Read the two articles by Cameron (Cameron 1 and Cameron 2), and also the article by Pole. Discuss a situation where AND how a mixed methods approach could be performed to help in a decision-making process concerning your topic of interest. Include at least one citation/reference from a scholarly source in your initial post.
Read the two articles by Cameron (Cameron 1 and Cameron 2), and also the article by Pole. Discuss a situation where AND how a mixed methods approach could be performed to help in a decision-making process concerning your topic of interest. Include at least one citation/reference from a scholarly source in your initial post.
Question 2) Read the Sternberg and Sternberg article and utilize the APA textbook readings to discuss the importance of adhering to a convention such as APA format when writing and researching. What do you like about it? What would you change about APA if you could? Why? Include at least one citation/reference from a scholarly source in your initial post.
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Reference this paper as: Cameron, R. “Mixed Methods Research: The Five Ps Framework” The Electronic
Journal of Business Research Methods Volume 9 Issue 2 2011 (pp 96-108), available online at www.ejbrm.com
Mixed Methods Research: The Five Ps Framework Roslyn Cameron
Central Queensland University, Gladstone, Australia r.cameron@cqu.edu.au Abstract: Mixed methods research (MMR) is often referred to as the third methodological movement and has witnessed a rapid rise in popularity in the last 10 years. Prominent authorities in the field now refer to the MM research community which has developed its own philosophical, theoretical, methodological, analytical and practical foundations and constructs for the conduct of MMR. This paper provides a brief overview of some of the more common definitions of mixed methods research and methodology before introducing the conceptual framework of the Five Ps of mixed methods research. The Five P framework will be used to structure an exploration of some of the key challenges facing those who choose the innovative path of mixed methods research and some of the key areas for capacity building. The Five Ps include: Paradigms; Pragmatism; Praxis; Proficiency; and Publishing. This Five Ps framework will be mapped against the contemporary landscape of the MMR movement as developed by some of the most prominent mixed methodologists within the MMR community. These include: the overlapping components of an emerging map of MMR (Teddlie and Tashakkori 2010) and the domains of MMR (Creswell 2010). The Five Ps framework can provide those wishing to embark into mixed methods research with the essential components of a mixed methods starter kit, inclusive of a contemporary checklist of contentious issues, risks and traps that require consideration. Tashakkori and Teddlie (2010b: 29) refer to the need for MM researchers to become “methodological connoisseur[s]” whilst Cameron (2011: 263) calls for the need to build “methodological trilingualism” in those wishing to engage in MMR. Both these capacities require advanced research skill levels and competencies. As a consequence the framework also offers higher degree supervisors and educators with a pedagogic tool for guiding and teaching mixed methods. Keywords: mixed methods research; paradigms; pragmatism; publishing; teaching research methods
1. Introduction
Mixed method research is a growing area of methodological choice for many academics and researchers from across a variety of discipline areas. Tashakkori and Teddlie (2010b: 803-804) refers to the MM community which has: … gone through a relatively rapid growth spurt…it has acquired a formal methodology that did not exist before and is subscribed to by an emerging community of practitioners and methodologists across the disciplines. In the process of developing a distinct identity, as compared with other major research communities of researchers in the social and human sciences, mixed methods has been adopted as the de facto third alternative, or “third methodological movement”’. The definition of MMR remains are contested area. Johnson, Onwuegbuzie and Turner (2007) asked 21 researchers for a definition of MM and received 19 responses. These definitions were diverse and were differentiated in terms of what was being mixed, the stage in the research process were the mixing occurred, the extend of the mixing, the purpose of the mixing and the drive behind the research. There are limitations as to the extent at which this paper can delve into these definitional debates and as a result definitions utilised by prominent mixed methodologists have been chosen for this paper. The Journal of Mixed Methods (2006), in its call for papers defines mixed methods as ‘research in which the investigator collects, analyses, mixes, and draws inferences from both quantitative and qualitative data in a single study or a program of inquiry’. A more comprehensive definition is provided by Creswell and Plano Clark (2007: 5) who define mixed methods as follows: Mixed methods research is a research design with philosophical assumptions as well as methods of inquiry. As a methodology, it involves philosophical assumptions that guide the direction of the collection and analysis of data and the mixture of qualitative and quantitative data in a single study or series of studies. Its central premise is that the use of quantitative and qualitative approaches in combination provides a better understanding of research problems that either approach alone.
Teddlie and Tashakkori (2010: 5) define the methodology of MM as: “The broad inquiry logic that guides the selection of specific methods and that is informed by conceptual positions common to mixed methods practitioners (e.g., the rejection of “either-or” choices at all levels of the research
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