2023/09/30 by Nick Pilcher, Martin Cortazzi · 74 citations
Mathematics · Psychology · Social Sciences · #Computer science #Context (archaeology) #Creativity in Education and Neuroscience #Data science #Epistemology #Field (mathematics) #Library science #Management science #Mathematics #Mathematics education #Participatory Visual Research Methods #Perception #Psychology #Qualitative Comparative Analysis Research #Qualitative research #Social science #Sociology #Subject (documents)
paper · pdf · doi:10.1007/s11135-023-01734-4
published in Quality & Quantity 58(3), 2357-2387 (Springer Science+Business Media)
openalex publication_date 2023/09/30 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/06
Abstract There is considerable literature showing the complexity, connectivity and blurring of 'qualitative' and 'quantitative' methods in research. Yet these concepts are often represented in a binary way as independent dichotomous categories. This is evident in many key textbooks which are used in research methods courses to guide students and newer researchers in their research training. This paper analyses such textbook representations of 'qualitative' and 'quantitative' in 25 key resources published in English (supported by an outline survey of 23 textbooks written in German, Spanish and French). We then compare these with the perceptions, gathered through semi-structured interviews, of university researchers (n = 31) who work in a wide range of arts and science disciplines. The analysis of what the textbooks say compared to what the participants report they do in their practice shows some common features, as might be assumed, but there are significant contrasts and contradictions. The differences tend to align with some other recent literature to underline the complexity and connectivity associated with the terms. We suggest ways in which future research methods courses and newer researchers could question and positively deconstruct such binary representations in order to free up directions for research in practice, so that investigations can use both quantitative or qualitative approaches in more nuanced practices that are appropriate to the specific field and given context of investigations.