Activities

Chapter-by-chapter activities enable you to review your knowledge of key terms, connect up the theory you’ve learnt with your own research practice and gain insight from experts in the field.

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Chapter 1: Embracing Complexity in Mixed Methods Research

Web activities offer opportunities for checking your understanding, accessing further readings, and linking to external sites with the aim of promoting learning and reflection of the content introduced in Chapter 1.

Activity 1.1 Review the new terms for the chapter to become familiar with their purpose

Which terms are familiar and which are new to you? If needed, check your understanding using the text glossary. Experience tells us that considering where, when, and how terms are used helps to anticipate future usage of the terms.

For each of the terms, consider:

  1. In what contexts have you heard the familiar terms used? For example, in everyday conversations or only in scholarly conversations or written materials? Can you recall specific contexts where the terms were used?

  2. In what contexts are you most likely to hear the new terms used? For example, in everyday conversations or only in scholarly conversations or written materials? Can you anticipate specific contexts where the terms might be used?

  • Adaptive mixed methods research practices

  • High complexity

  • Complexity

  • Innovation

  • Complexity lens

  • Integrative thinking

  • Complexity science

  • Low complexity

  • Complexity-sensitive mixed methods research approach

  • Mixed methods research

  • Complex mixed methods research problems

  • Moderate complexity

  • Conditions of complexity

  • Traditional mixed methods research practices

Activity 1.2 Consult various mixed methods research resources to distinguish their purposes

In what ways is the current text different in the practices offered? Experience tells us that learners benefit from recognizing the distinct purpose and audience for a text. A quick online search of mixed methods research resources will often yield useful marketing information about the book.

For each resource, consider:

  1. What is the stated purpose of the book?

  2. To what extent as a reader are you convinced of the need for the book?

  3. To what extent do other resources distinguish among or attend to simple, complicated or complex problems?

Then compare differences and similarities in purposes across mixed methods research resources.

Activity 1.3 Connect understandings of conditions of complexity to your own research experiences

How can you relate the continuum of complexity conditions to your research experiences (or someone familiar to you)?

For each of the three categories of complexity conditions, simple, complicated, and complex, consider:

  1. What are some examples of research problems that could be pursued by mixed methods research?

  2. What is it about the nature of the research problem that clearly indicates the problem as simple, complicated or complex? For example, to what extent are the conditions assumed to be stable? To what extent can the mixing purposes be identified? To what extent can the contexts be defined and bounded? To what extent can the necessary capacity be identified? To what extent can a design be implemented as planned? To what extent can the outcomes be predicted?

Then compare differences and similarities across the three categories of complexity conditions.

Activity 1.4 Glean new learnings from mixed methods research experts

To what extent can the guiding tips provided by MMR experts from around the world inform your learning?

For each guiding tip, consider:

  1. What is the key message of the guiding tip?

  2. Why might this message be useful (or not) to your learning for you right now?

  3. If you could ask the experts one question what would it be?

Then compare across experts for differences and similarities

Guiding Tip 1.1: Tim Guetterman advising how to navigate the complexity of mixed methods research

Mixed methods research requires flexible thinking and creativity, reflective openness to disparate views, and seeing the value of mixed methods. At least, that is what I found in my own research about characteristics of mixed methods researchers. It might be helpful to think about when navigating complexity!

Guiding Tip 1.2: Dawn Freshwater advising openness to discovering new approaches to mixed methods research

Mixed methods research is built on a fundamental platform of openness to discovery, alternative and equally valid views, and entertains kaleidoscopic lenses through which to understand what it is to be human. That openness has never been more crucial.

Chapter 2: Positioning Demand for Innovation in Complex Mixed Methods Research

Web activities offer opportunities for checking your understanding, accessing further readings, and linking to external sites with the aim of promoting learning and reflection of the content introduced in Chapter 2.

Activity 2.1 Review the new terms for the chapter to become familiar with their purpose

Which terms are familiar and which are new to you? If needed, check your understanding using the text glossary. Experience tells us that considering where, when, and how terms are used helps to anticipate future usage of the terms.

For each of the terms, consider:

  1. In what contexts have you heard the familiar terms used? For example, in everyday conversations or only in scholarly conversations or written materials? Can you recall specific contexts where the terms were used?

