C H A P T E R T W E L V E / Mixed Methods Research Designs
TABLE 12.1 Overview of the Intent and Characteristics of Nine Different Mixed Methods
Research Designs
Mixed Methods
Design Name Design Intent
Convergent parallel ■ To develop a complete and valid
understanding
Sequential ■ To explain the mechanisms or reasons
explanatory behind quantitative results
Sequential exploratory ■ To test or generalize qualitative findings
Embedded experiment ■ To enhance a quantitative experimental
study by including a secondary qualitative
component to explore the procedures or
process of the experiment
Embedded case study ■ To enhance a qualitative case study by
including a secondary quantitative
component to enrich the interpretation of
the case
Concurrent conversion ■ To identify quantitative relationships among
variables that include at least one variable
that is a quantification of qualitative findings
Concurrent multilevel ■ To examine multiple levels (e.g., students,
teachers, principals, and districts)
Multiphase ■ To conduct a program of studies aimed at
achieving an overall objective such as
developing and evaluating a program
Transformative ■ To conduct research that empowers
individuals and advocates for social justice
methods and results in the report, such as the study’s timing, priority, and mixing. We
consider each of these aspects as we examine the following four common designs,
which are summarized in Figure 12.3:
■ convergent parallel design,
■ sequential explanatory design,
■ sequential exploratory design, and
■ embedded design.
391
Typical Characteristics
■ Concurrent timing
■ Equal priority
■ Merging the quantitative results and
qualitative findings during analysis and/
or interpretation
■ Sequential timing
■ Unequal priority
■ Connecting from the quantitative
results to shape the qualitative data
collection
■ Sequential timing
■ Unequal priority
■ Connecting from the qualitative
findings to shape the quantitative data
collection
■ Concurrent or sequential timing
■ Quantitative priority
■ Embedding a qualitative component
into a quantitative experimental design
■ Concurrent or sequential timing
■ Qualitative priority
■ Embedding a quantitative component
into a qualitative case study design
■ Concurrent timing
■ Quantitative priority
■ Converting qualitative findings into a
new quantitative variable and analyzing
that new variable statistically with
other quantitative data
■ Concurrent timing
■ Equal or unequal priority
■ Merging the quantitative results and
qualitative findings from each level
during analysis and/or interpretation
■ Concurrent and sequential timing
■ Varies for each study in the program
■ Connecting from each study to inform
the later steps of the program
development
■ Concurrent or sequential timing
■ Equal or unequal priority
■ Embedding a mixed methods design in
a social justice framework, which
shapes all the design decisions
392 P A R T F I V E / Understanding Reports That Combine Quantitative and Qualitative Research

Mixed Methods Research Designs

Needing quantitative
Needing quantitative and qualitative data to
and qualitative data to address primary and
develop complete and secondary research
valid conclusions questions

Needing qualitative Needing quantitative

data to build on and data to build on and
explain quantitative generalize qualitative
results findings

Convergent Embedded
parallel design
design Sequential Sequential QUAN(qual) or
QUAN + QUAL explanatory exploratory QUAL(quan)
design design
QUAN → qual QUAL→ quan
FIGURE 12.3 Four Common Mixed Methods Research Designs and Their Use

The Convergent Parallel Mixed Methods Design

The most common approach to mixing methods occurs when researchers gather and
analyze both types of data at the same time. The convergent parallel mixed methods
design is a set of procedures that researchers use to concurrently collect both quantita-
tive and qualitative data, analyze the two datasets separately, compare and/or synthesize
the two sets of separate results, and make an overall interpretation as to the extent to
which the separate results confirm and/or complement each other. The way these steps
unfold in a study is shown in Figure 12.4, where the two different types of research are
implemented “in parallel” and then merged in some way to generate a better under-
standing of the phenomenon (the interpretation). This mixed methods design is the
most intuitive approach and has been applied by researchers the longest. In 1979, for
example, Jick described how he combined quantitative research (e.g., surveys of
employee anxiety) and qualitative research (e.g., nonparticipant observations) to
develop a more complete understanding of how individuals experienced a merger in
their place of employment. He referred to his approach as a “triangulation” design,
building from the same logic of triangulation of multiple sources of information that we
learned about from qualitative research in Chapter 11. Looking back at Figure 12.4, you
can see the analogy of the triangle where the two different types of research “point to”
a better understanding of the topic under study.

FIGURE 12.4
The Convergent QUAN
sample,
Parallel
data collection,
QUAN 1 QUAL
analysis,
Mixed Methods
and results
Design Merge the QUAN
⫹ results and the Interpretation
QUAL findings
QUAL
sample,
data collection,
analysis,
and findings