4.2 RESEARCH DESIGN AND METHODOLOGY
4.2.2 Research design
A research design is a plan sketched for organising research to make it feasible and answer the research questions based on evidence (Cohen, Manion, & Morrison, 2018).
It is a roadmap that guides a researcher to address the planned research questions (Gorard, 2010; Yin, 2011). Research designs are a type of investigation within mixed, quantitative, and qualitative methods of research approaches that give specific direction for the processes of the research activity (Creswell, 2014). The design includes the procedure for data collection, analysis, interpretation, and reporting for a research (Creswell & Plano Clark, 2018; Cohen et al., 2018). “Research designs are logical blueprints” (Yin, 2011:75). Research design, according to Kothari (2004), is the conceptual structure that comprises the outline for the collection, measurement, and analysis of data in a given research endeavour. The selection of research designs depends on the purpose and nature of the research, the kinds of the conceptual framework, and the availability of resources and data (Gorard, 2010; Su, 2018;
Creswell, 2014). Cohen et al. (2018:173) point out that
there is no single blueprint for planning research. Research design is governed by fitness for purpose. The purposes of the research determine the design of the research, which, in turn, informs the methodology.
The function of research design is to provide decisions regarding where, what, when, how much, and by what means would pertinent evidence be collected regarding a research study with minimal expenditure, effort, and time depending on the purpose of the research (Kothari, 2004; Cohen et al., 2018).
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This study employed a mixed methods research approach. According to Leech and Onwuegbuzie (2009) and Cohen et al. (2018), mixed methods research involves collecting, analysing, and interpreting qualitative and quantitative data in a series of studies or a single study that investigates the same basic phenomenon. Mixed methods research approach combines quantitative and qualitative research approaches, methods and ideas into a single study to respond to research enquiries and strengthen a study's conclusions and validity (Mertens, 2007; Creswell &
Tashakkori, 2007; Schoonenboom & Johnson, 2017). Its fundamental premise is that combining qualitative and quantitative approaches gives a better opportunity to understand research questions and problems than either approach on its own (Cohen et al., 2018). Maxwell (2018) defines mixed methods research as the type of research in which a researcher merges elements of quantitative and qualitative research methods and approaches (example, data collection, analysis, viewpoints, inference techniques) to get in-depth understanding and justification for a given subject under study. According to the authors, mixed methods research combines qualitative and quantitative research in data collection, viewpoints, analysis, and inferences.
According to Leech and Onwuegbuzie (2009), Tashakkori and Teddlie (2006), and Creswell (2014), chronologically, the quantitative research approach was the first and only research design choice to become known and used by researchers until the qualitative research paradigm appeared. Ultimately, labelled as a “third methodological movement” in social and behavioural research by using the strength of both research methods (qualitative and quantitative), mixed methods research emerged and gained popularity in many disciplines using either a full or a partially mixed design. In recent years, mixed methods research studies have increased (Leech & Onwuegbuzie, 2009).
The mixed methods studies apply the pragmatist paradigm method of philosophy, which gives more emphasis on optimal and most inclusive information for understanding and answering a research question, exploring the source of the problem and coming up with a solution using pluralistic approaches instead of focusing on methods (Tashakkori & Teddlie, 2006; Creswell, 2014).
Mixed methods research design can be represented in three dimensions: time orientation, level of mixing, and emphasis of approaches. Leech and Onwuegbuzie (2009:268) outline eight types of mixed research designs. Of these, the present study applied the ‘‘partially mixed concurrent dominant status design’’ with either qualitative
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or quantitative dominant or roughly equal mixed methods depending on the research question (Onwuegbuzie & Combs, 2010). In concurrent designs, qualitative and quantitative data are collected and analysed in parallel to answer different aspects of a research question by integrating the results (Tashakkori &Teddlie, 2006). The concurrent approach is selected because it is less time-consuming (Creswell, 2014).
The study also employed the convergent parallel mixed method. This is a form of mixed methods design in which quantitative and qualitative data are collected almost simultaneously, but analysed separately. The final results of the analysis are merged to obtain a full investigation of the research problem, and any contradicting results are further examined (Creswell & Plano Clark, 2018; Creswell, 2014).
In line with the research objectives of this study, to answer the six research questions, the use of mixed methods is appropriate to gather information on the leadership factors that affect the quality of education in the HLIs of Ethiopia. The mixed methods approach helps understand multiple issues better by complementing or triangulating one set of results with another and enhancing the soundness of inferences (Plano Clark &
Ivankova, 2016; Mertens, 2007; Creswell & Plano Clark, 2018).
Leadership and quality education in HLIs are multifaceted issues that require various stakeholders' viewpoints and data collection from various sources. For this reason, employing mixed methods research design is essential to fully understand the topic under study. Creswell and Plano Clark (2018), Creswell (2014) and Mertens (2007) concur, pointing out that when either the qualitative or quantitative approach is insufficient to give a better understanding of a complex research problem, the choice of a mixed methods research approach is unquestionable.
In the study, the quantitative approach was employed to gather data by applying a survey to academic staff and students regarding their perceptions of the nature of leadership, the existing quality education, and quality assurance systems in the sampled HLIs. However, the quantitative data may lack in-depth clarification regarding the topic of the study. Therefore, the qualitative approach was also used to collect supplementary data by conducting in-depth interviews and focus group discussions with a range of stakeholders, together with document analysis and observation, to fully understand the perspectives and perceptions about the topic of the study.
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Research methods are the techniques for conducting research. By contrast, research methodology is a means to answer the research question methodically; the logic behind the methods has a broader scope than research methods (Kothari, 2004).
Therefore, a methodology – the research procedure – is a series of events producing a result. Choosing appropriate research methods is crucial in reaching a reliable finding on the subject to be studied. The choice of methods focuses on the intended type of data to be collected and the variety of data collection strategies, considering the use of open- versus closed-ended questions, the emphasis given to non-numeric versus numeric analysis of data, and the interpretation that researchers intend for their studies (Creswell, 2014).
As noted, owing to the nature of the research questions to be addressed, this study adopted a mixed methods research approach. The main research question in this study is: What are the leadership factors affecting the delivery of quality education in Ethiopian HLIs? Institutional leadership in this study is operationalised in terms of the following aspects:
Establishing a solid quality assurance system and commitment to the consistent quality of education improvement by designing policy and strategies with sufficient resources and appropriate structures;
Efficiency and commitment in implementing rules and regulations set by the institution and the government;
Transparency, participation in the decision-making process, and leadership responsiveness;
Creating an environment conducive to teaching and learning.
The quality of education in HLIs depends on firm quality assurance mechanisms. The effective implementation of the quality assurance mechanisms mainly depends on the competence of the leadership. The vital activities in assuring the quality of education are:
Having a policy, mechanisms, and system on quality assurance;
Checking the appropriateness of the mechanisms for obtaining comprehensive data on the institution's educational quality;
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Taking corrective actions based on updated data to enhance and maintain the quality of education;
Creating conducive conditions to engage internal and external stakeholders in quality assurance activities.
A mixed methods research approach was adopted to appropriately answer the main and the other related research questions. Leadership competence in assuring the quality of HLIs' input, process, output, and the outcome was explored using questions in the questionnaires and interviewees, document analysis, and observations.
4.3 POPULATION AND SAMPLING