Description
Topic Approval Form
Proposed Topic
Briefly discuss a proposed topic in your discipline. For the Proposed Topic, please present a succinct description of your dissertation research focus. Be as specific as possible and cite the current scholarship that has noted the research focus as an area of needed inquiry.
Proposed Topic: How Implementing the Zero Trust Security Approach Helps Mitigate Insider Threats in Organizations.
What methodology are you planning to use?
Qualitative Exploratory study using interviews to collect data (review/update)
Professionals working in information technology and cybersecurity and specialists in Insider Threats and Zero Trust technologies from various organizations, including government agencies within the United States, will comprise the study’s population. The intended population sample size with open-ended questions ranges from 15 to 22 respondents (review/update)
What is the population you would like to address? Where will you select your sample from? Quantitative studies should include a sample selected from a large population across multiple schools, districts, or organizations. Describe the target population for your study. This involves the representative population for the individuals you plan to recruit for the study. Include an approximate size of this target population. This can typically be found using a resource such as the U.S. BLS. Then follow with a description of the location of your recruitment site, meaning the specific organization, social media group, or site(s) where you will recruit this target population as study participants. Note. For studies that involve no live subjects, you will describe the location from where you will gather the archival raw data for your study.
Theoretical Framework/Background
What theories covered in the program are associated with your topic? You likely reviewed many theories within your discipline across your doctoral coursework. Here, you will choose theories (1, 2, or maybe 3) that will serve as the lens to view your research focus. Follow with a description of how and why the theory or theories are best to use as the study’s theoretical foundation.
Describe the connection of the topic to the program goals and courses.
How is your topic connected to specific goals in your program? Refer to the Graduate Catalog for your program’s (Information Technology) goals.
Unformatted Attachment Preview
RESEARCH DESIGN
Sixth Edition
RESEARCH DESIGN
Qualitative, Quantitative, and Mixed Methods
Approaches
Sixth Edition
John W. Creswell
University of Michigan
J. David Creswell
Carnegie Mellon University
Los Angeles
London
New Delhi
Singapore
Washington DC
Melbourne
FOR INFORMATION:
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Printed in the United States of America Library of Congress Cataloging-in-Publication Data
Names: Creswell, John W., author. | Creswell, J. David, author.
Title: Research design : qualitative, quantitative, and mixed methods approaches / John W.
Creswell, J. David Creswell.
Description: Sixth edition. | Thousand Oaks, California : SAGE, [2023] | Includes
bibliographical references and index.
Identifiers: LCCN 2022032270 | ISBN 9781071817940 (paperback ; alk. paper) | ISBN
9781071817971 (pdf) | ISBN 9781071817964 (epub) | ISBN 9781071817957 (epub)
Subjects: LCSH: Social sciences—Research—Methodology. | Social sciences—Statistical
methods.
Classification: LCC H62 .C6963 2023 | DDC 300.72/1—dc23/eng/20220707 LC record
available at https://lccn.loc.gov/2022032270
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BRIEF CONTENTS
Preface
Companion Website
Acknowledgments
About the Authors
PART I PRELIMINARY CONSIDERATIONS
Chapter 1 The Selection of a Research Approach
Chapter 2 Review of the Literature
Chapter 3 The Use of Theory
Chapter 4 Writing Strategies and Ethical Considerations
PART II DESIGNING RESEARCH
Chapter 5 The Introduction
Chapter 6 The Purpose Statement
Chapter 7 Research Questions and Hypotheses
Chapter 8 Quantitative Methods
Chapter 9 Qualitative Methods
Chapter 10 Mixed Methods Procedures
Glossary
References
Author Index
Subject Index
DETAILED CONTENTS
Preface
Companion Website
Acknowledgments
About the Authors
PART I PRELIMINARY CONSIDERATIONS
Chapter 1 The Selection of a Research Approach
Learning Objectives
Introducing Key Terms in this Chapter
Three Approaches or Methodologies in Research
Three Major Components of a Research Approach
