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Issue 1, 2020 Journal of Mixed Methods Studies / JOMES

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Printing Date: 28.02.2020

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Cover Design: Anı Publishing

Composition: Göksel ÇAKIR

The ideas published in the journal belong to the authors.

Journal of Mixed Methods Studies / JOMES (e-ISSN: 2717-6843) is a bi-annual journal (March and September),

peer-reviewed journal published by ANI Publishing.

© ANI Publishing. All rights reserved.


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Editor-in-Chief

Ilhan Gunbayi

Akdeniz University, Turkey

Associate Editors

Ahmet Şahin, Alanya Alaaddin University, Turkey

Fatma Cebeci, Akdeniz University, Turkey

Ekber Tomul, Burdur Mehmet Akif University, Turkey

Engin Karadağ, Akdeniz University, Turkey

Neslihan Partlak Günüşen, Dokuz Eylül University, Turkey

Seda Bayraktar, Akdeniz University, Turkey

Editorial Board

Abdul Majid Wadood, Tokyo Institute of Business Research, Japan

Adewunmi Obafemi, Vidzeme University, Latvia

Ali Ersoy, Anadolu University, Turkey

Ali Sabancı, Akdeniz University, Turkey

Anabela Mesquita, Polytechnic Institute of Porto, Portugal

Anthony Onwuegbuzie, Sam Houston State University, USA

Arda Arıkan, Akdeniz University, Turkey

Chinyere Shirley Ayonmike, Delta State University, Nigeria

Chiristine Hibbert, Sheffield Hallam University, UK

Davison M. Mupinga, Kent State University, USA

Edina Ajanovic, Akdeniz University, Turkey

Ernest W. Brewer, The University of Tennessee, USA

Erkan Kıral, Adnan Menderes University, Turkey

Hazan Kurtaslan, Akdeniz University, Turkey

İsmail Seçer, Atatürk Üniversitesi, Turkey

Kazım Çelik, Pamukkale University, Turkey

Leyla Muslu, Akdeniz University, Turkey


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Mehmet Üstüner, İnönü University, Turkey

Paulino Silva, Polytechnic Institute of Porto, Portugal

Petri Nokelainen, Tampere University, Finland

Petros Woldegiorgis Woldesenbet, Bonga University, Ethiopia

Raisa Ahtiainen, University of Helsinki, Finland

Selçuk Beşir Demir, Cumhuriyet University, Turkey

Süleyman Karataş, Akdeniz University, Turkey

Marcin Rojek, University of Lodz, Poland

Tennur Yerlisulapa, Akdeniz University, Turkey

Turan Akman Erkılıç, Anadolu University, Turkey

Technical Editors

Elif Köse, Akdeniz University, Turkey

Rabia Vezne, Akdeniz University, Turkey

Tayfun Yörük, Akdeniz University, Turkey

Volkan Aşkun, Akdeniz University, Turkey


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Referees of This Issue

Ahmet Şahin, Alanya Alaaddin University, Turkey

Bayram Bıçak, Akdeniz University, Turkey

Didem Koşar, Hacettepe University, Turkey

Emre Er, Yıldız Teknik University

Mehmet Canbulat, Akdeniz University, Turkey

Mehmet Teyfur, Ağrı İbrahim Çeçen University, Turkey

Serkan Koşar, Gazi University, Turkey

Şükrü Ada, Uludağ University, Turkey

Temel Çalık, Gazi University, Turkey

Turan Akman Erkılıç, Anadolu University, Turkey


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Message from the Editor

Greetings to our colleagues from all parts of the world. As the editor of the Journal of Mixed Methods

Studies (JOMES), I would like to welcome you to Volume 1, Issue 1.

This edition contains of five articles on mixed methods research that we believe will assist you, the

reader, in conceptualizing and solving problems related to developing a research or a manuscript with

a mixed methods design. The current issue includes five articles: the first, which is called ‘Systematic

curriculum and instructional development for a mixed methods research: SCID-MMR’ is a learning

package for guidance of a mixed methods research development based on SCID-MMR (Systematic

Curriculum and Instructional Development for a mixed methods research) correctly. This learning

package is organized based on three enabling objectives: practice writing methodology of MMR data,

practice analyzing MMR data and practice discussing and concluding results of MMR data. To achieve

those three enabling objectives learner should follow the steps of learning activities consisting of

information sheet with samples of author’s and others’ quantitative, qualitative and mixed methods

research articles published in various journals, self-check model questions and answers, and practice

exercises in addition to final performance test and standards.