  2. In what contexts are you most likely to hear the new terms used? For example, in everyday conversations or only in scholarly conversations or written materials? Can you anticipate specific contexts where the terms might be used?

  • Grand challenges

  • Quantitative data

  • Integrated findings

  • Research design

  • Integration procedures

  • Research outcomes

  • Methodological congruence

  • Research problem

  • Methodological rigour

  • Research purpose

  • Mixed insights

  • Research question

  • Mixing purpose

  • Research team

  • Organic mixed methods research process

  • Research topic

  • Qualitative data            

  • Wicked problems

Activity 2.2 Consult various perspectives to introduce the field of mixed methods research

In what ways do introductory mixed methods resources differ in the perspectives they offer? Experience tells us that learners benefit from comparing perspectives across resources. A quick online search can yield resource ideas (or see Table 2.1 in the text).

For each resource, consider:

  1. How are the foundational concepts identified by the author? For example, in the wording of the distinctive characteristics of mixed methods research, in the categories of suitable problems for mixed methods research, or in the description of the mixed methods research process. Then compare differences and similarities in perspectives across introductory mixed methods research resources.

Activity 2.3 Examine published mixed methods studies examples to see how authors position their study need for mixed methods research

How are authors presenting their rationale and mixing purposes? Experience tells us that reading various examples can help learners see how authors incorporate the characteristics of mixed methods research into their published studies. A quick online search can yield article ideas (or see featured studies or question 2 in the end of chapter check-in).

For each article, consider:

  1. How are the five distinctive characteristics presented in the article? For example, in the strategies for generating valid insights by integrating various sources of qualitative and quantitative data, in the designs to guide the data procedures addressing mixed methods research problems, in the efforts to meet ethical standards for conduct of qualitative, quantitative, and mixed methods research, in the conduct of mixed methods research using philosophical stances and theoretical frameworks, and in describing the situatedness within and shaped by research and social contexts. Note which characteristics are easy to identify and which are more difficult.

  2. How are the authors defining mixed methods research? For example, note what (if any) description is provided and what (if any) information is provided about a definition.

Then compare across articles for differences and similarities

Activity 2.4 Connect understandings of complexity to your own research experiences

How can you relate any dilemmas that conditions of complexity pose to your research experiences (or someone familiar to you)?

For each dilemma, consider:

  1. What was the nature of the dilemma? For example, was it a participant recruitment issue, a data collection issue, a literature issue?

  2. When during the research process did each dilemma became apparent? For example, when determining if the study need or research problem is suitable for mixed methods research? When articulating and specifying mixing purposes? When identifying and describing the research contexts? When distinguishing and specifying the required research capacities? When designing and conducting the research procedures guiding data collections, analyses, and integrations? When generating and evaluating evidence of research outcomes?

  3. How did you react to the dilemma? For example, did you adapt? Did you carry on?

  4. What were outcomes from the dilemma? For example, did you successfully mitigate? Did you learn something new?

Then compare differences and similarities across dilemmas

Activity 2.5 Glean new learnings from mixed methods research experts

To what extent can the guiding tips provided by MMR experts from around the world inform your learning?

For each guiding tip, consider:

  1. What is the key message of the guiding tip?

  2. Why might this message be useful (or not) to your learning for you right now?

  3. If you could ask the experts one question what would it be?

Then compare across experts for differences and similarities

Guiding Tip 2.1: Bephyer Parey advising a workshop from a mixed methods expert

Take a mixed-methods course or workshop from experts in the field! A lot of gaps in my PhD research were filled by information I received at workshops by renowned persons in the field of mixed methods research.

Guiding Tip 2.2: Pat Bazeley advising new ways of thinking about qualitative and quantitative data

All phenomena have qualities and quantities, and elements of both are inherent in most methods. Don’t get ‘hung up’ on whether your data are qualitative and quantitative, or on whether your design has the ‘right mix’, just work out what you need (and what is accessible) for answering your questions.

Guiding Tip 2.3: Alicia O’Cathain advising the research question to remain the focal point.

Keep your eye on the research questions you are addressing. Methods are there to help address the research questions rather than be the star of the show.

