The work of mixed methods dissertations: perspectives from doctoral advisors through a mixed methods survey

• In Event: AERA Roundtable Session Friday 7:45 am - Gold 4
  In Roundtable Session: Teaching and mentoring mixed methods research: Highlighting challenges and opportunities for novices and experts

Abstract

It is not clear why some advisors consider mixed methods as too laborious for dissertations. The goal of this convergent mixed methods study was to understand how doctoral advisors from different disciplines perceive the work of mixed methods dissertations. A qualitative thematic analysis was merged with quantitative results for 187 dissertation advisors from education, counseling, and nursing. Results suggest the work of mixed methods depends on the abilities of each student and their access to support. Advisors might encourage or discourage their students to do mixed methods for a variety of methodological, programmatic/curricular, resource-based, and interpersonal reasons. These findings may clarify to students and faculty how to assess their perceptions of the work to do mixed methods research.

Authors

• Jonelle Prideaux, University of Cincinnati

• Vicki L. Plano Clark, University of Cincinnati