Exploring, measuring or both: considering the differences between qualitative, quantitative and mixed methods research

Cleland, Jennifer

doi:10.1002/9781119839446.ch1

Cited by 1 publication

(2 citation statements)

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“…The design of this study was underpinned by both positivist [27] and constructivist [1,28] research paradigms. To answer the research questions, a non-experimental explanatory mixed-methods research design [29] consisting of two stages was selected to guide the collection and analysis of data obtained from publicly available AH professions documents.…”

Section: Methodsmentioning

confidence: 99%

“…To answer the research questions, a non-experimental explanatory mixed-methods research design [29] consisting of two stages was selected to guide the collection and analysis of data obtained from publicly available AH professions documents. Stage one proposes that the accreditation documents are the "source of truth", and therefore our answers to Research Question 1 could be extracted from these documents (positivist approach [27]) to collate and compare data. Stage 2 of the project uses a constructivist approach [1,28] to analyse and interpret the conceptual understandings of WIL, as articulated in the documents [29].…”

Section: Methodsmentioning

confidence: 99%

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Allied Health Professions Accreditation Standards for Work Integrated Learning: A Document Analysis

Penman,

Raymond,

Kumar

et al. 2023

IJERPH

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A key role of allied health (AH) professional regulatory and professional bodies is to ensure that AH education programs provide work-integrated learning (WIL) opportunities for students. The requirements are outlined via the respective profession’s educational accreditation standards. Although a significant component of the AH professional degrees, researchers have not explored how standards specific to WIL are developed, nor how WIL might be conceptualised through the standards. This study explored how WIL is conceptualised through comparing the WIL education standards across Australian AH professions. Using a non-experimental explanatory mixed-methods research design, a document analysis of Australian education program accreditation standards (and associated documents) for 15 AH professions was undertaken. Data analysis included inductive textual and thematic analyses to compare AH professionals’ conceptualisation of WIL. This study found a high degree of variation in how AH professions describe WIL. While there was a common requirement for students to demonstrate competency in WIL, requirements for WIL quantity, assessment and supervision varied. Four key themes were identified regarding the contribution of WIL to curriculum and student learning: (1) the relationship between WIL and the program curriculum; (2) WIL as a learning process; (3) learning from diverse WIL contexts; and (4) developing competence through WIL. Overall, the diversity in the standards reflected differing understandings of what WIL is. Thus, in the absence of frameworks for designing accreditation standards, the risk is that some AH professions will continue to perpetuate the myth that the primary purpose of WIL is to provide a bridge between theory and practice.

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Section: Methodsmentioning

confidence: 99%