Guiding Tip 2.4: Hisako Kakai advising how to navigate the ‘waters’ of mixed methods research.

Be creative and innovative in designing your mixed methods study. First, however, make sure to acquire the essential foundations of qualitative, quantitative, and mixed methods research. Without such foundations, you will be a boat drifting on the ocean without an anchor.

Activity 2.6 Visit online mixed methods resources to extend your community

How can the website for Methodspace (http://www.methodspace.com/) help you connect with the mixed methods research community?

Consider participating in one of the following activities:

  1. Pose a question on the website and compare answers

  2. Attend an event that is posed

  3. Read a suggested resource 

Chapter 3: Advancing Integrative Thinking with Complexity in Mixed Methods Research

Web activities offer opportunities for checking your understanding, accessing further readings, and linking to external sites with the aim of promoting learning and reflection of the content introduced in Chapter 3.

Activity 3.1 Review the new terms for the chapter to become familiar with their purpose

Which terms are familiar and which are new to you? If needed, check your understanding using the text glossary. Experience tells us that considering where, when, and how terms are used helps to anticipate future usage of the terms.

For each of the terms, consider:

  1. In what contexts have you heard the familiar terms used? For example, in everyday conversations or only in scholarly conversations or written materials? Can you recall specific contexts where the terms were used?

  2. In what contexts are you most likely to hear the new terms used? For example, in everyday conversations or only in scholarly conversations or written materials? Can you anticipate specific contexts where the terms might be used?

  • Complex adaptive system

  • Self-organization

  • Emergence

 

Activity 3.2 Consult various perspectives to introduce the field of complexity science

In what ways do complexity science resources differ in the perspectives they offer? Experience tells us that learners benefit from comparing perspectives across resources. A quick online search can yield resource ideas (or see further readings in the text as well).

For each resource, consider:

  1. How are the foundational concepts identified by the author? For example, in the wording of principals of complexity science, in the use of complex adaptive system, and emergence. Then compare differences and similarities in perspectives across complexity science resources.

Activity 3.3 Connect understandings of integrative thinking to your own research experiences

How can you apply a complexity lens to your research experiences (or someone familiar to you)?

For each experience, consider:

  1. What was the nature of the dynamic conditions you faced? For example, what was changing? The people, the context?

  2. When during the research process did you recognize the dynamic conditions? For example, when determining if the study need or research problem is suitable for mixed methods research? When articulating and specifying mixing purposes? When identifying and describing the research contexts? When distinguishing and specifying the required research capacities? When designing and conducting the research procedures guiding data collections, analyses, and integrations? When generating and evaluating evidence of research outcomes?

  3. How did you react? For example, did you adapt your practices? Did you carry on as planned?

  4. What were outcomes from the experience? Could you have applied any of the principles of complexity science to guide you?

Then compare differences and similarities across research experiences

Activity 3.4 Glean new learnings from mixed methods research experts

To what extent can the guiding tips provided by MMR experts from around the world inform your learning?

For the guiding tip, consider:

  1. What is the key message of the guiding tip?

  2. Why might this message be useful (or not) to your learning for you right now?

  3. If you could ask the expert one question what would it be?

Guiding Tip 3.1: Christo Ackermann advising how to navigate the complexity of mixed methods research

Embrace it, be willing to learn and take responsibility for knowing – the rest will then flow naturally.

Activity 3.5 Visit online mixed methods resources to extend your knowledge of the community

Warwick Centre for Interdisciplinary Methodologies (https://warwick.ac.uk/fac/cross_fac/cim/) to increase your awareness of interdisciplinary networks of scholars applying complexity to social science research problems.

Consider participating in one of the following activities:

  1. Read one of the research reports

  2. Consult a suggested resource

 

Chapter 4: Diagnosing Complexity of Mixed Methods Research Conditions

Web activities offer opportunities for checking your understanding, accessing further readings, and linking to external sites with the aim of promoting learning and reflection of the content introduced in Chapter 4.

Activity 4.1 Review the new terms for the chapter to become familiar with their purpose

Which terms are familiar and which are new to you? If needed, check your understanding using the text glossary. Experience tells us that considering where, when, and how terms are used helps to anticipate future usage of the terms.