The second, which is called ‘Twenty years of research on mixed methods’ is a qualitative study but as

it can be understood from the title of the article, it is based on systematic analysis of the articles on

mixed methods via the bibliometric analysis using the R programming language and thus in the scope

of JOMES. This analyzed articles using mixed methods in journals in the Web of Science database. 1,623

articles, which was published in 1999-2018 and included ‘mixed methods research’ in the article title,

abstract or keywords, were analyzed as a whole via the bibliometric analysis using the R programming

language. At the same time, content analysis was used to show the relationships between the

subdomains of the studies using mixed methods and the development of time and it focused more on

resource impacts, the most cited countries, keyword plus cloud, co-occurrence network, co-citation,

author collaboration in MM studies done in recent twenty years.

The third, which is called ‘Knowledge-constitutive interest and social paradigms in guiding mixed

methods research (MMR)’, discusses that four paradigms of ‘radical structuralist’, ‘functionalist’,

‘interpretive’ and ‘radical humanist’ (Burrel & Morgan, 1979) and Habermas’s theory of knowledge-

constitutive interest (1987) have solid philosophical positions to guide the designs of MMR in social

sciences.

The forth, which is called ‘Officer candidates’ reasons for choosing Turkish coast guard: A mixed

methods study’ is a MMR in the exploratory sequential design. In the study, it was aimed to determine

the reasons for the choice of Turkish Coast Guard for the watchkeeping officers based on qualitative

and quantitative data.

The fifth, which is called ‘The effect of career indecision on wrong choice of an occupation: A mixed

methods research’ is a MMR in the exploratory sequential design just as the fourth. In the study, which

was aimed to determine the effect of career indecision on the choice of an occupation based on

qualitative and quantitative data, both the structure validity and scope validity of the scales relating

to career indecision and wrong choice of an occupation were analyzed and the validity was verified.


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These articles are designed to offer thoughts, insight, suggestions, samples and ideas on mixed

methods researches done so far and how to decide and develop a mixed methods research. According

to the guidance and the results of articles in this issue, researchers could shape their future mixed

methods researches.

We hope you enjoy the articles in this first issue of the journal and find them informative and useful

for designing and developing MMR. Please remember that articles published in JOMES do not reflect

the position of the journal’s editorial staff, reviewers.

Dr. İlhan Gunbayi

JOMES Editor


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Contents

Systematic Curriculum and Instructional Development for a Mixed Methods Research: SCID-MMR

Ilhan Gunbayi -------------------------------------------------------------------------------------------------- 1-27

Twenty Years of Research on Mixed Methods

Volkan Askun, Rabia Cizel ----------------------------------------------------------------------------------- 28-43

Knowledge-Constitutive Interest and Social Paradigms in Guiding Mixed Methods Research (MMR)

Ilhan Gunbayi ------------------------------------------------------------------------------------------------- 44-56

Officer Candidates’ Reasons for Choosing Turkish Coast Guard: A Mixed Methods Study

Tarkan Duzguncinar ------------------------------------------------------------------------------------------ 57-78

The Effect of Career Indecision on Wrong Choice of an Occupation: A Mixed Methods Research

Savas Varlik, Cigdem Apaydin------------------------------------------------------------------------------- 79-97


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Systematic Curriculum and Instructional Development for a Mixed Methods Research: SCID-MMR

Ilhan Gunbayi*

To cite this article:

Gunbayi, I. (2020). Systematic curriculum and instructional development for a mixed methods re-search: SCID-MMR. Journal of Mixed Methods Studies, Issue 1, 1-27 [Online]

www.jomesonline.com DOI: 10.14689/jomes.2020.1.1

Abstract. The aim of this study is to present a learning package which provides the necessary knowledge and

attitudinal information, and practice opportunities based on SCID (Systematic Curriculum and Instructional De-velopment) for the task of developing a Mixed Methods Research (MMR) correctly. SCID-MMR (Systematic Curriculum and Instructional Development for Mixed methods Research) is a learning package for guidance of a mixed methods research. This learning package is organized based on three enabling objectives: practice

writing methodology of MMR data, practice analyzing MM data and practice discussing and concluding results of MMR data. To achieve those three enabling objectives , a learner should follow the steps of learning activities consisting of information sheet with samples of author’s and others’ quantitative, qualitative and MMR articles

published in various journals, self-check model questions and answers, and practice exercises in addition to final performance test and standards.

