This document discusses a lecture on mixed research methods. The lecture aims to address the relationship between sociological imagination and investigation, prospects for integrating qualitative and quantitative methods, challenges of using mixed methods approaches, and how mixed methods can help understand research topics. The lecture objectives are to distinguish research designs, identify when methods complement each other, and explain mixed methods designs. Key points covered include triangulation, action research, parallel versus sequential mixed methods, and reconciling different paradigms.

1. Becoming
a
Social
Scien-st
Sociology
&
Policy
Department
TP2
Developing
Research
Skills
and
Prac-ce
Week
9:
Mixed
Research
Methods
The
Best
of
Both
Worlds
or
Uncomfortable
Partners?
Dr
Igor
Calzada

2. Key
points
this
lecture
is
addressing:
1. Rela-onship
between
the
sociological
imagina>on
and
sociological
inves-ga-on
2. Prospects
for
overcoming
the
apparent
epistemological
barriers
to
integra-ng
methods
for
the
purposes
of
sociological
inves-ga-on.
3. Triangula>on
data
>
Real
projects
by
Ac-on
Research
4. Challenges
of
using
both
quan>ta>ve
and
qualita>ve
methods:
parallel
or
sequen-ally.

3. Ques>ons
this
lecture
is
addressing:
1. What
are
the
advantages/disadvantages
of
using
a
Mixed
Methods
approach?
2. What
topics
in
social
research
might
benefit
from
a
Mixed
Methods
approach?
3. What
aspects
of
the
research
ques-on,
research
design,
analysis
and
presenta-on
of
results
are
affected
by
Mixed
Methods
approach?
4. How
would
you
design
a
project
that
was
sequen>ally
ordered?
5. How
would
this
differ
from
a
design
of
that
proceeded
in
parallel?
6. How
can
we
‘know
more’
by
using
a
Mixed
Methods
approach?
7. Is
it
possible
to
reconcile
different
paradigms
within
such
an
approach?
8. How
might
you
make
links
among
very
different
types
of
data?

4. Objectives
After this session you will be able to:
• Distinguish between quantitative, qualitative
and mixed research designs.
• Identify when qualitative and qualitative
approaches can complement each other.
• Select from a range of mixed methods
designs.
• Explain when mixed methods designs may
not be appropriate.

5. Further readings
5

6. Objectives
1. Mixed Methods
2. Triangulation

7. Objectives
1. Mixed Methods

8. • Reminder
of
the
Quan-ta-ve
Methods
• Quan-ta-ve
Methods:
Ethnography
Reminder

9. Reminder:
The
Jing-­‐Jang
of
the
Quan-ta-ve
&
Qualita-ve
Methods
Reminder

15. Definition
Mixed methods consists of:
the collection or analysis of both quantitative and
qualitative data in a single study in which the
data are collected concurrently or sequentially,
are given a priority, and involve the integration of
data at one or more stages in the process of
research. (Creswell et al., 2003: 212)

16. Definition
A mixed-methods research design is a procedure
for collecting, analysing, and
‘mixing’ (triangulation) both quantitative and
qualitative methods in a single study or a series
of studies to understand a research problem.
(Creswell et al., 2012: 535)

17. When?
1. One type of research is not enough to
address the research problem to answer the
research questions
2. We want to provide an alternative perspective
in a study
3. We have both types of data and they,
together, provide a better understanding of
our research problem than either type by itself

18. Key characteristics
1. Provide a rationale for the design
2. Include collecting quantitative and qualitative
data
3. Consider priority
4. Consider sequence
5. Match the data analysis to a design
6. Diagram the procedures

19. Types
Criteria:
1.- Priority
2.- Sequence
3.- Analysis
4.- Where to ‘mix’

20. Types
Designs:
1.- Embedded designs
2.- Transformative designs
3.- Multiphase designs

22. Often, it is better to use more
than one method….
• Mixed methods for one program
− Log of activities and participation
− Self-administered questionnaires
completed after each workshop
− In-depth interviews with key
informants
− Observation of workshops
− Survey of participants

23. Epistemological positions
• Quantitative research emanates from an
objectivist position which holds that reality
exists independently of the researcher – the
truth is ‘out there’.
• Qualitative research is more closely linked to
a constructivist paradigm, which sees truth
and meaning as constructed and interpreted
by individuals.