For each of the terms, consider:

  1. In what contexts have you heard the familiar terms used? For example, in everyday conversations or only in scholarly conversations or written materials? Can you recall specific contexts where the terms were used?

  2. In what contexts are you most likely to hear the new terms used? For example, in everyday conversations or only in scholarly conversations or written materials? Can you anticipate specific contexts where the terms might be used?

  • Complexity effects

  • Dimensions of complexity

  • Complexity study profile

  • Messiness

Activity 4.2 Connect understandings of conditions of complexity to your own research experiences

How can you relate the dimensions of complexity to your research experiences (or someone familiar to you)?

For each experience, consider:

  1. What was the nature of the intentions of research problems? For example, what is known about the background dynamics for the problem? What is the study’s purpose for integration?  What is known about the intended outcomes?

  2. What was the nature of the systems of research contexts? For example, what is known about the environmental dynamics acting on the systems? What is the geographical range and dispersion of the research systems? What is known about the diversity in participants’ characteristics?

  3. What was the nature of the designs of research integrations? For example, what is known about the feasibility dynamics acting on the research design? What are the procedural needs for integration according to the designs? What is known about the timeframe and resource allocations of the integrations?

  4. What was the nature of the capacity of research interactions? For example, what is known about the social dynamics on the research interactions? What is the extent of capacity and role predetermination for research interactions? What is known about the expected nature of the outcomes generated by research member interactions?

  5. What was the nature of the Evidence of research outcomes? For example, what is known about the practical dynamics for the research outcomes? What is the expected evidence for representing the mixed insights? What is known about the predictability of the study’s impacts?

Then compare differences and similarities across experiences

Activity 4.3  Glean new learnings from mixed methods research experts

To what extent can the guiding tips provided by MMR experts from around the world inform your learning?

For the guiding tip, consider:

  1. What is the key message of the guiding tip?

  2. Why might this message be useful (or not) to your learning for you right now?

  3. If you could ask the expert one question what would it be?

Guiding Tip 4.1: Judith Schoonenboom advising how to deal with complexity in mixed methods research

Get a grip on complexity in your mixed methods research project without resorting to simplification.

Chapter 5: Framing Intentions of Complex Mixed Methods Research Problems

Web activities offer opportunities for checking your understanding, accessing further readings, and linking to external sites with the aim of promoting learning and reflection of the content introduced in Chapter 5.

Activity 5.1 Review the new terms for the chapter to become familiar with their purpose

Which terms are familiar and which are new to you? If needed, check your understanding using the text glossary. Experience tells us that considering where, when, and how terms are used helps to anticipate future usage of the terms.

For each of the terms, consider:

  1. In what contexts have you heard the familiar terms used? For example, in everyday conversations or only in scholarly conversations or written materials? Can you recall specific contexts where the terms were used?

  2. In what contexts are you most likely to hear the new terms used? For example, in everyday conversations or only in scholarly conversations or written materials? Can you anticipate specific contexts where the terms might be used?

  • Framing perspectives

  • Literature search parameters

  • Grey literature

  • Published literature

Activity 5.2 Examine published mixed methods studies examples to see how authors Introduce their mixed methods study

How are authors presenting their background and rationale for mixing purposes? Experience tells us that reading various examples can help  learners see how authors incorporate the characteristics of mixed methods research into their published studies. A quick online search can yield article ideas (or see featured studies or question 2 in the end of chapter check-in). 

For each article, consider:

  1. How is the background for the complex research problem presented in the article?

  2. How are the authors presenting their rationale for the study mixing purpose?

  3. What processes did the authors report for their literature review?

Then compare across articles for differences and similarities

Activity 5.3 Connect understandings of framing effects to your own research experiences

How can you relate any hazards of framing effects to your research experiences (or someone familiar to you)?

For each experience, consider:

  1. What was the nature of the framing effect? For example, what literature did the author use to frame their study? What perspective did they use?

  2. When during the research process did the framing effects became apparent? For example, when determining if the study need or research problem is suitable for mixed methods research? When articulating and specifying mixing purposes? When identifying and describing the research contexts? When distinguishing and specifying the required research capacities? When designing and conducting the research procedures guiding data collections, analyses, and integrations? When generating and evaluating evidence of research outcomes?

