Research design

In this study a mixed methods research design was followed, combining quantitative data with qualitative data in order to add depth and detail to findings (Swanson & Holton, 1997:93). The mixed method design allowed for the collection and corroboration of data collected and enhanced the credibility of the study (McMillan & Schumacher, 2010).

Cohen et al. (2000) argue a research design is used to describe the procedures for conducting a study. Its purpose is to assist in finding appropriate answers to the research questions. Nieuwenhuis (2010) argues a research design is a plan or strategy which starts with the underlying philosophical assumptions, progressing to the selection of research participants and data gathering techniques, to how the analysis will be done. The research design is the plan the researcher will follow in order to answer the research questions, how the research subjects will be impacted, as well as how the research data will be collected. The research questions have to be matched with the appropriate research design to ensure appropriate analysis of the research data and credible conclusions reached from the research questions.

Common research designs categories found in the literature are quantitative, qualitative, mixed methods and analytic (McMillan & Schumacher, 2010:20). Each of these categories has specific design types or research strategies and is shown in Table 3.1 below.

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Table 3.1: Types of research design per research design category (McMillan & Schumacher, 2010:20)

Research design categories

Quantitative Qualitative Mixed methods Analytic

Experimental Non-experimental

True experimental Descriptive Ethnographic Explanatory Policy analysis Quasi-

experimental

Comparative Phenomenological Exploratory Concept analysis Single-subject Correlational Case study Triangulation Historical analysis

Survey Grounded theory Ex post facto Critical studies Secondary data

analysis

Yin (2009) argues that each research strategy can be used for exploratory, descriptive and explanatory research purposes. The research design and research strategies followed in this study are summarised in Table 3.2 below.

Table 3.2: Research design summary

Research design categories

Quantitative Qualitative Mixed methods Analytic

Experimental Non-experimental

Not applicable Descriptive Case study Triangulation Not applicable

3.6.1 Mixed methods research design

Saunders et al. (2009:152) argue a mixed methods approach is a collective term for the use of both quantitative and qualitative data collection techniques and data analysis procedures in the same study. Two types of mixed methods approaches are found in the literature, namely mixed methods research and mixed model research (Saunders et al., 2009:152). In mixed methods research, quantitative and qualitative data collection techniques and analysis procedures are used in parallel or sequentially, but not in combination. The quantitative data are analysed in a quantitative manner and qualitative data are analysed qualitatively. The second mixed methods approach found in the literature is mixed model research involving combining quantitative and qualitative data collection techniques and analysis procedures. This translates to quantitative

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data being analysed qualitatively and potentially converting qualitative data into numerical codes and analysing it statistically.

Data collection in this study was done sequentially. At first, qualitative data was collected during semi-structured interviews, after which quantitative data was collected some time later. The qualitative data was analysed using qualitative analysis procedures. The quantitative data, however, was analysed using qualitative analysis procedures. The approach was therefore a mixed model research approach (Saunders et al., 2009:153).

The mixed method research design was utilised in this study to capitalise on the benefits of triangulation, complementarity as well as aiding of interpretation (Saunders et al., 2009:154). Using two sources of data as well as two data collection methods assisted in corroboration of the findings of this study. Data from the qualitative collection was complemented by data from the quantitative collection to provide a more comprehensive interpretation. Mixed methods were also used to potentially expand on qualitative data using quantitative data or challenge the results from both methods (McMillan & Schumacher, 2010:405; Perry, 2012).

Creswell (2008) presents a notation system to illustrate the various mixed method research designs. The priority of particular methods is illustrated by uppercase letters, for example, „QUAL‟ or „QUAN‟. Lowercase letters, for example, „qual‟ or „quan‟, indicate a lower priority. The sequence of the collection of data is indicated by an arrow. A plus sign (+) indicates that qualitative and quantitative data are collected simultaneously.

This mixed method design for this research is therefore illustrated by the notation QUAL --> quan. The abbreviations indicate that secondary quantitative (quan) and primary qualitative (QUAL) data collection methods were used with qualitative data collection methods receiving higher priority (Teddlie & Tashakkori, 2003, Creswell, 2008). Subsequent to qualitative data, quantitative data were collected and interpreted together to provide a better understanding of the impact of EI in the occupational performance of business analysts, systems analysts and project managers as well as to identify themes and trends. In this exploratory study, priority is given to qualitative methods in order to explore how research participants interpret the impact of EI on the roles of the business analyst, systems analyst and project manager in achieving business – IT alignment.

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The design type from a quantitative perspective (non-experimental) was descriptive. McMillan and Schumacher (2010:22) define a descriptive design as providing a summary of a phenomenon using numbers to describe individuals, that is, a quantitative summary. The aim was to, amongst others, identify the patterns of emotional intelligence visible in the sample of business analysts, systems analysts and project managers assessed. The quantitative summary can therefore be seen as the patterns identified in EI scores.

3.6.3 Qualitative research design

This research took the form of a multiple interpretive instrumental case study research design in which the views of multiple organisations employing business analysts, systems analysts and project managers in the information systems development life cycle were solicited.

The qualitative design type employed in this research was a case study. Bromley (1990) posits a case study involves systematic enquiry into an event or set of events which aims to describe and explain the phenomenon of interest. Robson (2002) contends a case study is a research strategy involving empirical investigation into a phenomenon within its real-life context and uses multiple sources of research evidence. Cresswell (2008) argues a case study constitutes in- depth exploration of an activity, event, process or individuals, referred to as a bounded system. Yin (2009:18), in line with Robson (2002), defines case study research as an empirical inquiry that investigates a contemporary phenomenon within its real-life context when boundaries between phenomenon and context are not clearly evident.

Epistemologically, a case study could be positivist, interpretive or critical. From an interpretivist perspective, case studies aim to achieve a holistic understanding of how research participants relate to and interact with one another in a specific context. It also aims to understand how the participants make sense of the phenomenon being studied. Maree (2010:75) argues that case study research offers a multi-perspective analysis in which the researcher considers the views of other relevant actors as well and not just the perspectives of the one or two participants in a situation.

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Yin (2009) identifies a case study as either being a single case study or a multiple case study. A single case study involves the use of a single unique case, for example, a particular organisation in which a particular phenomenon is investigated within the organisation‟s unique context. A multiple case study involves the use of more than one case, for example, more than one organisation to investigate whether similar findings are obtained in each organisation.

In the literature, a distinction is found between intrinsic and instrumental cases (McMillan & Schumacher, 2010:345). An intrinsic case study is focused on the particular case opposed to an instrumental case study, aiming to develop an in-depth understanding of a particular theme or issue, rather than just a specific case. In terms of epistemology, a case study can be either positivist, interpretive or critical, depending on the underlying research philosophy of a study.