24. Relationship between researcher
and subjects
• Quantitative research: Researchers aim to
keep themselves at a distance (emotional/
physical) from those they are researching.
• Qualitative research: Usually involves direct
contact between researcher and those they
are researching, sometimes for long periods
of time.

25. Research focus
• Quantitative research concentrates on the
gathering of ‘facts’, in order that ‘truth claims’
can be established.
• Qualitative researchers contend that truth
and meaning do not exist in some external
world, but are constructed through peoples’
interactions with the world.

26. Scope of findings
• Quantitative methods are regarded as
nomothetic, which attempts to establish
law-like findings that hold irrespective of
time.
• Qualitative research is ideographic, which
locates its findings in specific time periods
and localities and is much more concerned
with the depth and intensity of findings
rather than breadth (generalizability).

27. The nature of data
• Quantitative studies generate data in the
form of numbers, often depicted positively as
reliable and rigorous, probably because of
their association with ‘science’.
• Qualitative research generates what is
claimed to be ‘rich’ or ‘deep’ data, usually
in the form of text but sometimes in
photographs, maps or other visual media.

28. Paradigm
dimensions
• Qualitative
– Naturalistic inquiry
– Holistic, system-wide
perspective
– Uniqueness and diversity
– Inductive reasoning
– Qualitative data (words)
– Qualitative methods −
unstructured, open-ended
– Purposeful sampling
– Emergent, flexible design
– Content analysis
– Extrapolations
• Quantitative
– Scientific/experimental design
– Independent, dependent variables
– Standardized, uniform
– Deductive reasoning
– Quantitative data (numbers)
– Quantitative methods −
structured, standardized
– Probabilistic, random sampling
– Fixed, controlled design
– Statistical analysis
– Generalizations

29. Quantitative methods –
Qualitative methods
Quantitative Qualitative
Surveys
Questionnaires
Focus groups
Tests Unstructured
interviews
Existing databases Unstructured
observations

30. Differences between quantitative
and qualitative methods
Quantitative methods Qualitative methods
Epistemological
positions
Objectivist Constructivist
Relationship between
researcher and subject
Distant /outsider Close/insider
Research focus ‘Facts’ Meanings
Relationship between
theory/concepts and
research
Deduction/confirmation Induction/emergent
Scope of findings Nomothetic Ideographic
The nature of data Data based upon
numbers
Data based upon text

31. Mixed methods allow researchers
to…
• Generalize from a sample to a population (as
in quantitative research).
• Gain a richer, contextual understanding of the
phenomenon being researched (as in
qualitative research).

32. Qualitative then quantitative
• Little is known about the research problem or
research setting.
• Qualitative study explores, identifies and can
provide clarity about the kinds of variables
requiring further investigation.

33. Quantitative then qualitative
• Quantitative study could be used to identify
important themes that qualitative fieldwork
could then deepen.
• Quantitative survey is used to identify groups
of respondents with strongly contrasting
views about a subject. These polarized
groups can then be used for follow-up
qualitative interviews to gain an in-depth
understanding.

34. Quantitative and qualitative
concurrently
• Continuous collection of both sorts of data.
• The quantitative and qualitative data may
focus on similar themes or on different
themes.

35. Three types of research designs
• Qualitative research – exploring and
understanding the meaning individuals or
groups ascribe to a social or human problem.
• Quantitative research – testing objective
theories by examining the relationship among
variables.
• Mixed methods research – an approach to
inquiry that combines or associates both
qualitative and quantitative forms.
35

36. Qualitative vs. quantitative research
Criteria
Qualita>ve
Research
Quan>ta>ve
Research
Purpose
To
understand
&
interpret
social
interac-ons.
To
test
hypotheses,
look
at
cause
&
effect,
&
make
predic-ons.
Group
Studied
Smaller
&
not
randomly
selected.
Larger
&
randomly
selected.
Variables
Study
of
the
whole,
not
variables.
Specific
variables
studied
Type
of
Data
Collected
Words,
images,
or
objects.
Numbers
and
sta-s-cs.
Form
of
Data
Collected
Qualita-ve
data
such
as
open-­‐
ended
responses,
interviews,
par-cipant
observa-ons,
field
notes,
&
reflec-ons.
Quan-ta-ve
data
based
on
precise
measurements
using
structured
&
validated
data-­‐
collec-on
instruments.
36