  3. How did you react to the framing effects? For example, did you adapt? Did you carry on?

Then compare differences and similarities across experiences.

Activity 5.4 Glean new learnings from mixed methods research experts

To what extent can the guiding tips provided by MMR experts from around the world inform your learning?

For the guiding tip, consider:

  1. What is the key message of the guiding tip?

  2. Why might this message be useful (or not) to your learning for you right now?

  3. If you could ask the expert one question what would it be?

Guiding Tip 5.1: Amrit Dencer-Brown advising how to navigate the framing of complex mixed methods research problems

Be dynamic. Be open to the evolution of your research problem. Do not simplify. Embrace and harness complexity. It is OK to change your framework as you understand more about your research. Maintain flexibility and adaptability.

Chapter 6: Defining Systems of Complex Mixed Methods Research Contexts

Web activities offer opportunities for checking your understanding, accessing further readings, and linking to external sites with the aim of promoting learning and reflection of the content introduced in Chapter 6.

Activity 6.1 Review the new terms for the chapter to become familiar with their purpose

Which terms are familiar and which are new to you? If needed, check your understanding using the text glossary. Experience tells us that considering where, when, and how terms are used helps to anticipate future usage of the terms.

For each of the terms, consider:

  1. In what contexts have you heard the familiar terms used? For example, in everyday conversations or only in scholarly conversations or written materials? Can you recall specific contexts where the terms were used?

  2. In what contexts are you most likely to hear the new terms used? For example, in everyday conversations or only in scholarly conversations or written materials? Can you anticipate specific contexts where the terms might be used?

  • Complex mixed methods research contexts

  • Proximity focus

  • Environmental influences

  • Relational systems approach

  • Interpersonal contexts

  • Social contexts

  • Personal contexts

  • Systems perspective

Activity 6.2 Examine published mixed methods studies examples to see how authors describe the contexts for their mixed methods study

How are authors presenting their personal, interpersonal and social contexts? Experience tells us that reading various examples can help learners see how authors convey the descriptions of mixed methods research contexts into their published studies. A quick online search can yield article ideas (or see featured studies or question 2 in the end of chapter check-in). 

For each article, consider:

  1. How are the researcher orientation(s) or participant characteristics for the personal contexts presented in the article?

  2. How are the authors presenting their guiding theoretical framework or ethical considerations influential the interpersonal contexts?

  3. How are the disciplines, societal foci, or institutional structures involved in the social contexts described in the study?

Then compare across articles for differences and similarities

Activity 6.3 Connect understandings of framing effects to your own research experiences

How can you relate features for engaging readers with the study contexts to your research experiences (or someone familiar to you).

For each experience, consider:

  1. How are participants situated in unique complex mixed methods research contexts? For example, there are various personal, interpersonal, and social contexts in which to situate research. Review the literature for ideas. This will help create reader interest right from the start.

  2. How are atypical combinations of interrelated research systems described? For example, consider new ways of integrating various systems into your research contexts. Review resources for populations and sites that others have not sought to combine before. This will help position the unique contributions of your problem and avoid replicating the work of others.

  3. How are introductions to your mixed methods research context unique? For example, catch readers’ attention with an interesting context for your study and visual representation of the interrelated systems.
    This will help clearly communicate the study’s contexts to the reader.

  4. How are new roles for theory or theoretical perspectives, involve research team members from disciplines not yet reflected in studies, or assume research paradigms that have not yet been adopted in the literature. This will help see beyond what might be expected of your complex research contexts.

Activity 6.4 Glean new learnings from mixed methods research experts

To what extent can the guiding tips provided by MMR experts from around the world inform your learning?