Philosophical Worldviews
The Postpositivist Worldview
The Constructivist Worldview
The Transformative Worldview
The Pragmatic Worldview
Research Designs
Quantitative Designs
Qualitative Designs
Mixed Methods Designs
Research Methods
Interconnecting Worldviews, Designs, and Methods
Criteria for Selecting a Research Approach
The Research Problem and Questions
Personal Experiences
Audience
Summary
Key Terms
Writing Exercises
Additional Readings
Chapter 2 Review of the Literature
Learning Objectives
Introduction
The Research Topic
A Draft Title
A Significant Topic
The Purpose and Organization of a Literature Review
Purpose of a Literature Review
The Organization of the Literature Review
General Forms
A Qualitative Structure
A Quantitative Structure
A Mixed Methods Structure
Steps in Conducting a Literature Review
Searching the Literature
Computer Databases
Types of Literature
Priority of the Literature
Overall Evaluation Quality
Abstracting the Literature
Components of an Abstract
Theoretical, Conceptual, and Methodological
Abstracts
A Literature Map
Style Manual Use
The Definition of Terms
General Guidelines
Special Terms
► Example 2.2 Defining Terms in a Dissertation
Summary
Key Terms
Writing Exercises
Additional Readings
Chapter 3 The Use of Theory
Learning Objectives
Introduction
The Varied Use of Theory
Quantitative Theory Use
Definition of a Theory in Quantitative Research
Variables in Quantitative Research
Testing Causal Claims in Quantitative Research
Stating Theories in Quantitative Research
Placement of Quantitative Theories
Writing a Quantitative Theoretical Perspective
► Example 3.1 A Quantitative Theory Section
Qualitative Theory Use
Variation in Theory Use in Qualitative Research
Locating the Theory in Qualitative Research
► Example 3.2 A Theory Early in a Qualitative
Study
► Example 3.3 Theory at the End of a Qualitative
Study
Mixed Methods Theory Use
Types of Mixed Methods Theory Use
Importance of a Theory
Distinctions Between a Theory and a Worldview
A Theoretically Driven Mixed Methods Study
What Theory Informs
► Example 3.4 A Discipline-Based Theory in a
Mixed Methods Study
Summary
Key Terms
Writing Exercises
Additional Readings
Chapter 4 Writing Strategies and Ethical Considerations
Learning Objectives
Introduction
Writing the Proposal
Topics Presented in a Proposal
A Qualitative Proposal
► Example 4.1 A Qualitative Constructivist or
Interpretivist Format
A Quantitative Proposal
► Example 4.2 A Qualitative Participatory or
Social Justice Format
► Example 4.3 A Quantitative Format
A Mixed Methods Proposal
► Example 4.4 A Mixed Methods Format
Designing the Sections of a Proposal
Writing Strategies
The Process
The Habit of Writing
Clear and Concise Writing
Coherence
Voice, Tense, and “Fat”
Ethical Issues
Prior to Beginning the Study
Beginning the Study
Collecting the Data
Analyzing the Data
Reporting, Sharing, and Storing Data
Summary
Key Terms
Writing Exercises
Additional Readings
PART II DESIGNING RESEARCH
Chapter 5 The Introduction
Learning Objectives
Introduction to a Study
The Importance of Introductions
An Abstract for a Study
Qualitative, Quantitative, and Mixed Methods
Introductions
A Model for an Introduction
An Illustration of an Introduction
The Research Problem
Evidence From the Literature Justifying the Problem
Deficiencies in the Evidence
► Example 5.1 Deficiencies in the Literature—
Needed Studies
► Example 5.2 Deficiencies in the Literature—
Few Studies
Importance of the Problem for Audiences
► Example 5.3 Significance of the Study Stated in
an Introduction to a Quantitative Study
Summary
Key Terms
Writing Exercises
Additional Readings
Chapter 6 The Purpose Statement
Learning Objectives
Introduction
Significance of a Purpose (or Study Aim) Statement
A Qualitative Purpose Statement
► Example 6.1 A Purpose Statement in a
Qualitative Phenomenology Study
► Example 6.2 A Purpose Statement in a
Qualitative Case Study
► Example 6.3 A Purpose Statement in a
Narrative Study
► Example 6.4 A Purpose Statement in a
Grounded Theory Study
A Quantitative Purpose Statement
► Example 6.5 A Purpose Statement in a Survey
Study
► Example 6.6 A Purpose Statement in a
Dissertation Survey Study
► Example 6.7 A Purpose Statement in an
Experimental Study
A Mixed Methods Purpose Statement
► Example 6.8 A Convergent Mixed Methods
Purpose Statement
► Example 6.9 An Explanatory Sequential Mixed
Methods Purpose Statement
► Example 6.10 An Exploratory Sequential Mixed