37. 37
Criteria Qualitative Research Quantitative Research
Type of Data
Analysis
Identify patterns, features,
themes.
Identify statistical relationships.
Objectivity and
Subjectivity
Subjectivity is expected. Objectivity is critical.
Role of
Researcher
Researcher & their biases may be
known to participants in the study,
& participant characteristics may
be known to the researcher.
Researcher & their biases are not
known to participants in the study, &
participant characteristics are
deliberately hidden from the
researcher (double blind studies).
Results Particular or specialized findings
that is less generalizable.
Generalizable findings that can be
applied to other populations.
Scientific
Method
Exploratory or bottom–up: the
researcher generates a new
hypothesis and theory from the
data collected.
Confirmatory or top-down: the
researcher tests the hypothesis and
theory with the data.
Qualitative vs. quantitative research

38. 38
Criteria
Qualita>ve
Research
Quan>ta>ve
Research
View
of
Human
Behavior
Dynamic,
situa-onal,
social,
&
personal.
Regular
&
predictable.
Most
Common
Research
Objec>ves
Explore,
discover,
&
construct.
Describe,
explain,
&
predict.
Focus
Wide-­‐angle
lens;
examines
the
breadth
&
depth
of
phenomena.
Narrow-­‐angle
lens;
tests
a
specific
hypotheses.
Nature
of
Observa>on
Study
behavior
in
a
natural
environment.
Study
behavior
under
controlled
condi-ons;
isolate
causal
effects.
Nature
of
Reality
Mul-ple
reali-es;
subjec-ve.
Single
reality;
objec-ve.
Final
Report
Narra-ve
report
with
contextual
descrip-on
&
direct
quota-ons
from
research
par-cipants.
Sta-s-cal
report
with
correla-ons,
comparisons
of
means,
&
sta-s-cal
significance
of
findings.
Qualitative vs. quantitative research

39. Pragmatism – Mixed Method
• Arises out of actions, situations, and
consequences rather than antecedent
conditions.
• There is a concern with applications—what
works—and solutions to problems.
• Instead of focusing on methods, researchers
emphasize the research problem and use all
approaches available to understand the
problem.

40. Reasons for “mixing”
• The insufficient argument – either quantitative or
qualitative may be insufficient by itself
• Multiple angles argument – quantitative and qualitative
approaches provide different “pictures”
• The more-evidence-the-better argument – combined
quantitative and qualitative provides more evidence
• Community of practice argument – mixed methods may
be the preferred approach within a scholarly community
• Eager-to-learn argument – it is the latest methodology
• “Its intuitive” argument – it mirrors “real life”

41. How methods can be mixed
Types
of
mixing
Comments
Two
types
of
research
ques-on.
One
fibng
a
quan-ta-ve
approach
and
the
other
qualita-ve.
The
manner
in
which
the
research
ques-ons
are
developed.
Preplanned
(quan-ta-ve)
versus
par-cipatory/emergent
(qualita-ve).
Two
types
of
sampling
procedure.
Probability
versus
purposive.
Two
types
of
data
collec-on
procedures.
Surveys
(quan-ta-ve)
versus
focus
groups
(qualita-ve).
Two
types
of
data
analysis.
Numerical
versus
textual
(or
visual).
Two
types
of
data
analysis.
Sta-s-cal
versus
thema-c.
Two
types
of
conclusions.
Objec-ve
versus
subjec-ve
interpreta-ons.

42. Planning
mixed
methods
procedures
Timing Weighting Mixing Theorizing
No
Sequence
Concurrent
Equal Integrating Explicit
Sequential -
Qualitative
first
Qualitative Connecting Implicit
Sequential -
Quantitative
first
Quantitative Embedding

43. Type
of
Research
Design
Quantitative, Qualitative and Mixed Methods
Mixed Methods
Research
Methods
Qualitative
research
Methods
Quantitative
research
Methods
• Sequential
• Concurrent
• Transformative
• Narratives
• Phenomenologies
• Ethnographies
• Grounded theory
• Case Studies
• Experimental
designs
• Non-
Experimental
designs, such as
survey

