For the purposesof this given exercise, the goal was to take into account the research questionthat I had initiated and developed earlier, which was to discover if there isany particular, direct or correlation that exists between a faculty member’samount of research that he/she conducted so far and his/her underlying teachingcapacities and capabilities. At times,there is the general assumption that those teachers that might have beenactively engaged in doing a lot of academic research might have collected a lotmore data and information which they could then utilize for teaching purposesand, by doing so, might make that teaching even more conductive andefficient. Or, alternately, that thetime spent teaching is time that is taken away from research (and viceversa!) Hence, the identifiedrelationship as part of this research question is how well a teacher performs hisor her academic and teaching requirements based on the amount of academicresearch (such as in the form of scholarly publications, articles, or authoredtexts) that the faculty member has conducted so far. The independent variable here is the facultymember’s research productivity; whereas the dependent variable would be his orher teaching ability. Given the way youhave framed the hypothesis, this makes sense.The expectation is that the greater the amount of research that has beenperformed, the better and more effective the teaching mechanism, manner, andmode would be. Next, from the availablemultiple method designs, the one selected as deemed to be most appropriate formy research is the use of Creswell & Plano-Clark’s (2007) 3 Basic MixedMethods Design approach. Well, therewere 3 designs presented. It sounds likeyou are using the “merge†design. The reason that this particular mixed methoddesign was selected over others is because it is able to take an in depth lookat the analyzed and gathered quantitative data, but at the same time, alsodecipher the results of the qualitative data and partially “merge†the resultsfrom the two inherently different sets of data.OK My approach as part of thisresearch is to create some sort of linear link between a professor’s teachingperformance as measured by what? and theamount of research tome this sounds quantitative that is this teacher has undertaken and published. In analyzing and creating such a link, Iwould need to first gather the qualitative data that is part of their academicresearch such as what type of literature has been produced by the givenprofessor, what the subject matters of that academic research was, and whatsort of publications were used to publish the articles (such as trade journals,scholarly magazines, newspapers). Afterthat, the quantitative data would also be analyzed in terms of the frequency ofthe publications that have taken place, the amount and content of theliterature, and also the numerical design and data patterns I’m not sure whatyou are referring to here exactly that are found within that professor’spublished research. Is that reallyqualitative data though? This mixedmethod does a good job at being able to connect both the qualitative and thequantitative data either in a given sequence (such as quantitative dataanalysis èqualitative data analysis è end results) or rather by taking a sub grouping ofone data type versus the other. Forexample, I could classify the qualitative data as the main data set to beexamined and within that, another subset based on the underlying “quantitativedata†could then be created. By usingsuch an approach, I strongly feel that it would make it easier to take an indepth look at the quantitative results and determine how applicable they wouldbe to the qualitative factors and eventually, ensuring that I am able todiscover a number of themes, points of views, and also my undertaken hypothesis,which itself is based on the connection of faculty research productivity withtheir overall teaching capabilities. Thesetwo approaches of analyzing the quantitative and the qualitative data wouldhopefully give me more of a “holistic†perspective into the hypotheses and helpto determine if there is any sort of validity as well as reliability in termsof the amount of faculty research that exists versus their academic teachingand performance. The most importantstrengths of this design is that it will help to uncover hidden patterns /themes such as? as well as make iteasier to observe if such a linear relationship does exist (such as moreresearch being equal to better academic teaching and vice versa). But a potential weakness could be that Imight find some contradictory patterns and what would be the problemthere? and also some faculty membersmight not have a long enough academic tenure to be able to provide both a fairand a reliable assessment of their teaching abilities with the limited amountof academic research that they have respectively undertaken so far but youcould construct your sample to only include more experienced faculty members. How will you measure teachingability/productivity? I see thequantitative research here, but not the qualitative. I also don’t really see a merging of datasince you talk about the types and quantities of research – which seems likethe quantitative data (in addition to the teaching data, which you don’t talkabout) – but you don’t really talk about qualitative data. For example, what about interviewing facultyto better understand how they balance teaching and research roles and how theyunderstand those two roles as being complementary to each other (or not)?.0in -.5in 0in .3in .5in .6in .9in 1.0in 1.2in 1.5in 1.8in 2.0in 2.1in 2.4in 2.5in 2.7in 3.0in 3.3in 3.5in 3.6in 3.9in”>ResearchDesignDesign Exercise #3: Multiple Method DesignsBy this point in thesemester, we’ve covered a great deal of material, and discussed many designapproaches, both quantitative, qualitative and multiple method. Multiple method approaches probably offer thegreatest flexibility of all, but may be logistically more complex and timeconsuming. The philosophicalunderpinning of mixed method approaches is pragmatism. That is, the researchers purposefully drawsfrom multiple methods and approaches to develop a design that yields thegreatest insights to the phenomenon of interest. The question drives the choice of methods,rather than a commitment to a particular methodological approach or ideologicalposition.Pick one of the research questions below, revisitthe research question your group identified earlier in the semester, ordevelop a new question. State theresearch question and/or hypothesis, clearly identifying relationship orphenomenon of interest, as well as the independent and dependent variables(if appropriate) you will be examining. Choose a multiple method design you believe ismost appropriate to your question.Identify why you believeit is the most appropriate option.This design should be adesign incorporating 2 or more distinct phases that combine QUAL andQUANT approaches. Discuss briefly but thoroughly the multiplemethod design type, the rationale for that design type, the type of datacollection and type of analysis built into the design. State how you believe the two (ormore) approaches will complement each other. Review what you believe to be the design’s mostimportant strengths and weaknesses.For your individual write-ups:In one (1) page, summarizethe outcomes of your discussion for items 1-4.
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