Methods Purpose Statement
Summary
Key Terms
Writing Exercises
Additional Readings
Chapter 7 Research Questions and Hypotheses
Learning Objectives
Introduction
Quantitative Research Questions and Hypotheses
► Example 7.1 Script for a Descriptive
Quantitative Research Question
► Example 7.2 Script for a Relationship-Oriented
Quantitative Research Question and Directional
Hypothesis
► Example 7.3 Example of Quantitative
Directional Hypotheses
Qualitative Research Questions
► Example 7.4 A Qualitative Central Question in
an Ethnography
► Example 7.5 Qualitative Central Questions in a
Case Study
► Example 7.6 Qualitative Sub-Questions
Mixed Methods Research Questions and Hypotheses
► Example 7.7 Statement of Objectives in a
Mixed Methods Study
► Example 7.8 Research Questions in a Mixed
Methods Study
Summary
Key Terms
Writing Exercises
Additional Readings
Chapter 8 Quantitative Methods
Learning Objectives
Introduction
Putting Quantitative Research in Context
Quantitative Designs
Components of a Survey Study Method Plan
The Survey Design
The Purpose
Rationale for Using the Survey Method
Type of Survey Method
Specify the Form of Data Collection
The Population and Sample
The Population
Sampling Design
Type of Sampling
Population Stratification
Sample Size Determination
Power Analysis
Instrumentation
The Survey Instruments Used to Collect Data
Instruments and Measures
Validity of Scores Using the Instrument
Reliability of Scores on the Instrument
Inter-Rater Reliability
Sample Items
Content of an Instrument
Pilot Testing
Administering the Survey
Variables in the Study
Data Analysis
Preregistering the Study Plan
Interpreting Results and Writing a Discussion
Section
Reporting Results
Statistical Tests in Survey Research
Practical Evidence
Context of Previous Studies
Components of an Experimental Study Method
Plan
Participants
Recruiting Participants
Random Assignment
Power Analysis for Sample Size
Formal Design Statement
Variables
Independent Variables
Manipulation Check
Dependent Variables
Other Variables
Instrumentation and Materials
Materials
Cover Story
Experimental Procedures
Type of Experiment
► Example 8.1 Pre-Experimental Designs
► Example 8.2 Quasi-Experimental Designs
► Example 8.3 True Experimental Designs
► Example 8.4 Single-Subject Designs
Threats to Validity
Internal Validity
External Validity
The Procedure
Data Analysis
Reporting the Descriptive Statistics
Preliminary Analysis
Inferential Statistical Tests
Factorial Designs
Single-Subject Designs
Preregistering the Study Plan
Interpreting Results and Writing a Discussion
Section
► Example 8.5 An Experimental Method Plan
Summary
Key Terms
Writing Exercises
Additional Readings
Chapter 9 Qualitative Methods
Learning Objectives
Introduction
Putting Qualitative Research Into Context
Participants’ Meanings
Natural Setting
Researcher as Key Instrument
Multiple Sources of Data
Inductive and Deductive Data Analysis
Emergent Design
Reflexivity
Researcher’s Role
A Complex Account
The Approach or Design
Descriptive Methods
Analytic Frameworks
Data Collection Procedures
Sampling and Recruitment
Permissions
Data Collection Types
Ethical Issues
Data Recording Procedures
Observation Protocol or Guide
Interview Protocol
Data Analysis Procedures
Simultaneous Procedures
Winnowing the Data
Using Qualitative Computer Software Programs
Steps in the Analytic Process
Step 1. Organizing and Preparing the Data for
Analysis
Step 2. Reading Through All the Data
Step 3. Coding the Data
Step 4. Identifying Themes
Step 5. Developing a Story Line Interpretation
Step 6. Further Analyzing the Data Using an
Analytic Framework
Step 7. Representing and Interpreting the
Data
Coding the Data
Expected Codes
Surprising Codes
Codes of Unusual or Conceptual Interest
Predetermined Codes
Visual Images as Codes
Interpretation
Validity and Reliability
Defining Qualitative Validity
Validity Strategies
Reliability Strategies
Intercoder Agreement
Qualitative Generalization
Writing the Qualitative Report
Writing Strategies
A Sample Qualitative Method Section
The Qualitative Research Paradigm
The Ethnographic Research Design
The Researcher’s Role
Bounding the Study
Setting
Actors
Events
Processes
Ethical Considerations
Data Collection Strategies
Data Analysis Procedures
Verification
Reporting the Findings
Summary
Key Terms
Writing Exercises
Additional Readings
Chapter 10 Mixed Methods Procedures
Learning Objectives
Introduction
Putting Mixed Methods Research in Perspective