Keywords: Systematic curriculum and instructional development, mixed methods research

1. Introduction

Developing a MMR manuscript is a part of building a component academic staff in social sciences. This SCID-MMR guide will provide you the general knowledge and skills needed for developing a MMR man-uscript for your academic position. As part of the academic staff, it is important to understand and to complete a project with a genuine research at an advanced level both individually and as a member of a research team. Generating new knowledge in the field of MMR will aid your growth and competence among academic staff for prospective promotion in your career. This guide will help you become suc-

cessful in those efforts.

1.1. Performance objective

Given qualitative and quantiatative data, write a MMR manuscript. The finished job must meet all

criteria on Performance Test on 5 and 5.1.

1.2. Enabling objectives

1. Practice writing methodology of MMR data. 2. Practice analyzing MMR data. 3. Practice discussing and concluding results of MMR data.

1.3. Prerequisites

Master / PhD degree in the related field;

* Corresponding Authour: Akdeniz University, Faculty Education, Antalya, Turkey, [email protected] ORCID: 0000-0001-7139-0200

http://www.jomesonline.com/


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Knowledge of using Information and Communication Technology (ICT) (MS(Microsoft), word, excel etc.), using Data Analysis Softwares (quantitative and qualitative NVIVO, SPSS etc), ana-lytical thinking, critical thinking;

Knowledge of philosophy of social sciences.

2. Writing Methodology of MMR Data

As seen in Table 1: Learning experience #1, you should follow the steps of learning activities by taking

care of special instructions in practice writing methodology of MMR data.

Table 1.

Learning experience #1

Enabling Objective #1: Practice writing methodology of MMR data

Learning Activities Special Instructions

Read the Information Sheet titled ‘Practice writ-ing methodology of MMR data’ on 2.1, 2.2, 2.3,

2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10, 2.11

https://www.qsrinternational.com/nvivo/nvivo-12-tuto-rial-windows/00-let-s-get-started

https://www.ibm.com/cloud/garage/dte/tutorial/ad-vanced-analytics-ibm-spss-statistics https://www.spss-tutorials.com/

Ask your mentor to suggest a co-researcher who can ob-serve and help you with your practice sessions and the Practice Checklist.

Watch the qualitative data analysis video, read quantitative data analysis tutorials and identify the important messages to convey about your

university when writing methodology of MMR data manuscript.

Discuss with the mentor expert in writing meth-odology of MMR data at your faculty the methods he or she uses to develop a MMR manuscript. What would you have to do differently?

Demonstrate your knowledge of writing method-ology of MMR by completing the Self-Check on 2.12

Check your answers against the Self-Check Model Answers on 2.13.

Practice writing methodology of MMR data while the academic staff expert in MMR observes and

offers help as needed. Ask the academic staff ex-pert in MMR to use the checklist titled "Practice Writing the Methodology of MMR Data" on 2.14 to assess your progress.

2.1. Determining the title of the manuscript

You should decide what the correct and comprehensive title for the research is by taking care of your

research aim so that the title reflects the whole manuscript and makes a sense.

For example if you do a MMR to understand and determine the opinions of bilingual Turkish students on interest and like of children books through drama, the title of your manuscript can be written as ‘The effect of creative drama on bilingual students’ interest and like of Turkish books ̀ (Uludüz & Gun-

bayi, 2018).

https://www.qsrinternational.com/nvivo/nvivo-12-tutorial-windows/00-let-s-get-started


https://www.ibm.com/cloud/garage/dte/tutorial/advanced-analytics-ibm-spss-statistics


https://www.spss-tutorials.com/


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2.2. Writing the abstract and key words

You should decide what and how many words of abstract and key words to use to reflect the entire research (aim, methodology, findings and implications) based on database searching engine in the re-search topic you choose so that abstract and key words should reflect the whole manuscript and makes

a sense.

