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ERIC Number: EJ1215851
Record Type: Journal
Publication Date: 2019
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1743-727X
Realizing the Integrative Capacity of Educational Mixed Methods Research Teams: Using a Complexity-Sensitive Strategy to Boost Innovation
Poth, Cheryl
International Journal of Research & Method in Education, v42 n3 p252-266 2019
Educational research teams are increasingly recognized as an optimal configuration for addressing more complex mixed methods research problems; however, their development is often approached as a conventional research collaboration rather than an integrative one. An approach informed by complexity theory provides the practical guidance for studying mixed methods research teams as complex adaptive systems with the capacity for generating novel educational research outcomes greater than the sum of individual contributions alone. In this paper, I advance a complexity-sensitive strategy through which to realize the integrative capacity of educational mixed methods research teams comprising of four interrelated elements: membership, contributions, interactions, and performance. These elements embody amalgamations from a decade of my readings of the literature and real-life professional experience. Each element is examined in light of the three key concepts of complex adaptive systems to describe the necessary conditions for emergence, influential challenges illustrating interdependency, and desirable individual and team adaptations. The study's theoretical and practical implications are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A