Characteristics of Mixed Methods Research
Justification for Using Mixed Methods Research
Definitions of Mixed Methods Terms
Open- and Closed-Ended Data
Research Design
Integration
Joint Display
Metainferences
The Process of Conducting a Mixed Methods Study
Quantitative and Qualitative Data Collection
Core Mixed Methods Designs
The Convergent Mixed Methods Design
Explanatory Sequential Mixed Methods
Design
Exploratory Sequential Mixed Methods Design
Complex Mixed Methods Designs
Types of Complex Designs
Development of Complex Designs
Examples of Complex Designs
Incorporating Core Designs Into Complex
Designs
Factors Important in Choosing a Mixed Methods
Design
Choice Based on Intent and Procedures
Other Reasons for Choosing a Design
Popular Designs in a Field or Discipline
The Single Researcher Versus a Team
Choice of Design by Advisers or Mentors
Secondary Reasons for a Choice
Examples of Mixed Methods Procedures
► Example 10.1 A Convergent Mixed Methods
Design
► Example 10.2 An Explanatory Sequential Mixed
Methods Design
► Example 10.3 An Exploratory Sequential Mixed
Methods Design
► Example 10.4 Social Justice Design
Summary
Key Terms
Writing Exercises
Additional Readings
Glossary
References
Author Index
Subject Index
PREFACE
Purpose
This book advances a framework, a process, and compositional
approaches for designing a proposal or research project for
qualitative, quantitative, and mixed methods research in the human,
health, and social sciences. The ascendency of qualitative research,
the emergence of mixed methods approaches, and the growth of
quantitative designs have created a need for this book’s unique
comparison of the three approaches to inquiry. This comparison
begins with preliminary philosophical assumptions for all three
approaches, a review of the literature, an assessment of the use of
theory and conceptual frameworks in research approaches, and
reflections about the importance of writing and ethics in scholarly
inquiry. The book then addresses the key elements in the process of
designing and conducting a research project: writing an introduction;
stating a purpose or research aims for the study; identifying research
questions and hypotheses; and advancing methods and procedures
for data collection, analysis, and interpretation. At each step in this
process, the reader is taken through qualitative, quantitative, and
mixed methods approaches.
AUDIENCE
This book is intended for students and faculty who seek assistance
in preparing a plan, proposal, or research project for a scholarly
journal article, a dissertation, a thesis, or an application for funding.
At a broader level, the book may be useful as both a reference book
and a textbook for courses in research methods. To best take
advantage of the design features in this book, the reader needs a
basic familiarity with qualitative and quantitative research; however,
terms will be explained and defined and recommended strategies
advanced for those needing introductory assistance in the design
process. Highlighted terms in the text and a glossary of the terms at
the back of the book provide a working language for understanding
research. This book also is intended for a broad audience in the
human, health, and social sciences. Readers’ comments from the
past five editions suggest that individuals using the book come from
many disciplines and fields. We hope that researchers in fields such
as marketing, management, criminal justice, communication studies,
psychology, sociology, K–12 education, higher and postsecondary
education, nursing, family medicine, health services research, global
health, behavioral health, urban studies, family research, and other
fields of study will find this sixth edition useful.
FORMAT
In each chapter, we share examples drawn from varied disciplines.
We drew examples from books, journal articles, dissertation
proposals, and dissertations. Although our primary specializations
are educational psychology, the health sciences, and psychology,
the illustrations are inclusive of many fields. They reflect issues in
social justice and examples of studies with marginalized individuals
in our society as well as the traditional samples and populations
studied by researchers. Inclusiveness also extends to
methodological pluralism in research today, and the discussion
incorporates alternative philosophical ideas, diverse modes of
inquiry, and numerous procedures.