For example for the abstract and key words of the MMR called ‘The effect of creative drama on bilin-gual students’ interest and like of Turkish books` (Uludüz & Gunbayi, 2018) to understand and deter-mine the opinions of bilingual Turkish students on interest and like of children books through drama

can be as following:

The a im of this research is to understand and to determine the opinions of bilingual Turkish students on i nterest and l ike of children books through drama. It is a mixed methods research with convergent parallel design. The target group was English-Turkish speaking bilingual seven s tudents who attended year 3-5 and lived in Portsmouth. The implementations were held in 2 sessions in drama lessons in a week. The data obtained through the "Turkish Book Reading Interest/like Survey", English Book Reading Interest/like Survey, the ‘Student Drama Diary’ and the "Leader Diary" written by researcher at the end of the workshop. Also the students’ products were used as data in this re-search. The researchers chose five Turkish books relevant to s tudents’’ level and prepared lesson plans including the student acquisitions and the activities based on this books. The results show that bilingual students took part actively in drama sessions and had fun. Keywords : Turkish teaching, creative drama, reading children books, bilingualism (Uludüz & Gunbayi, 2018: 29).

2.3. Reviewing the literature

You should decide what philosophies and paradigms to follow based on your cognitive interests: tech-nical, practical, and emancipatory (Gunbayi & Sorm, 2018) and accordingly what reference books, ar-ticles, dissertations to review and what scientific search engines to use. The paradigm you choose will shape the decisions you make throughout the entire research process. Review data bases of research field related to your research aim carefully to contribute the research field and to support your re-search aim and research questions and enable readers to understand why you do this research and what contribution it will make to research field.

Our activi ties are determined by our creed or philosophies. Before conducting a social research, we always reckon to our phi losophy or research nature behind our s tudy. Here i s a social paradigm which is a set of belief that is used to view the social world, and to guide us how to do our actions as well as social scientific study (Gunbayi & Sorm, 2018:

57).

2.4. Explaining the research aim and write research questions

You should decide what and how many research questions both quantitative and qualitative strands of your MMR to write to reach the aim of the research by reviewing the literature related to research topic so that the data you collect and your findings should answer the research questions and keep

you up with the research aim.

For example, the research aim and research questions for qualitative strand to understand the school principals’ experiences in practicing pedagogical leadership in nurturing teaching and learning in pri-mary schools in the context of Cambodia in the study called ‘The principal’s praxis of pedagogical lead-ership in nurturing teaching and learning in Cambodian primary schools’ (Sorm, 2019), as it is based on constructivism, can be as follows:

1. In what way do principals develop social capital?

2. In what way do principals develop academic capital?

3. In what way do principals develop intellectual capital?

4. What challenges do school principals encounter in practicing pedagogical leadership?


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5. Which dimensions of the pedagogical leadership do school principals practice the most successfully? (Sorm,

2019:7).

For example, the research aim and research questions of the same study done by Sorm (2019) for quantitative strand to determine to what extend do school principals practice pedagogical leadership in nurturing teaching and learning in primary school in the context of Cambodia, as it is based on post-

positivism, can be as follows:

1. To what extend do principals practice social capital? 2. To what extend do principals practice academic capital? 3. To what extend do principals practice intellectual capital? 4. To what extend do principals practice professional capital? 5. What are the levels of the difficulties school principals encounter in practicing pedagogical leadership? 6. What are the levels of pedagogical leadership dimensions school principals practice the most successfully?

(Sorm, 2019:7-8).

2.5. Explaining which MMR design chosen

You should decide which MMR design- the convergent parallel design: the parallel-databases variant, the data-transformation variant, the data-validation variant; the explanatory sequential design: fol-low-up explanations model, participant selection model; the exploratory sequential design: instru-ment-development variant, theory-development variant; the embedded design: embedded experi-mental model, embedded correlational model, embedded instrument development and validation variant; the multiphase design: large-scale program, development and evaluation projects, multilevel statewide studies, single mixed methods studies that combine both concurrent and sequential phases; the transformative design: the feminist lens transformative variant, the disability lens transformative variant, the socioeconomic class lens transformative variant; action study: technical action study, par-ticipatory action study, emanciapatory action study (Creswell & Plano Clark, 2011; Gunbayi & Sorm, 2018)- to choose and why based on experience and reference book suggestions of quantitative and qualitative research methods so that the design you choose should comply with your research aim,

otherwise you may mislead readers to do study.