For the guiding tip, consider:

  1. What is the key message of the guiding tip?

  2. Why might this message be useful (or not) to your learning for you right now?

  3. If you could ask the expert one question what would it be?

Guiding Tip 6.1: Donna Mertens advising how to navigate the complexity of mixed methods research

Researchers need to understand the diverse philosophical frameworks that are available in the mixed methods research community and the implications of situating themselves in each framework. Methodological implications are derived from assumptions about the nature of ethics, reality, knowledge, and systematic inquiry. It is important to engage in critical self-reflection to become aware of the assumptions that reflect each of our worldviews. Technical expertise in quantitative and qualitative methods is a necessary foundation for the conduct of mixed methods research, but it is not sufficient to inform choices of appropriate approaches to research. If an individual is not skilled in both quantitative and qualitative methods, then skills need to be developed to work with teams of researchers who represent different areas of expertise. This might entail the need to recognize that within some disciplines, monomethod approaches have traditionally dominated. Clarity about assumptions that undergird methodological decisions can provide the ground for meaningful discussion about methodological choices. Mixed methods researchers need to articulate the benefits of the use of mixed methods and be able to do so in a respectful manner. Referring to complexity theory is one of the strategies that can be useful to clarify the need for collecting more than one type of data and for integrating the results of both quantitative and qualitative data collection.

Chapter 7: Describing Designs of Complex Mixed Methods Research Integrations

Web activities offer opportunities for checking your understanding, accessing further readings, and linking to external sites with the aim of promoting learning and reflection of the content introduced in Chapter 7.

Activity 7.1 Review the new terms for the chapter to become familiar with their purpose

Which terms are familiar and which are new to you? If needed, check your understanding using the text glossary. Experience tells us that considering where, when, and how terms are used helps to anticipate future usage of the terms.

For each of the terms, consider:

  1. In what contexts have you heard the familiar terms used? For example, in everyday conversations or only in scholarly conversations or written materials? Can you recall specific contexts where the terms were used?

  2. In what contexts are you most likely to hear the new terms used? For example, in everyday conversations or only in scholarly conversations or written materials? Can you anticipate specific contexts where the terms might be used?

  • Complex mixed methods research integrations

  • Interactive, system-based design approach

  • Descriptive design approach

  • Intensity of mixing

  • Design orientation

  • Point of interface

  • Emergent mixed methods research designs

  • Research ethics

  • Evolving mixed methods research designs

  • Research design typology

  • Fixed mixed methods research designs

  • Typology-based design approach

Activity 7.2 Examine published mixed methods studies examples to see how authors describe their study designs for mixed methods research

How are authors presenting their designs? Experience tells us that reading various examples can help learners see how authors incorporate the data procedures of mixed methods research into their published studies. A quick online search can yield article ideas (or see featured studies or question 2 in the end of chapter check-in). 

For each article, consider:

  1. How are the preliminary framing considerations presented in the article? For example, What theoretical frameworks could guide the study? What study needs for integration might be involved? What is the intended intensity of mixing for the study?

  2. How are the design logic considerations presented in the article? For example, What might be the desired timing of data strands with respect to one another? What might be the relevant mixing strategies? What conceptual weighting of the data strands might be appropriate?

  3. How are the ongoing ethical considerations presented in the article? For example, What issues related to respect for persons might arise in the procedures? What issues related to concerns for welfare might appear? What issues related to justice might need attention?

Then compare across articles for differences and similarities

Activity 7.3 Connect understandings of research integrations to your own research experiences

How can you relate the designs of complex mixed methods research integrations to your research experiences (or someone familiar to you)?

For each experience, consider:

  1. How are the study’s need for integration and frameworks guiding the design described?

  2. How are the desired mixing details discussed, for example, by referring to the extent of mixing, weighing of data strands, and timing of data strands?

  3. How are the purpose and procedures for each point of interface presented, for example, including a rationale for its contribution to the study?

  4. How are any feasibility considerations that are likely to influence the procedures described, for example, including how the procedures might be adapted?

Activity 7.4 Glean new learnings from mixed methods research experts

To what extent can the guiding tips provided by MMR experts from around the world inform your learning?

For the guiding tip, consider:

  1. What is the key message of the guiding tip?

  2. Why might this message be useful (or not) to your learning for you right now?

  3. If you could ask the expert one question what would it be?

Guiding Tip 7.1: Norma Romm advising new ways of thinking about mixed methods research designs

Put the focus less on formulating research designs to guide research and to later classify it, and more on innovative ways of working with key participants and stakeholders to create opportunities for developing (what are felt to be) constructive discourses and actions via the research process.