44. Criteria
for
Choosing
a
Strategies
Four decisions go into selecting a mixed methods strategy
Theoretical
Perspective
IntegrationPriority
Implement
ation
Explicit
At data collection
Equal
No Sequence
Concurrent
At data analysis
Qualitative
Sequential-
Qualitative
first
At data
interpretation
Implicit
Quantitative
Sequential-
Qualitative
first
With some
combination

48. How methods can be mixed
Types of mixing Comments
Two types of research question. One fitting a quantitative approach and the
other qualitative.
The manner in which the research
questions are developed.
Preplanned (quantitative) versus
participatory/emergent (qualitative).
Two types of sampling procedure. Probability versus purposive.
Two types of data collection procedures. Surveys (quantitative) versus focus groups
(qualitative).
Two types of data analysis. Numerical versus textual (or visual).
Two types of data analysis. Statistical versus thematic.
Two types of conclusions. Objective versus subjective interpretations.

50. Mixed methods models

52. Benefits of mixed methods designs
• Triangulation: Seeks convergence, corroboration and
correspondence of results from different methods.
• Complementarity: Seeks elaboration, enhancement, illustration,
clarification of results of one method with the results from the other
method.
• Development: Seeks to use the results of one method to help or
inform the other method.
• Initiation: Seeks the discovery of paradox and contradiction, new
perspectives, the recasting of questions or the results from one
method with questions or results from the other method .
• Expansion: Seeks to extend the breadth and range of inquiry by
using different methods from different inquiry components.

53. Potential weaknesses of mixed
methods
• Quantitative questions may end up
measuring different constructs to qualitative.
• Costs can be high.
• Problems in managing to synthesize
quantitative and qualitative findings.
• Lack of integration in many studies.

54. Summary
1. Quantitative and qualitative research methods have traditionally
been associated with conflicting research paradigms based upon
quite different epistemological positions.
2. Many modern researchers, however, recognize that quantitative
and qualitative approaches can be combined into a mixed methods
design.
3. Mixed methods approaches can be based upon different types of
research question, sampling procedures, data collection methods
or approaches to data analysis.
4. Mixed methods designs are flexible and can include sequential
designs with quantitative methods preceding qualitative, or vice
versa, or concurrent designs.
5. Mixed methods designs should be based upon the kinds of
questions being addressed and how the design can aid in the
answering of these questions.

55. Objectives
2. Triangulation

57. 57
Concurrent triangulation design:
Characteristics
• Collecting both quantitative and qualitative data
• Collecting these data at the same time in the
research procedure
• Analysing the quantitative and qualitative data
separately
• Comparing or combining the results of the
quantitative and qualitative analysis
• Example: collect survey data (quantitative) and
collect individual interviews (qualitative) and then
compare the results

58. Concurrent triangulation design
58
QUAN
Data and Results
+ QUAL
Data and Results
Interpretation

64. Calzada
(2015)
Benchmarking
Cross-­‐Border
City-­‐
Regions:
Basque
and
Oresund
Compara:ve
Territorial
Connec:on.
REGIONS
Quarterly
Magazine
of
the
RSA
Regional
Studies
Associa-on.
In
Depth.
No.
297.
Issue
1.
Page
6-­‐10.

65. Calzada
(2015)
Benchmarking
Cross-­‐Border
City-­‐Regions:
Basque
and
Oresund
Compara:ve
Territorial
Connec:on.
REGIONS
Quarterly
Magazine
of
the
RSA
Regional
Studies
Associa-on.
In
Depth.
No.
297.
Issue
1.
Page
6-­‐10.

66. Calzada
(2015)
Benchmarking
Cross-­‐Border
City-­‐Regions:
Basque
and
Oresund
Compara:ve
Territorial
Connec:on.
REGIONS
Quarterly
Magazine
of
the
RSA
Regional
Studies
Associa-on.
In
Depth.
No.
297.
Issue
1.
Page
6-­‐10.

67. Calzada
(2015)
Benchmarking
Cross-­‐Border
City-­‐Regions:
Basque
and
Oresund
Compara:ve
Territorial
Connec:on.
REGIONS
Quarterly
Magazine
of
the
RSA
Regional
Studies
Associa-on.
In
Depth.
No.
297.
Issue
1.
Page
6-­‐10.

68. Thanks
for
your
ajen-on