For example the explanation of what MMR design was chosen to understand and to determine the opinions of bilingual Turkish students on interest and like of children books through drama (Uludüz &

Gunbayi, 2018) can be as following:

The research is a mixed methods research with convergent parallel pattern. In this pattern, the researcher collects

qualitative and quantitative data simultaneously, analyzes two sets of data separately and then interprets (sometimes during data analysis) the results of the data from two sources (Creswell & Plano Clark, 2011). Through the drama lessons of 2-hour sessions per week, applications were carried out. A total of 10-hour applications were conducted in

5 sessions. In order to determine the interest level of the students participating in the s tudy in Turkish book and Engl ish book reading, ‘Turkish book reading interest and love questionnaire’ and ‘English book reading interest and love questionnaire’ were filled by s tudents. Additionally, in order to understand the interest of the s tudents partici-

pating in the study ‘student drama diary’ and ‘Researcher's diary’ were used as data collections tools by the re-searcher. In addition, student products obtained from the sessions are among the data collection tools. The activities of the children were recorded with photos and videos. The researchers identified 5 Turkish children's books in ac-cordance with the level of children and prepared lesson plans in line with the books, and the outcomes and activities to be done were determined. Each session is based on a book. (Uluduz & Gunbayi, 2018: 30-31).

2.6. Explaining sampling methods and techniques

You should decide which sampling methods and techniques should be chosen and why random meth-ods and techniques for quantitative and purposive sampling methods and techniques for qualitative strands of research should be used based on experience and reference book suggestions of sampling strategy in a research so that the data you collect from the sampling should support your aim and not

mislead you.


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For example, the sampling methods and techniques chosen for qualitative strand to understand the school principals’ experiences in practicing pedagogical leadership in nurturing teaching and learning in primary schools in the context of Cambodia and for quantitative strand to determine to what extend school principals practice pedagogical leadership in nurturing teaching and learning in primary school in the context of Cambodia in the study called ‘The principal’s praxis of pedagogical leadership in nur-

turing teaching and learning in Cambodian primary schools’ (Sorm, 2019) can be as following:

For the qualitative strand of the study 4 principals from 4 primary schools in Ponhea lueu district were purposively selected for interview. The main cri teria of selection were based on the experiences as principals at least 2 years to participate in in-depth face-to-face semi-structure interview since this amount is sufficient for providing detail infor-

mation towards designing questionnaire in the second phase for the quantitative strand of the study, 38 principals from 38 primary schools in which 20 were chosen from Punhea Lueu, and 18 were selected from Kandal Steung dis-

trict. This sample size was opted by using simple random sampling technique since it is a fair way of selecting a sample s ize from a given population in target districts, consisting small population for quantitative study. (Sorm, 2019:58).

2.7. Explaining data collection methods and techniques

You should explain why and which data collection methods and techniques should be chosen both for quantitative and qualitative strands of research based on experience and reference book suggestions of quantitative and qualitative research methods so that the data you collect from the sampling should

support your aim.

For example, explanation of data collection methods and techniques in organizing trainings to intro-duce Adobe Illustrator as a Technical Drawing Software to technical VET teachers to understand and determine the effect of these trainings on teacher effectiveness in a study called ‘Improving technical drawing skills of vet teachers: an action research project’ (Gunbayi, Yoruk &Vezne 2017) can be as

following:

Face-to-face interviews were employed and informants' experiences, thoughts and feelings pertaining to the training were recorded in an audio taped diary. Additionally, pre and post-test were applied to participants before and after the tra inings to analyze the differences between their opinions before and after the trainings. Interviewers attempted to gather information about the effectiveness of the trainings and necessity of the integration of new technologies

into technical drawing courses. (Gunbayi, Yoruk &Vezne 2017: 81).

2.8. Explaining reliability and validity of the research

You should explain what to do to support reliability and validity of the research by doing a pilot study for reliability and validity of the study to guarantee high reliability and validity of the research for both

quantitative and qualitative strands.

For example, the reliability and validity explanations of the research called ‘The principal’s praxis of pedagogical leadership in nurturing teaching and learning in Cambodian primary schools’ (Sorm, 2019) with mixed typed exploratory sequential design both for quantitative and qualitative strands of re-

search can be as following:

In order to ensure reliability of the qualitative interview question, pilot study was conducted with 1 principal before

the actual interview in the first phase because i t provided the opportunity for researcher to identify or refine ques-tions, correct some errors and make modification… Cohen’s Kappa coefficient was calculated to determine inter-rater trustworthiness of themes by two independent researchers…The score was .81 (perfect agreement) (Landis & Koach,