This book is not a detailed method text; instead, we highlight the
essential features of research design. We have attempted to reduce
research to its core ideas so that researchers can plan a thorough
and thoughtful study. The coverage of research designs is limited to
frequently used forms: surveys and experiments in quantitative
research; narrative research, phenomenology, grounded theory,
ethnography, and case studies in qualitative research; and
convergent, explanatory sequential, and exploratory sequential
designs in mixed methods research. Although students preparing a
dissertation proposal should find this book helpful, topics related to
the politics of presenting and negotiating a study with review
committees are addressed thoroughly in other texts.
Consistent with accepted conventions of scholarly writing, we have
tried to eliminate any words or examples that convey a
discriminatory (e.g., sexist or ethnic) orientation. Examples were
selected to provide a full range of gender and cultural orientations.
Throughout the text we do not favor either qualitative or quantitative
research. Indeed, we have intentionally altered the order of
qualitative and quantitative examples throughout the book. Readers
should also note in the longer examples cited in this book many
references made to other writings. We cite only references we use in
this book, not the entire list of references embedded within
examples. As with earlier editions, we have maintained features to
enhance the readability and understandability of the material: bullets
to emphasize key points, numbered points to stress key steps in a
process, and longer examples of complete passages with
annotations to highlight key research ideas.
NEW FEATURES IN THE SIXTH EDITION
In this sixth edition of the book, we have added new features in
response to reviewers’ comments and emerging trends in research
methods:
We offer more inclusive and supportive language in our
discussions throughout the book.
New tables and figures clarify content, such as the difference
between a research problem, a purpose or aim, and a research
question.
Research methods is a living and evolving science. We updated
the text to capture new trends and include new references to
bring a state-of-the-art discussion to the book.
Each chapter now begins with learning objectives.
We have reorganized and added a number of new features to
the quantitative methods chapter.
The structure of the three methods chapters—quantitative,
qualitative, and mixed methods—now show a similar and
consistent sequence of method topics.
As in previous editions, we alternate starting with quantitative
research and then qualitative research to give preference to
both approaches.
The chapter on mixed methods research reflects updated
content and current views.
Throughout the text we inserted new, updated examples.
We added tables in a couple of the chapters to define key terms
needed by the reader. We recognize that mixed methods
research has its own unique terminology.
We have clarified and improved the writing exercises to help
readers better achieve learning objectives.
OUTLINE OF THE CHAPTERS
This book is divided into two parts. Part I comprises steps that
researchers need to consider before they develop their proposals or
plans for research. Part II discusses the sections used to develop a
scholarly research proposal for a thesis, dissertation, or a research
report.
Part I. Preliminary Considerations
This part of the book discusses preparing for the design of a
scholarly study. It contains Chapters 1 through 4.
Chapter 1. The Selection of a Research Approach
In this chapter, we begin by defining quantitative, qualitative, and
mixed methods approaches. We then discuss how philosophy,
designs, and methods intersect when one uses one of these
approaches. We review different philosophical stances
(postpositivist, constructivist, transformative, and pragmatic);
advance types of qualitative, quantitative, and mixed methods
designs; and then discuss the methods associated with each design.
We also consider the factors for choosing an approach to research.
Thus, this chapter should help proposal developers decide whether a
qualitative, quantitative, or mixed methods approach is suitable for
their proposed research project.
Chapter 2. Review of the Literature
It is important to extensively review the literature on your topic before
you design your proposal. Thus, you need to begin with a
researchable topic and a draft topic and then explore the literature
using the steps advanced in this chapter. Realize that literature
reviews differ for quantitative, qualitative, and mixed methods
projects. The steps call for searching the literature, using
computerized databases, locating a small number of studies to
review, evaluating the quality of the information sources, developing
a literature map, and assembling a summary of the literature. This
chapter should help researchers thoughtfully consider relevant
literature on their topics and start compiling and writing literature
reviews.
Chapter 3. The Use of Theory
Theories serve different purposes in the three approaches inquiry. In
quantitative research, they provide a proposed explanation for the
relationship among variables tested by the investigator. Different
types of quantitative variables are related in theories and often
presented as causal models indicating a time ordering. In qualitative
research, they may often serve as a lens for the inquiry, or they may
be generated during the study. In mixed methods studies,
researchers employ them in many ways, including those associated
with quantitative and qualitative approaches. This chapter helps
researchers consider and plan how to incorporate theory into their
studies.
