58 CHAPTER 4 CHOOSING A MIXED METHODS DESIGN and reporting datain research studies. They represent different mod- ‘els for doing research, and these models have distinct names and procedures associated with them. Rigorous research designs are important because they guide the methods decisions that researchers must make dur- ing their studies and set the logic by which they make interpretations at the ‘end of studies. Once a researcher has selected a mixed methods approach for a stuly, the next step is to decide on the specific design that best addresses the research problem, What designs are available, and how do rescarchers decide which one i appropriate for their studies? Mixed methods researchers need to be acquainted wits the major types of mixed methods designs and the common variants among these designs. Important considerations when ‘choosing designs are knowing the intent, the procedures, and the strengths and challenges associated with each design. Researchers also need to be familiar with the timing, weighting, and mixing decisions that are made in ‘each of the different mixed methods designs. This chapter will address R== designs are procedures for collecting, analyzing, interpreting, ‘* The classifications of designs in the literature ‘© The four major yes of mixed methods designs, including their incent, key procedures, common variants, and inherent strengths and challengesChoosing a Mixed Methods Design © 59 ‘© Factors such as timing, weighting, and mixing, which influence the choice of an appropriate design CLASSIFICATIONS OF MIXED METHODS DESIGNS @ Researchers benefit from being familiar with the numerous classifications of mixed methods designs found in the literature, These classifications repre- sent different disciplines, and they use diflerent terminology. Researchers should be aware of the range of mixed! methods design types, as well as the discipline-based discussions of mixed methods designs. ‘Methodologists writing about mixed methols research have devoted a great deal of attention to classifying the different types of mixed methods designs. In the final chapter of the Handbook of Mixed Methods in Social and Bebavioral Research, Tishakkor! and Teddlie (2003b) noted that they had found nearly 40 different types of mixed methods designs in the litera- ture. Creswell, Plano Clark, etal. (2003) have summarized the range of these Classifications. Their summary has been updated, and a list of 12 classifi tions is included in Table 4.1. These classificaticns represent diverse social science disciplines, including evaluation, health research, and educational research, which span the past 15 years of scholarly writings about mixed methods approaches, The different types and vasious classifications speak to the evolving nature of mixed methods research, Seeing the long list of design types in Table 4.1 may be overwhelming. Tis easy to get lost in the details, as these classifications are drawn from different disciplines, have emphasized differen: facets of mixed methods designs, and lack consistency in the names of the designs. It may even ‘appear that litle agreement exists among these authors and that there are an infinite number of design options. Infact, although authors have empha. sized different features and used different names, there are actually more similarities than differences among these classifications, Based on these similarities, we feel that 2 parsimonious and functional classification can be created. Thus we advance four major mixed metiods designs, with variants within each type. THE FOUR MAJOR TYPES OF MIXED METHODS DESIGNS @ ‘The four major types of mixed methods designs are the Triangulation Design, the Embedded Design, the Explanatory Design, and the Exploratory Design. The following sections provide an overview of each of these designs: their use, procedures, common variants, strengtks, and challenges.60 @ DESIGNING AND CONDUCTING MIXED METHODS RESEARCH Table 4.1 Mixed Methods Design Classifications ‘Author ‘Mined Methods Designs Discipline Greene, Caraceli,| Initiation Evaluation and Graham Expansion (1989) Development Complementary ‘Triangulation Patton (1990) | Experimental design, qualittive data, and | Evaluation content analysis Experimental design, qualittive data, and statistical analysis Naturalistic inquiry, qualitative data, and statistical analysis, Naturalistic inquiry, quat statistical analysis ative data, and More (1991) | Simultaneous triangulation Nursing QUAL + quan QUAN + qual Sequential angulation QUAL quan QUAN = qual Steckler, MeLeroy, | Model 1: Qualitative methods to develop | Public health education Goodman, Bird, | quantitative measures ‘and McCormick | Mode! 2: Qualitative methods o explain (1992) ‘quantitative findings Model 3. Quantitative metiods to cmbelich qualitative findings ‘Model 4: Qualitative and quantitative methods used equally and parallel ‘Greene and ‘Component designs Evaluation Caracelli (1997) | Triangulation Complementary Expansion Innegrated designs heratve Embedded or nested Holistic TransformativeChoosing a Mixed Methods Design © 61 Author Mixed Methods Designs Discipline ‘Morgan (1998) | Complementary designs Health research ‘Qualitative preliminary Quantitative preliminary Qualitative follow-up Quantitative follow-up Tashakkori and | Mixed methods designs educational research eddie (1998) Equivalent status (sequential or parallel) ominant-less dominant (sequential or parallel) Multilevel use Mixed model designs: 1. Confirmatory, qualitative data, statistical analysis, and inference 1. Confirmatory, qualitative data, qualitative analysis, nd inference 1 Exploratory, quantitative data, statistical analysis, and inference 1, Exploratory, qualitative data, statistical analysis, and inference \. Confirmatory, quanttative data, {qualtative analysis, nd inference VL. Exploratory, quantitative data, ‘qualitative analysis, and inference Vil, Parallel mixed model IIL, Sequential mixed model Creswell (1999) | Convergence model ‘Educational policy Sequential model Instrument-building model Sandelowski Sequential Nursing (2000) Concurrent erative Sandwich Creswell, Plano | Sequential explanatory Educational research Clark, Gutmann, | Sequential exploratory and Hanson Sequential transformative (2003) ‘Concurrent triangulation ‘Concurrent nested ‘Concurrent transformative (Continued)62 @ DESIGNING AND CONDUCTING MIXED METHODS RESEARCH. Table 4.1 (Continued) ‘Author ‘Mixed Methods Designs Discipline ‘Creswell Fetters, | Instrument design model Primary medical care and ivankova | ‘Triangulation design model (2008) Data transformation design mode! Tashakkori and | Multsvand designs ‘Social and behavioral Tedlie (20036) | Concurrent mixed designs research ‘Concurrent mixed methods design Concurrent mixed model design Sequential mixed designs ‘Sequential mixed methors design Sequential mixed model design Maltistrand conversion mixed designs ‘Multsrand conversion mized methods design ‘Multistand conversion mixed model design Fully integrated mined model design SOURCE: Adapted from Creswell, Plana Clark, et al (2003, pp. 216-217, Table 8.1), ‘The Tiangulation Design “The most common and wellknown appmach ro mixing methods is the “Tiangulation Design (Figure 4 1a) (Creswell, Plano Clark, eta, 2003). The pur- ‘pose of this design is “to obtain efferent but complementary data on the same topic" (Morse, 1991, p. 122) 1 2est understand the research problem. The intent in using this design isto bring together the differing strengths and nonoverlap- ping weaknesses of quantitative methods (ange sample size, trends, generaiza- tion) with those of qualitative methods (small1V, etal, in lepth) (Patton, 1990), ‘This design and its underlying purpose of converging diferent methods has been discussed extensively in the literature (e.,, Jick, 1979; Brewer & Hunter, 1989, Greene et al, 1989; Morse, 1991). This design is used when a researcher ‘wants to directly compare and contrast quantitative statistical results with qual- tative findings or to validate or expand quantitative results with qualitative data, ( Q ‘THangulation Design Procedures. The Tiiangulation Design is a one-phase design in which researchers implement the quantitative and qualitative