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A call for the inclusion of mixed methods research in the undergraduate psychology curriculum

Research output: Contribution to journalArticle

Original languageEnglish
Article number2709
Number of pages4
JournalFrontiers in Psychology
Volume9
DOIs
DateSubmitted - 1 Oct 2018
DateAccepted/In press - 17 Dec 2018
DatePublished (current) - 8 Jan 2019

Abstract

For mixed methods research in psychology to expand, a body of psychologists and psychology academics who have the knowledge and expertise to conduct and review mixed methods research is required. Reviews of mixed methods articles in psychology (e.g., Bartholomew & Lockard, 2012, 2018) have highlighted issues related to the lack of clarity of methods used in published mixed methods psychological research. These include the failures to identify the type of mixed method design, the mixed methods research question, the qualitative analysis methodology, and to explicitly state the process for integrating data. These findings highlight the lack of training for psychologists in both conducting and reviewing mixed methods research. Whilst the new American Psychological Association reporting standards for mixed methods research (Levitt et al., 2018) are helpful for authors and reviewers with some mixed methods expertise, they must be complemented by at least foundational training in mixed methods research to ensure the quality and rigour of mixed methods research published in psychology journals...

    Research areas

  • Mixed methods research, Pedagogy, Research methods, Undergraduate psychology, Undergraduate students

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    Rights statement: This is the final published version of the article (version of record). It first appeared online via Frontiers Media at https://doi.org/10.3389/fpsyg.2018.02709 . Please refer to any applicable terms of use of the publisher.

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    Licence: CC BY

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