Chapter 4. Writing Strategies and Ethical Considerations
It is helpful to have an overall outline of topics in a proposal or
research study before you begin writing. Thus, this chapter begins
with a general model of questions addressed in a good proposal. It
then presents the structure of a proposal for a qualitative,
quantitative, and mixed methods study with different outlines for
writing proposals. Writing clearly and concisely is a necessary part of
a good proposal, and the discussion turns to writing strategies. The
act of writing helps researchers think through a project. The project
needs to be easy to read, coherent with sections tied together, and
grammatically correct. Ethical issues that arise in projects also need
attention. Strategies need to be developed to attend to issues arising
prior to and during the conduct of the study. Ethical issues also arise
in the reporting and dissemination of a study.
PART II. DESIGNING RESEARCH
In Part II, we turn to the components of designing the research
proposal. Chapters 5 through 10 address steps in this process.
Chapter 5. The Introduction
It is important to properly introduce a research study. We provide a
model for writing a good scholarly introduction to your proposal. The
chapter begins with designing an abstract for a study. This is
followed by developing an introduction to include identifying the
research problem or issue, framing this problem within the existing
literature, pointing out deficiencies in the literature, and targeting the
study for an audience. This chapter provides a systematic method
for designing a scholarly introduction to a proposal or study.
Chapter 6. The Purpose Statement
At the beginning of research proposals or projects, authors mention
the central purpose or study aim. This passage is the most important
statement in the entire research process, and an entire chapter is
devoted to this topic. In this chapter, you learn how to write this
statement for qualitative, quantitative, and mixed methods studies.
Scripts, to be filled in with your project, provide practical statements
that will ease your process of designing a proposal or a research
study.
Chapter 7. Research Questions and Hypotheses
The questions and hypotheses addressed by the researcher serve to
narrow and focus the purpose of the study. As a major signpost in a
project, research questions and hypotheses need to be written
carefully. In this chapter, you will learn how to write both qualitative
and quantitative research questions and hypotheses as well as how
to employ both forms in writing mixed methods questions and
hypotheses. Numerous examples serve as scripts to illustrate these
processes.
Chapter 8. Quantitative Methods
Quantitative methods involve the processes of collecting, analyzing,
interpreting, and writing the results of a study. Specific methods exist
in both survey and experimental research that relate to identifying a
sample and population, specifying the type of design, collecting and
analyzing data, presenting the results, making an interpretation, and
writing the research in a manner consistent with a survey or
experimental study. In this chapter, the reader learns the specific
procedures for designing survey or experimental methods that need
to go into a research proposal. This chapter provides checklists to
ensure the inclusion of all steps.
Chapter 9. Qualitative Methods
Qualitative approaches to data collection, analysis, interpretation,
and report writing differ from the traditional, quantitative approaches.
Purposeful sampling, open-ended data collection, text or images
analysis (e.g., pictures), figures and tables, representations, and
personal interpretations of the findings all inform qualitative methods.
This chapter advances steps in designing qualitative procedures into
a research proposal, and it also includes a checklist for making sure
that you cover important procedures. Ample illustrations provide
examples from narrative studies, phenomenology, grounded theory,
ethnography, case studies, and descriptive studies.
Chapter 10. Mixed Methods Procedures
Mixed methods research involves the collection and “mixing” or
integration of both quantitative and qualitative data in a study. It is
not enough to only analyze your qualitative and quantitative data.
Further analysis comprises integrating the two databases for
additional insight into research problems and questions. Mixed
methods research has increased in popularity in recent years, and
this chapter highlights important developments and introduces the
use of this design. This chapter begins by defining mixed methods
research and the core characteristics that describe it. Then it takes
the reader through the process of designing a method section for a
proposal or plan. This process involves collecting both quantitative
(closed-ended) and qualitative (open-ended) data based on research
questions or hypotheses. This is followed by identifying a mixed
methods design with the intent and procedures to integrate the two
databases. We discuss three core designs and four complex
designs. To analyze the integration we suggest using a joint display
that arrays the quantitative and qualitative data or results in a table.
