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Mixing Methodologies: A Sliding Continuum or an Iterative Cycle?

Mixing Methodologies: A Sliding Continuum or an Iterative Cycle?

Jo Denton
Copyright: © 2019 |Pages: 26
ISBN13: 9781522553175|ISBN10: 1522553177|ISBN13 Softcover: 9781522587545|EISBN13: 9781522553182
DOI: 10.4018/978-1-5225-5317-5.ch005
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MLA

Denton, Jo. "Mixing Methodologies: A Sliding Continuum or an Iterative Cycle?." Educational Research in the Age of Anthropocene, edited by Vicente Reyes, et al., IGI Global, 2019, pp. 84-109. https://doi.org/10.4018/978-1-5225-5317-5.ch005

APA

Denton, J. (2019). Mixing Methodologies: A Sliding Continuum or an Iterative Cycle?. In V. Reyes, J. Charteris, A. Nye, & S. Mavropoulou (Eds.), Educational Research in the Age of Anthropocene (pp. 84-109). IGI Global. https://doi.org/10.4018/978-1-5225-5317-5.ch005

Chicago

Denton, Jo. "Mixing Methodologies: A Sliding Continuum or an Iterative Cycle?." In Educational Research in the Age of Anthropocene, edited by Vicente Reyes, et al., 84-109. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-5317-5.ch005

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Abstract

Should research in a particular field follow the traditional or favoured methodologies associated with that field, or, if it is desirable for the empirical methods of research to be mixed, can the same not be said for the theoretical standpoint of the research design? Does mixing methodologies imply that methodologies can be placed on a sliding scale to create a new methodology from combining elements of the old; or does it imply an iterative or cyclical process, using a suitable methodology for the stage in the research? This chapter explores what combining qualitative and quantitative methods actually means in terms of social and educational research and how this can assist in developing a mixed methodological approach suitable for addressing wicked problems faced in education in the rapidly evolving Anthropocene epoch. To address these issues, the chapter proposes a new term for combining methodologies: ‘omniduction,' which encompasses induction, deduction and abduction and utilises each as the research, rather than the researcher, dictates.

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