RESEARCH CHOICES

In most case study strategies, the use of multiple methods is predominant (Saunders, Lewis and Thornhill, 2009). According to Easton (2010), one important aspect of the case study strategy is the use of various data collection techniques. According to Tashakkori and Teddlie (2003), the choice of using multiple methods embraces two possibilities: multi-method and mixed method. Multi-method choice refers to the use of more than one data collection technique that is analysed either quantitatively or qualitatively and cannot be both. On the other hand, mixed method choice includes two choices: that of mixed models and mixed methods. The first refers to the use of a combination of qualitative and quantitative data collection techniques and analysis, but qualitative techniques could be analysed quantitatively and vice versa. The latter refers to the use of a combination of qualitative and quantitative data collection techniques, each with its associated analysis procedures, which is the case in this study. The study used a mixed method choice to investigate the phenomena, which suggests the use of qualitative data collection techniques, in the form of observations, interviews and document reviews, with their associated qualitative analysis procedures. This is combined with a quantitative data collection technique by means of survey, with its associated quantitative analysis procedures. The use of a mixed method choice, according to Tashakkori and Teddlie (2003), allows the triangulation of the collected data to produce findings that can be trusted and allow inferences to be made from them. Here, Bryman (2006) suggested that the purpose of using mixed methods must be made explicit and provided seven reasons for using a mixed methods. (See Figure 4.2 on the next page).

Reason Explanation

T ia gulatio Use of t o o o e i depe de t sou es of data o data olle tio ethods to o o o ate esea h fi di gs ithi a stud

Fa ilitatio Use of o e data olle tio ethod o esea h st ateg to aid esea h usi g a othe data olle tio ethod o esea h st ateg ithi a stud e.g. ualitati e/ ua titati e p o idi g h pothesis, aidi g easu e e t,

ua titati e/ ualitati e pa ti ipa t o ase sele tio

Co ple e ta Use of t o o o e esea h st ategies i o de that diffe e t aspe ts of as i estigatio a e do etailed e.g. ualitati e plus ua titati e uestio ai e to fill i gaps ualitati e plus ua titati e uestio ai e fo issues, i te ie fo ea i g

Ge e alit Use of i depe de t sou e of data to o te tualise ai stud o use ua titati e a al sis to p o ide se se of elati e i po ta e e.g. ualitati e plus ua titati e to set ase i oade o te t; ualitati e ua titati e a al sis is to p o ide se se of elati e i po ta e

Aid i te p etatio Use of ualitati e data to help e plai elatio ships et ee ua titati e a ia les e.g. ualitati e/ ualitati e

Stud diffe e t aspe ts Qua titati e to look at a o aspe ts a d ualitati e to look at i o aspe ts

Sol i g a puzzle Use of as alte ati e data olle tio ethod he the i itial ethod e eals u e plai a le esults o i suffi ie t data

Figure 4.1: Purposes of using mixed method choice, Adopted from Saunders, Lewis and Thornhill (2009, p.154)

The purpose of using mixed methods in this study was to enable facilitation and triangulation. The purpose of facilitation in this study can be clearly identified in the use of a document review in aiding (informing) the use of interviews (by enhancing the interview inquiries). The

interviews‟ findings aided the use of the students‟ survey in the construction of items that take into account issues raised in the interviews and assess clearly the current status of DL at the university (see Chapter V: section 5.3.4). Findings from the previous three data collection techniques have informed the observation technique which was used to clarify any inaccuracies in descriptions or information and compare and contrast the overall findings to promote the trustworthiness of the study results. Finally, the Delphi survey was used to validate the study solutions, which were a result of conclusions guided by the assessments conducted by the study, which employed four data collection techniques (document review,

interviews, students‟ survey and observation). The triangulation purpose, according to Bryman (2006), applies to the situation where multiple sources of data or data collection techniques can be corroborated within the study to enhance the findings. This study corroborated data collected from different sources (administrators, faculty members, students, documents and observed events) using differing techniques (interview, observation, document review and survey) to enhance the findings of the study.

The use of the mixed method choice, according to Cameron (2009), entails the definition of the different designs associated with the use of mixing qualitative and quantitative approaches in one research. Many designs were associated with the use of the mixed method choice.

For instance, Caracelli and Greene (1997) suggested seven mixed method designs while Creswell and Plano Clark (2007) suggested four designs and Tashakkori and Teddlie (2003) proposed six. However, all those designs intersect in the notion proposed by Mertens (2005, p. 292) that the use of a mixed method takes two forms, ”Parallel Form: concurrent mixed- methods/ - model designs in which two types of data are collected and analysed and Sequential Form: one type of data provides a basis for collection of another type of data”. It can (see Figure 4.2 on the next page) therefore be concluded that this case study has used a mixed method choice in its sequential form (see figure 4.3).

Figure 4.2: Sequential form of mixed method choice