Chapter 8: Developing Capacity for Complex Mixed Methods Research Interactions

Web activities offer opportunities for checking your understanding, accessing further readings, and linking to external sites with the aim of promoting learning and reflection of the content introduced in Chapter 8.

Activity 8.1 Review the new terms for the chapter to become familiar with their purpose

Which terms are familiar and which are new to you? If needed, check your understanding using the text glossary. Experience tells us that considering where, when, and how terms are used helps to anticipate future usage of the terms.

For each of the terms, consider:

  1. In what contexts have you heard the familiar terms used? For example, in everyday conversations or only in scholarly conversations or written materials? Can you recall specific contexts where the terms were used?

  2. In what contexts are you most likely to hear the new terms used? For example, in everyday conversations or only in scholarly conversations or written materials? Can you anticipate specific contexts where the terms might be used?

  • Complexity effects

  • Dimensions of complexity

  • Complexity study profile

  • Messiness

Activity 8.2 Examine published mixed methods studies examples to see how authors Described the descriptions of research interactions in their mixed methods research

How are authors presenting their team formation and interactions? Experience tells us that reading various examples can help learners see how authors incorporate mixed methods research teams into their published studies. A quick online search can yield article ideas (or see featured studies or question 2 in the end of chapter check-in). 

For each article, consider:

  1. How is the rationale for the research team configurations presented in the article? For example, is there particular capacities that are needed?

  2. How are the background descriptions for individual researchers presented in the article? For example, are there particular methodological or disciplinary expertise that is referred to?

  3. How is the evidence of team-focused development efforts presented in the article? For example, are there descriptions of conflict/differences and how they are overcome?

  4. How is the nature of the study outcomes from researcher interactions presented in the article? For example, are the interactions represented as integrative or collective?

Then compare across articles for differences and similarities

Activity 8.3 Connect understandings leader-centric effects to your own research experiences

How can you relate the hazards of leader-centric effects to your research experiences (or someone familiar to you).

For each experience, consider:

  1. What are the rationales for committing to forming a diverse team to meet study needs? For example, why the need for the particular team configuration?

  2. What are the processes for fostering candour to capitalize on differences among researchers? For example, what do team members share about their backgrounds?

  3. What are the procedures for norming of relations among those involved in the research? For example, how are differences among team members negotiated?

  4. What is the approach for optimizing leadership for performing as a team? For example, what evidence would be collected as evidence of integrative interactions?

Then compare differences and similarities across experiences

Activity 8.4 Glean new learnings from mixed methods research experts

To what extent can the guiding tips provided by MMR experts from around the world inform your learning?

For the guiding tip, consider:

  1. What is the key message of the guiding tip?

  2. Why might this message be useful (or not) to your learning for you right now?

  3. If you could ask the expert one question what would it be?

Guiding Tip 8.1: Mandy Archibald advising engaging in deep learning from others to navigate the complexity of mixed methods research

‘Going deep’ into a research area is often advised. Yet, because diversity enhances creativity, and creativity is needed to respond to complexity, I also advise ‘going broad’. Going broad involves reading well beyond your discipline, working beyond your comfortable skill set, and seeking vertical and lateral mentorship when and wherever possible.

 

Chapter 9: Generating Evidence of Complex Mixed Methods Research Outcomes

Web activities offer opportunities for checking your understanding, accessing further readings, and linking to external sites with the aim of promoting learning and reflection of the content introduced in Chapter 9.

Activity 9.1 Review the new terms for the chapter to become familiar with their purpose

Which terms are familiar and which are new to you? If needed, check your understanding using the text glossary. Experience tells us that considering where, when, and how terms are used helps to anticipate future usage of the terms.

For each of the terms, consider:

  1. In what contexts have you heard the familiar terms used? For example, in everyday conversations or only in scholarly conversations or written materials? Can you recall specific contexts where the terms were used?

  2. In what contexts are you most likely to hear the new terms used? For example, in everyday conversations or only in scholarly conversations or written materials? Can you anticipate specific contexts where the terms might be used?

