This interactive, problem-centered workshop provides an introduction to mixed methods research and its application in higher education research in U.S. and European research journals. With the aim of advancing the understanding of mixed methods as a methodological approach with a distinct language, philosophy, and set of procedures for collecting and analyzing data, the workshop provides an opportunity for participants to walk through the key steps in designing a mixed methods research study.

The objectives of the workshop:

1.To acquaint audience members with the major distinguishing characteristics of mixed methods research and to distinguish it from multi-method research, using examples from U.S. and European research journals.

2. To identify key controversies and challenges in using mixed methods research.

3. To identify key components of mixed method purpose statements and research questions using examples from the literature.

4. To provide examples of different strategies that have been used to integrate qualitative and quantitative data.

5. To provide an annotated bibliography of key references and examples of the application of a mixed methods research methodology to contemporary educational questions in U.S. and European research journals.  

Denzin, N. K. (1978). The logic of naturalistic inquiry. In N. K. Denzin (Ed.), Sociological methods: A sourcebook. New York: Mc Graw Hill. Greene, J. C., & Caracelli, V. J. (2003). Making paradigmatic sense of mixed methods practice. In A. Tashakkori & C. Teddlie (Eds.), Handbook of Mixed Methods in Social and Behavioral Research (91-109). Thousand Oaks, CA. SAGE. Teddlie, C., & Tashakkori, A. (2003). Major issues and controversies in the use of mixed methods in the social and behavioral sciences. In A. Tashakkori & C. Teddlie (Eds.), Handbook of Mixed Methods in Social and Behavioral Research (pp. 3-50). Thousand Oaks, CA. SA