Abstract
A fundamental part of creating an innovative and rigorous research field is teaching methods. Researchers typically first interact with teaching in their methodological classes as they improve their understanding and skills. However, understanding teaching and developing mixed methods expertise must still be furthered (Frels et al., 2014; Guetterman, 2017; Younas et al., 2024). It is essential to teach MM (mixed methods) with intention and nuance due to the complexity of the technique. The Handbook of Teaching Qualitative and Mixed Research Methods supports educators in teaching staple and newer methodologies with this intention and nuance. Moreover, educators and learners can use this resource to help pioneer teaching MM in academic institutions and courses.
The authors of this handbook have contributed to furthering the understanding of teaching MM. Dr Wutich and Dr Bernard’s anthropological work and qualitative experience, combined with Dr Ruth’s expertise in pedagogical approaches and experience with MM, nuances this handbook’s knowledge translation for teaching methodology (Amber Wutich, nd; Alissa Ruth, nd; H. Russel Bernard, nd). These experts provide valuable recommendations for teaching methodology to emerging experts and contribute to developing teaching techniques for MM.
Summary
This handbook is accessible through subscriptions from institutional libraries and academic publishers. It focuses on teaching methods for staple (ethics, sampling, data analysis, etc.) and newer research methods (indigenous, cultural research, MM, etc.) applicable to qualitative and MM designs (Ruth et al., 2023, p. 1). The authors present this information via active learning-centered class sessions, each written by an expert on that methodological topic.
Organized into 11 sections, including six initial sections about data collection and five sections about data analysis (Ruth et al., 2023, p. 3), each section contains 4 to 9 sub-sections that cover specific teaching needs. These sub-sections provide information about the subject, time requirements, materials needed, student expectations and requirements, and activities for within and outside classroom time.
Teaching Data Collection
The initial part of this handbook, sections 1 through 6, covers recommendations for teaching data collection. This part provides an overview of various data collection techniques fundamental to the research process and recommendations for teaching some newer data collection techniques. Readers receive recommendations on teaching ethical considerations (pp. 8–16), method planning via sample size calculations and sampling types (pp. 17–36), and planning rich data collection such as through interviewing and observations (pp. 39–123). Readers are acquainted with techniques for teaching Indigenous, Black, Feminist, and Decolonizing methodologies through a discussion of how Indigenous communities see data (pp. 127–166). This first part concludes with recommendations for teaching the use of visual data such as photographs (pp. 168–197).
Teaching Data Analysis
The second part of this handbook, sections 7 through 11, recommends teaching different data analysis steps, such as preparing interview transcriptions and codebooks and using various qualitative theories like grounded theory (pp. 200–267). They also provide recommendations for teaching the analysis of linguistic data for politics, identity, and exploring culture (pp. 270–296). They conclude this section with recommendations on teaching machine-learning topic modeling, revealing mixed method meta-themes, and how to conduct complex qualitative comparisons (pp. 299–343).
Contributions to Mixed Methods Research
While both sections favor qualitative methods, this handbook is helpful for educators of MM. It exposes educators to less familiar methods, such as indigenous methods or topic modeling (Ruth et al., 2023, pp. 125–148; 318–321), and provides a foundation for instructors to teach these methods. These active learning recommendations contribute to developing MM expertise by providing tools for effective teaching (Ruth et al., 2023, pp. 1–2). Furthermore, having recommendations on teaching qualitative research and developing meta-themes helps illuminate the intimidating black box of teaching and doing MM research. MM is a fast-growing field for users of research methods and understanding how to teach and develop MM proficiency is ongoing (e.g., Guetterman, 2017; Johnson et al., 2019). This handbook bolsters the ongoing development of MM proficiency by supporting instructors and learners in new areas using MM.
While there is still a need for standards in teaching MM and the skills required for expertise in MM research, this resource furthers our understanding of how to instruct and create professional researchers in the field of MM. The diverse perspectives and expertise in teaching methodology are valuable but complicate the reader’s experience. Each sub-section, as mentioned, is organized similarly but with different writing styles due to the expert presenting that lesson. This difference could be jarring for the reader’s experience but can be navigated with intentional reading.
In conjunction, it could be beneficial for the reader to be situated in why active learning is suitable for teaching methodology. The authors discuss active engagement as the best way for students to learn methods (Ruth et al., 2023, p. 2). However, for new educators or graduate students, having the authors provide a brief but specific example of the successes of active learning could support the use of this approach in their teaching methodologies.
Conclusion
In conclusion, this resource could benefit instructors more than students as the information and recommendations provide a detailed teaching resource suited for their role in instruction. It may only be helpful for educators who use active learning approaches in teaching and course design. However, while tailored to instructors, this handbook could also be helpful for graduate students who want to enhance their teaching experience. Many universities hire graduate students as teaching assistants, and this handbook could help them develop essential teaching skills, such as advancing lesson outcomes and instructions. This handbook could be used for designing new or redesigning methodology courses for instructor’s and student’s unique research needs and has added to the continued development of understanding how to teach mixed methods and develop expertise by providing recommendations on effective teaching.