‘Black box’ interpretations

Practical influences

Complex mixed methods research outcomes

Quality criteria

Activity 9.2 Examine published mixed methods studies examples to see how authors report evidence of methodological rigour in mixed methods research

How are authors describing their sources of evidence? Experience tells us that reading various examples can help learners see how authors enhance evidence of mixed methods research rigour into their published studies. A quick online search can yield article ideas (or see featured studies or question 2 in the end of chapter check-in).

For each article, consider:

  1. How are the six sources of methodological evidence presented in the article? For example, Participant samples, data collections, data analyses, findings representations, interpretation approaches, and insight discussions across quantitative, qualitative, and mixed methods research?

Then compare across articles for differences and similarities

Activity 9.3 Connect understandings of the hazards related to ‘black box’ interpretations to your own research experiences

How can you relate the ‘black box’ interpretations referring to a metaphor for the ‘darkness’ or lack of knowledge ascribed to the interpretation procedures undertaken related to the integrated findings to generate the mixed insights to your research experiences (or someone familiar to you).

For each experience, consider:

  1. How have the interpretation approaches been defined and represented? For example, are the approaches well articulated and understood?

  2. How have the interpretation processes been undertaken and represented? For example, are the processes well articulated and understood?

  3. How have the interpretation products been generated and represented? For example, are the products well articulated and understood?

Activity 9.4 Glean new learnings from mixed methods research experts

To what extent can the guiding tips provided by MMR experts from around the world inform your learning?

For the guiding tip, consider:

  1. What is the key message of the guiding tip?

  2. Why might this message be useful (or not) to your learning for you right now?

  3. If you could ask the expert one question what would it be?

Guiding Tip 9.1: Hisako Kakai advising how to navigate the evaluative criteria specific to mixed methods research

The mixed methods literature also needs to expand discussion on the kinds of evaluation criteria that are unique to and reasonable for epistemologically diverse types of mixed methods research.

Guiding Tip 9.2: Kathleen Collins advising keeping pace with emerging mixed methods research literature guiding data analysis

I would stress the importance of interpreting mixed methods research as a cyclical process centred on addressing a question. Also, I would advise novice researchers to attain and to maintain a familiarity with the evolving mixed methods research literature and to continue to hone their technical skills in the area of data analysis.

 

Chapter 10: Realizing Complexity-Sensitive Mixed Methods Research

Web activities offer opportunities for checking your understanding, accessing further readings, and linking to external sites with the aim of promoting learning and reflection of the content introduced in Chapter 10.

Activity 10.1 Connect understandings of conditions of complexity to your own research experiences

How can you relate potential future challenges posed by complexity to your research experiences (or someone familiar to you).

For each experience, consider:

  1. What are the nature of the challenges you foresee as a mixed methods researcher?

  2. When during the research process might each challenge emerge? For example, when determining if the study need or research problem is suitable for mixed methods research? When articulating and specifying mixing purposes? When identifying and describing the research contexts? When distinguishing and specifying the required research capacities? When designing and conducting the research procedures guiding data collections, analyses, and integrations? When generating and evaluating evidence of research outcomes?

  3. How might you react to the challenge? For example, do you foresee adaptations as an option?

  4. What might be the positive outcomes? For example, how did you successfully mitigate? What new learnings might you glean?

Then compare differences and similarities across challenges

Activity 4.2 Glean new learnings from mixed methods research experts

To what extent can the guiding tips provided by MMR experts from around the world inform your learning?

For the guiding tip, consider:

  1. What is the key message of the guiding tip?

  2. Why might this message be useful (or not) to your learning for you right now?

  3. If you could ask the expert one question about guiding advice what would it be?

Guiding Tip 10.1: Elaine Van Melle advising how to navigate mixed methods research

When using mixed methods, it is important to plan carefully, implement thoughtfully, and stay open to change.

Guiding Tip 10.2: Tim Guetterman advising the need for publishing and sharing ideas

Mixed methods research is a growing field, and it is hard to keep up with all the advances. I strongly encourage anyone who has a methodological innovation to write an article featuring the innovation to share with the mixed methods community. We can learn from each other as a community by developing literature around issues, such as how to integrate qualitative and quantitative research in increasingly complex studies. We have barely touched the surface of these topics.