Then researchers examine the table and draw inferences or insight
from integrating the two databases. Choosing a mixed methods
design involves considering the intent and the procedures for
integrating the data. Flowcharts in the chapter help researchers
decide on an appropriate mixed methods design for their studies.
Designing a study is a difficult and time-consuming process. This
book will not necessarily make the process easier or faster, but it can
provide specific skills useful in research, knowledge about the steps
involved in the process, and a practical guide to composing and
writing scholarly research. Before the steps of the process unfold, we
recommend that proposal developers think through their approaches
to research, conduct literature reviews on their topics, develop an
outline of topics to include in a proposal design, and begin
anticipating potential ethical issues that may arise in the research.
COMPANION WEBSITE
The SAGE edge companion site for Research Design, Sixth Edition,
is available at edge.sagepub.com/creswellrd6e.
The Student Study Site provides a personalized approach to help
students accomplish their coursework goals.
Videos featuring John W. Creswell and others expand on
important topics in research design.
SAGE Journal articles plus accompanying exercises provide
opportunities to apply concepts from each chapter.
Sample research proposals and templates offer further
guidance on research design.
The Instructor Resources Site supports teaching by making it easy to
integrate quality content and create a rich learning environment.
Editable, chapter-specific PowerPoint® slides offer ease and
flexibility in creating multimedia presentations.
A diverse range of prewritten and editable test questions helps
assess progress and understanding.
The Instructor’s Manual highlights key concepts from each
chapter and provides a helpful reference and teaching tool
including:
Chapter-specific writing and peer review exercises that
emphasize critical thinking and application of the concepts
Discussion questions and group activities that launch
classroom interaction and encourage students to engage
further with the material
All figures and tables from the book are available for
download.
ACKNOWLEDGMENTS
This book could not have been written without the encouragement
and ideas of the hundreds of students in the doctoral-level Proposal
Development course that John taught at the University of NebraskaLincoln for over 30 years. Specific former students and editors were
instrumental in its development: Dr. Sharon Hudson, Dr. Leon
Cantrell, the late Nette Nelson, Dr. De Tonack, Dr. Ray Ostrander,
and Diane Wells. Since the publication of the first edition, John has
also become indebted to the students in his introductory research
methods courses and to individuals who have participated in his
qualitative and mixed methods seminars. These courses have been
his laboratories for working out ideas, incorporating new ones, and
sharing his experiences as a writer and researcher. In addition, John
wants to thank his staff over the years in the Office of Qualitative and
Mixed Methods Research at the University of Nebraska–Lincoln who
have helped conceptualize content in this book and now those in the
Department of Family Medicine at the University of Michigan. John is
especially indebted to the scholarly work of Dr. Vicki Plano Clark, Dr.
Ron Shope, Dr. Kim Galt, Dr. Yun Lu, Dr. Sherry Wang, Amanda
Garrett, and Dr. Alex Morales. David wants to thank his dad (who
was his first mentor) for inspiring him to pursue research methods
and psychological science in his life’s work. David has been teaching
quantitative research methods for more than 15 years and is
indebted to his students for helping him understand the common
opportunities and challenges facing students as they design their
first research projects. He is grateful to share his insights and
approaches in the new edition of this book.
In addition, we are grateful for the insightful suggestions provided by
the reviewers for SAGE. We also could not have produced this book
without the generous support and encouragement of our friends at
SAGE. SAGE is and has been a first-rate publishing house. We
especially owe much to our former editor and mentor, C. Deborah
Laughton (now of Guilford Press), and to Lisa Cuevas-Shaw and
Vicki Knight. Now we are working under the talented guidance of
Leah Fargotstein, who has been most supportive of our work and
who has encouraged us throughout the process. Last, we want to
thank all of the SAGE staff with whom we have had the pleasure to
work. We have grown together and helped develop research
methods as a distinguished, worldwide field. At SAGE, we have also
benefited from the contributions of reviewers to this fifth edition:
Clare Bennett, University of Worcester; Kelly Kennedy, Chapman
University; Therese A. G. Lewis, Northumbria University; Andrew
Ryder, University of North Carolina Wilmington; Tiffany J. Davis,
University of Houston; Lora L. Wolff, Western Illinois University;
Laura Meyer, University of Denver; Andi Hess, Arizona State
University; and Audrey Cund, University of the West of Scotland.
The authors and SAGE would like to tha
