  
Cheating Behavior ◽  
The Subject

Cheating has been a significant issue over the years throughout the world, including in Indonesian Higher Education. In this study, we aimed to explore students’ perceptions of cheating, the practices they engage in when they cheat, the factors influencing their behavior, and possible solutions to stop cheating in the context of Islamic Higher Education. This mixed methods research involved 43 undergraduate students in the Department of English Language Education of two Islamic Higher Education institutions: The University of Muhammadiyah Aceh and Universitas Islam Negeri (UIN) Ar-Raniry Darussalam, Banda Aceh - Indonesia. A questionnaire comprising demographic and cheating related questions was emailed to students taking the subject, Ilmu Akidah (Theology). This subject is a third-semester optional subject offered to students at both universities. The subject covers issues about ethics, morals, good Muslim citizenship, and other universal Islamic values. Eight students were interviewed to seek their opinions about cheating in the context of Islamic education and to suggest ways to stop cheating at their university. Survey findings indicated the prevalence of cheating among these Islamic university students during their studies reached 84%, with the most common cheating practices including requesting/exchanging answers with friends during exams, duplicating texts from the internet/books and then submitting them, and cooperating with friends in doing individual assignments. The underlying issues involved external factors (i.e., exam difficulty, overloaded assignments, inadequate time for finishing assignments, and assisting friends) and internal factors (i.e., fear of low grades and failure in exams, and motivation for gaining high scores). Sixteen percent of the students claiming that they never cheated because of their religious/moral awareness, a sense of accomplishment in their own ability, and fear of academic sanctions suggestions for preventing cheating are shared along with a discussion of cheating within Islamic higher education. An important finding from the interviews was many students believed cheating was sinful and those who cheat must repent. The paper concludes with a discussion of the benefits and drawbacks of conducting mixed methods research to answer these questions and adding a set of interviews to the survey instrument.

Rubric Development and Validation for Assessing Comprehensive Internationalization in Higher Education

2019 ◽  
pp. 102831531986579
Author(s):  
Melissa K. Mace ◽  
Denise Pearl
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Mixed Methods Research ◽  
Institutional Assessment ◽  
Minimum Score ◽  
Rubric Development ◽  
Internationalization In Higher Education ◽  
Development And Validation ◽  
Validation Research ◽  
Comprehensive Internationalization

The purpose of this study was to determine if the Institutional Assessment Rubric on Comprehensive Internationalization in Higher Education could be developed and validated following Gehlbach and Brinkworth’s recommended steps for rubric development and validation. Utilizing a mixed-methods research design, 13 research participants evaluated and scored rubric cell descriptors over three survey rounds resulting in a rubric with a scale-level content validity index score ( S-CVI/Ave) of 0.920, well above the 0.80 acceptable minimum score. This mixed-methods rubric validation research study explains the process and results of a rubric developed for institutions interested in the comprehensive internationalization of their campuses and provides a scale to (a) conduct a baseline assessment; (b) develop a plan, establish goals, and align resources; and (c) track progress toward those goals over time.

Theory into practice:: Challenges and implications for information literacy teaching

IFLA Journal ◽  
2020 ◽  
Vol 46 (2) ◽  
pp. 133-142
Author(s):  
Deborah Schachter
Keyword(s):  
Higher Education ◽  
British Columbia ◽  
Mixed Methods ◽  
Information Literacy ◽  
Teaching Practices ◽  
Mixed Methods Research ◽  
Research Study ◽  
Higher Education Institutions ◽  
Literacy Teaching ◽  
Value Of Learning

This article is informed by a mixed-methods research study into librarians’ critical information literacy awareness and teaching practices in higher education institutions within British Columbia, Canada, and the literature related to critical pedagogical and literacy theory. I explore the perceived gap in librarian knowledge of theories that underpin their pedagogy, the value of learning about and applying theories to information literacy teaching, and strategies that can enable improved awareness and application of theory to librarians’ practices in higher education.

Integration as a Process: Applying Iterative Multiple Correspondence Analysis to Surface Dynamic Findings

2021 ◽  
pp. 155868982110216
Author(s):  
Elisabeth L. Kutscher ◽  
Lionel C. Howard
Keyword(s):  
Mixed Methods ◽  
Correspondence Analysis ◽  
Mixed Methods Research ◽  
Multiple Correspondence Analysis ◽  
Data Type ◽  
Integration Process ◽  
Making Sense ◽  
Crossover Analysis ◽  
Research Integration ◽  
Surface Dynamic

A defining characteristic of mixed methods research, integration receives considerable attention in the field, yet evidence suggests that the process of integration may be challenging in practice. Crossover analyses, in which methods typically used with one data type are applied to a different data type, can deepen integration. Using an example from the field of education, this article demonstrates the iterative application of multiple correspondence analysis as a crossover analysis through a four-stage integration process. Contributions to the field of mixed methods include (a) the utility and potential of multiple correspondence analysis to surface new dimensions of integrated findings, (b) considerations for rigor in the application of crossover methods, and (c) considerations for making sense of diffractive or dynamic findings.

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