Heard the One About … Applying Mixed Methods in Humour Research?

Lockyer, Sharon

doi:10.1080/13645570500436155

Cited by 20 publications

(16 citation statements)

References 27 publications

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“…This allows complex phenomena to be explored in different ways, and multiple data collections give more precise and complex results than mono-method approaches (Lockyer 2006). Every method is subject to inherent flaws and biases, and by using a variety of methods, biases in one method are offset by using other methods.…”

Section: Data Collection Methodsmentioning

confidence: 99%

Healthy humour: Using humour to cope at work

Plester¹

2009

Kotuitui: New Zealand Journal of Social Sciences Online

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Humour offers relief from boredom in the workplace and is an important facet of working life. Sharing humour at work can build relationships, create positive affect, and improve camaraderie between colleagues. Workplace humour is an under-researched topic and there is little empirical research that has explored humour in real workplace settings. This paper presents new qualitative empirical data from a 3 year study investigating the influence of humour within organisational culture. Analyses are drawn from observations that recorded verbatim humour exchanges as well as from interviews with managers and subordinates from four New Zealand companies. The paper explores the idea that enacting and enjoying humour at work may contribute to workplace well-being. Using humour at work may constitute a positive coping strategy that helps people to manage stress and strain experienced at work. Data suggest that humour is used specifically to offer relief from tension, to help deal with adversity and difficult situations, and to soften directives and requests made to colleagues and subordinates.

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Section: Data Collection Methodsmentioning

confidence: 99%

Healthy humour: Using humour to cope at work

Plester¹

2009

Kotuitui: New Zealand Journal of Social Sciences Online

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“…Mixed methodological research designs require developing robust data analysis to prevent the convergence of qualitative and quantitative data leading to findings being generalized. Lockyer (2006) defends the use of mixed methods not only where qualitative and quantitative methods are used in a single study, but also for different approaches to data collection, and for mixed approaches to analysis of the same data. Quantitative content analysis could be combined with qualitative compositional analysis to ensure triangulation.…”

Section: Mixed Methodologiesmentioning

confidence: 99%

The case for mixed methodologies in researching the teacher’s use of humour in adult education

Struthers¹

2011

Journal of Further and Higher Education

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Inconsistencies within the literature result in teachers not having sufficient guidance to develop their humour use in support of learning without risking their professionalism. This article argues for more comprehensive evidence to guide teachers' use of humour, based on mixed methodological approaches. The case is also made for the Interpersonal Communication Competence Model (ICCM) to be used as a consistent theoretical framework when researching teachers' use of humour. A methodological literature review design is deployed to explore the conceptualisation, methodologies and situational factors within the selected research. The selected research is analysed in accordance with the ICCM's five key concepts of motivation, knowledge, skills, outcomes and context. Comparisons are made against a depiction of humour based on the ICCM. The analysis reveals a diversity of conceptualisations of humour and different situational factors influencing teachers' use of humour, and shows that findings conflict with 'competent communication'. No research studies linked the various influencing factors together to provide all-embracing guidance for teachers. Studies based on mono-methodologies using qualitative or quantitative research designs only appear to provide the teacher with pieces of the jigsaw pertaining to humour use in teaching. Although mixed methodologies have their own design concerns, the author argues that they offer an opportunity to merge multiple situational factors to produce a more accurate representation of humour use within a teaching context. In conclusion, he proposes that future research utilises a mixed methodological approach along with the ICCM to capture supportive and contradictory perspectives of humour use.

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“…Category analysis was based on repeatedly reading the cartoons. In addition, specifically regarding the cartoonist's motivation (pragmatic dimension) and the referenced situation addressed (thematic dimension), a post hoc triangulation procedure (Denzin & Lincoln 2005;Lockyer 2006) was applied: the cartoonist's explanation for having chosen that particular cartoon as representative of his/her style was considered in order to resolve ambiguities, uncertainties or lack of information. For instance, our coding of Biratan's cartoon (see Figure 7) as responding to a playful motivation was supported by the explanation he provided in the questionnaire: "I'm essentially a humorous cartoonist.…”

Section: Discussionmentioning

confidence: 99%