Research Design

Choosing an appropriate research design is one of the difficult challenges that researchers face in mixed method research (Rocco et al., 2003, Fidel, 2008). This entails detailed planning of the data collection of the research. However, understanding mixed method research design can be a challenging task for research beginners, particularly doctoral students (Leech and Onwuegbuzie, 2009). Several issues need to be considered when designing a mixed method research such as priority or weight given to an approach, the sequence of data collection and analysis, and stages to connect the quantitative and qualitative results together (Ivankova et al., 2006). Towards solving these issues researchers have attempted to develop a mixed method taxonomy to better guide researchers to design their studies (Rocco et al., 2003, Creswell et al., 2007, Johnson et al. 2007, Fidel, 2008, Leech and Onwuegbuzie, 2009, Venkatesh et al., 2013).

Fidel (2008) has identified five types of mixed method research designs for IS researches. These include variable discovery, system design, data collection, triangulation, and interpretation. In ‘variable discovery’ design researchers conduct qualitative analysis to discover factors relevant to the phenomenon being studied.

Then for the purpose of answering the research questions, they perform statistical

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analysis on the discovered factors and other factors from prior theories or researches.

In ‘system design’ researchers first conduct qualitative analysis to collect data to identify system requirements and then develop the system. In the final stage the researchers conduct statistical analysis to evaluate the quality of developed system.

Differently, in ‘data collection’ design researchers first conduct a quantitative study to collect information about potential participants for the qualitative study. With

‘triangulation design’ researchers conduct a qualitative study then carry out a quantitative study to test the validity and accuracy of the findings from the qualitative study. Finally, with ‘interpretation design’ researchers first carry out a quantitative study and then a qualitative study to interpret and explain the quantitative study results.

Drawing upon Tashakkori and Teddlie’s (1998) work, Rocco et al. (2003) have reported six mixed method types: 1) confirmatory investigation (qualitative data  statistical analysis), 2) confirmatory investigation (qualitative data  qualitative analysis); 3) confirmatory investigation (quantitative data  qualitative analysis); 4) exploratory investigation (quantitative data  statistical analysis); 5) exploratory investigation (qualitative data  statistical analysis); and 6) exploratory investigation (quantitative data  qualitative analysis). Similarly, in his book Creswell (2007) reports four main mixed method designs: triangulation design, embedded design, explanatory design, and exploratory design. Furthermore, in their study Johnson et al.

(2007) have also identified three different types of mixed method approach namely:

1) qualitative dominant where the research findings are based purely on the qualitative approach; 2) equal status where the research findings are based on both approaches; and 3) and quantitative dominant where the research findings are based purely on the quantitative approach.

Reflecting on the above mixed method taxonomies, one might suggest that it would be difficult to choose one of these research designs as they are either unnecessary or are made too complicated (e.g. Rocco et al., 2003, Fidel 2008) or they are too simple and provide little information to guide researchers (e.g. Johnson et al.,

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2007). However, several other researchers have attempted to develop clearer and simpler mixed method research design taxonomies to better guide beginner researchers, particularly doctoral students (Leech and Onwuegbuzie, 2009). Leech and Onwuegbuzie’s (2009) taxonomy includes eight research design types and was developed based on three factors: mixing dimension (partially mixed or fully mixed), time dimension (concurrent or sequential), and emphasis dimension (equal status or dominant status).Table 4-3 provide more information on the eight research design types identified by Leech and Onwuegbuzie (2009).

Table 4-3: Eight Mixed Method Design Types (Leech and Onwuegbuzie, 2009)

Research design type Description

Partially mixed

concurrent equal status design

This involves conducting a study that has two phases that occur concurrently such that the quantitative and qualitative phases have approximately equal weight.

Partially mixed concurrent dominant status design

This involves conducting a study with two facets that occur concurrently, such that either facet has the greater emphasis.

Partially mixed sequential equal status design

This involves conducting a study with two phases that occur sequentially, with the quantitative and qualitative phases having equal weight.

Partially mixed sequential dominant status design

This involves conducting a study with two phases that occur sequentially, such that either the quantitative or qualitative phase has the greater emphasis.

Fully mixed concurrent equal status design

This involves conducting a study that mixes qualitative and quantitative research within one or more or across four components (e.g. research objective, type of data and

operations, type of analysis, and type of inference) in a single research study. In this design, the quantitative and qualitative phases are mixed concurrently at one or more stages or across the components. Both elements are given approximately equal weight.

Fully mixed concurrent dominant status design

This involves conducting a study that mixes qualitative and quantitative research within one or more of, or across the aforementioned three components in a single research study.

In this design, the quantitative and qualitative phases are mixed concurrently at one or more stages or across the stages.

Fully mixed sequential equal status design

This involves conducting a study that mixes qualitative and quantitative research within one or more of, or across the

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stages of the research process. In this design, the quantitative and qualitative phases occur sequentially at one or more stages or across the stages. Both elements are given approximately equal weight.

Fully mixed sequential dominant status design

This involves conducting a study that mixes qualitative and quantitative research within one or more of, or across the stages of the research process. In this design, the quantitative and qualitative phases occur sequentially at one or more stages or across the stages.