Abstract
This narrative presents our experiences as two doctoral students employing variations of mixed methods (MM) in the dissertation research process. We, individually, describe why and when in the research process we decided to use MM for our dissertations. The research question development, writing, defense, and post-research presentations are also explored from two different perspectives. Independently, we present some of the challenges we faced in relation to unique research problems and questions that initially led to using a MM approach. Some of challenges that we discuss include the difficulty locating MM resources and viable models for MM research design in music education. We also explore the required expertise in both quantitative and qualitative knowledge and the confusion surrounding varying degrees of philosophical adherence in MM.
We examine our relationship with the dissertation advisors, dissertation readers, and academic faculty. These relationships are described specifically with regard to the variability of interpretation within the methodology and how differing perceptions of worldview influence the research and writing process. We delve into the challenges inherent in these relatively new areas of pluralistic music education research and analyze issues such as: interpreting results, understanding the general approach or meaning of mixed methods research as well as the weighting of design, sequencing data collection and merging of research data. Additionally, we present some of the benefits of having employed a wider research scope through the use of this design and reveal how results of the research were better understood and, in some areas, strengthened.
Finally, we compare and contrast our collective findings and offer ideas that could enhance graduate programs; most importantly, what we believe would have been helpful to know prior to engaging in MM. Suggestions and advice are provided for graduate students who are looking to employ MM.
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Mozeiko, K., Rummel, J. (2018). Graduate Student Reflections, Reactions and Experiences on Mixed Methods Research. In: Dansereau, D., Dorfman, J. (eds) Pluralism in American Music Education Research. Landscapes: the Arts, Aesthetics, and Education, vol 23. Springer, Cham. https://doi.org/10.1007/978-3-319-90161-9_14
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