SAGE Journal Articles

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For an article that empirically investigated the value of mixed methods research:

McKim, C. A. (2017). The value of mixed methods research: A mixed methods study. Journal of Mixed Methods Research, 11, 202-222. doi:10.1177/1558689815607096

Abstract: The purpose of this explanatory mixed methods study was to examine the perceived value of mixed methods research for graduate students. The quantitative phase was an experiment examining the effect of a passage’s methodology on students’ perceived value. Results indicated students scored the mixed methods passage as more valuable than the quantitative or qualitative passage. The qualitative phase involved focus groups to better understand students’ perceptions of the perceived value of mixed methods. Findings suggested graduate students view mixed methods passages as having rigorous methods, a newer history, and providing a deeper meaning of the phenomenon. This study adds to the literature base by revealing what value graduate students assign to quantitative, qualitative, and mixed methods research.

For a report from a mixed methods research training program and information on skills development:

Guetterman, T. C., Creswell, J. W., Deutsch, C., & Gallo, J. J. (2016). Process evaluation of a retreat for scholars in the first cohort: The NIH Mixed Methods Research Training Program for the Health Sciences. Journal of Mixed Methods Research. Advance online publication. doi:10.1177/1558689816674564

Abstract: The Mixed Methods Research Training Program for the Health Sciences aims to enlarge the national pool of trained investigators in mixed methods and improve the quality of grant applications to the National Institutes of Health. Selected scholars are assigned a consulting team, participate in webinars, and attend an annual “retreat” focused on learning mixed methods through application to their research. Our article summarizes the process evaluation of the retreat. Scholars identified strengths in small interactive groups to discuss individual projects and the opportunity to apply learning. Scholars wanted further opportunity to discuss individual projects, understanding interventions and mixed methods, and finding collaborators. Our findings will be useful to leaders developing workshops or similar programs at the faculty level.