A Survey on Chinese Scholars' Adoption of Mixed Methods

Autor/in	Zhou, Yuchun
Titel	A Survey on Chinese Scholars' Adoption of Mixed Methods
Quelle	In: International Education Studies, 11 (2018) 2, S.27-37 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Educational Research; Educational Researchers; Scholarship; Adoption (Ideas); Mixed Methods Research; Higher Education; College Faculty; Teacher Researchers; Structural Equation Models; Teacher Attitudes; Expertise; Decision Making; Hypothesis Testing; Intention; Likert Scales; Teacher Surveys; Statistical Analysis; China + Suchen Sie Ihr Suchwort? Ausland; Bildungsforschung; Pädagogische Forschung; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Scholarships; Stipendium; Ideas; Ideenfindung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Lehrerforschung; Lehrerverhalten; Expert appraisal; Decision-making; Entscheidungsfindung; Hypothesenprüfung; Hypothesentest; Likert-Skala; Statistische Analyse
Abstract	Since the 1980s when mixed methods emerged as "the third research methodology", it was widely adopted in Western countries. However, inadequate literature revealed how this methodology was accepted by scholars in Asian countries, such as China. Therefore, this paper used a quantitative survey to investigate Chinese scholars' perceptions and adoption of mixed methods in China. The data of the study were obtained from 247 Chinese scholars in higher education. Structural equation modelling was used to examine the relationship between participants' perceptions and use of mixed methods. The results revealed that Chinese scholars' research expertise of using quantitative and qualitative methods as well as their perceived advantage of using mixed methods has significantly influenced their adoption of mixed methods. This paper advanced the literature of the evolution of mixed methods by investigating the expansion and adaptability of mixed methods in an Asian context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01