Pedagogical Value, Features, and Implications of Conducting Literature Reviews From a Mixed Methods Research Perspective

• In Event: Pedagogical Considerations for Addressing Advancements in Mixed Methods Research: Reflections From Authors in the Field

Abstract

Traditionally, there have been two major approaches to reviewing the scientific literature. Within a quantitative approach, researchers conduct a statistical meta-analysis of quantitative studies (e.g., Cooper, Hedges, & Valentine, 2009). Within a qualitative approach, several meta-synthesis methods have been developed to summarize qualitative studies (e.g., Hannes & Lockwood, 2012). Recently, researchers have explored ways to conduct mixed methods research syntheses (MMRS): They carry out literature reviews by collecting, evaluating, and synthesizing qualitative, quantitative, and mixed method primary studies and by applying a combination of qualitative, quantitative, and mixed synthesis techniques to integrate the primary level studies within the review (Heyvaert, Maes, & Onghena, 2013).

The purpose of this paper is to discuss the pedagogical value of our recent book on the MMRS approach to conducting literature reviews (XXX, in progress), the strategies used in this book to facilitate students’ learning about this approach, and the possible implications of including this book within graduate programs.

A big gap existed in terms of resources for individuals interested in the MMRS approach. Guidance was needed on how to conduct an MMRS and how to avoid potential pitfalls. Answering these needs, our book includes: (a) A comprehensive overview and discussion of what MMRS is; (b) A step-by-step guide for conducting MMRS; and (c) Potential and advantages, as well as problems and pitfalls, within the steps.

Several strategies were used in this book to facilitate students’ learning about the MMRS approach to conducting literature reviews. First, all chapters are consistently organized, including an outline of what will be discussed in the chapter, summary points, questions for thought, exercises, and suggestions for further reading. This consistent structure makes it easy for students to assimilate the information provided. Second, figures, tables, boxes, and flowcharts are used throughout the book to visualize and clarify each step of the MMRS. Third, Practical tip boxes are included in each chapter, to demonstrate how the information offered in each chapter can be utilized in a manner beyond the theoretical discussion of the MMRS process. These boxes offer concrete “how-to” guidelines and tips. Fourth, multidisciplinary worked examples are included to illustrate the steps involved in an MMRS. These examples showcase how to put the theory on the MMRS process into practice. Finally, at the end of the book a Glossary is included, presenting an alphabetical list of terms related to the process of conducting an MMRS, with corresponding definitions.

With the help of the step-by-step guide, graduate students can conduct an MMRS to analyze and summarize the empirical evidence regarding a certain review question from a mixed methods research perspective. Conducting a literature review in itself is worthwhile, but taking a mixed methods research perspective can have an added value of gaining breadth and depth of understanding and corroboration. Using an MMRS approach, complex topics, problems, interventions, programs, and phenomena of interest can be approached from different perspectives, resulting in possibly more complete, concrete, and nuanced answers in comparison to mono-method literature reviews.

Authors

• Mieke Heyvaert, Katholieke Universiteit Leuven

• Karin Hannes, Katholieke Universiteit Leuven

• Patrick Onghena, KU Leuven