1977).The questionnaire was developed upon the qualitative findings as instrument for collecting empirical quantita-tive data… the computation of Cronbach’s alpha in this study revealed that the overall score of Likert scale question-

naire in the four capitals i s .79. According to Cronbach Alpha index, i t runs from 0 to 1… Thus , the Likert scale in this study was reliable and acceptable. (Sorm, 2019: 63)


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2.9. Reporting ethical process

You keep up with what steps to follow to conform to the ethics committee of social science researches according to ethical regulations form of the ethical committee and get ethical approval before doing your research both for quantitative and qualitative strands of research. For example, the ethical pro-cess of the research done to understand the effect of motivational interview sessions structured ac-cording to Roy Adaptation Model on the levels of coping and adaptation processing of individuals di-agnosed Type 2 Diabetes Mellitus and called ‘The effect of motivational interview program on coping and adaptation processing of individuals diagnosed type 2 diabetes mellitus’ (Muslu, 2016), which is an action study with emancipatory design, can be as following:

Written permission from the hospital was obtained, and ethical approval was taken from Cl inical Trials Ethics Com-mittee (Approval no: 206)… Participation in the study was conducted on a volunteer basis and written consent was obtained from all participants. During analysis of interviews codes were used instead of real names. Informed consent

form was obtained from the participants (Muslu, 2016: 80).

2.10. Tools, equipment, supplies, and materials

The following tools, equipment, supplies, and materials are needed to write methodology of MMR

data.

Table 2.

Tools, equipment, supplies, and materials for enabling objective #1

Computers

Textbooks & Articles

Databases in related field

Internet

Quantitative analysis software (SPSS, Lisrel , etc.)

Plagiarism Detection Software

Microsoft Office

Printer/scanner/fax

2.11. Worker behaviors

Academician behaviors play a key role in writing methodology of MMR data. The behaviors important

to your success in completing this task are:

Table 3.

Worker behaviors for enabling objective #1

Assertive

Flexible

Professional

Adaptable

Punctual

Ethical Reliable

Objective

Goal driven

2.12. Self check

Directions: Check your knowledge of writing methodology of MMR data by responding to the following questions. For True/False questions, circle ‘True’ if the statement is correct and circle ‘False’ if the statement is incorrect. For multiple choice questions, select the response that is most correct. For short answer questions, write a brief response to the question. Check your answers with those on the

Self-Check Model Answers that follows.


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Table 4.

Self check for enabling objective #1

1. The title of the manuscript should reflect the whole manuscript and make a sense. True

False

2. Key words reflect the whole manuscript and make a sense. True False

3.

Literature review supports your research aim and research questions and readers can understand why you do this research and what contribution you do to both qualitative and quantitative research fields.

True False

4.

Write MMR questions mutually. True False

5. Identify the types of designs and their variants in a MMR

6. The sampling method which supports a quantitative strand of MM research can be (choose more than

one): a. Probability sampling b. Non-probability sampling c. Purposive sampling

d. Random sampling

7. Identify the types of validity and reliability in a MMR

8. Why is the importance of ethics in your research? Give your reasons

2.13. Self-check model answers

Directions: Compare your answers to the self-check with the model answers provided below.

Table 5.

Self-check model answers for enabling objective #1

1. True

2. True

3. True

4.

False Write research questions for both quantitative and qualitative strands of research separately.

5. Model Answer

You can choose your mixed methods design and its variant according to research aim e.g. the convergent parallel design: the parallel -databases variant, the data-transformation variant, the data-validation variant; the explanatory sequential design: follow-up explanations model, partic-

ipant selection model; the exploratory sequential design: instrument-development variant, the-ory-development variant; the embedded design: embedded experimental model, embedded cor-relational model, embedded instrument development and validation variant; the multipha se de-

sign: large-scale program, development and evaluation projects, multilevel statewide studies, sin-gle mixed methods studies that combine both concurrent and sequential phases; the transform-ative design: the feminist lens transformative variant, the dis ability lens transformative variant, the socioeconomic class lens transformative variant; action study: technical action study, partic-

ipatory action study, emanciapatory action study.


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Table 5 Continue

6. a. d.

Probability sampling Random sampling

7.

Model Answer

Inner

Validity

Triangulation (Qualitative Strand)

Choosing an appropriate methods of measurement (Quantitative Strand)

Outer Validity

A purposive sampling method based on voluntarism to get opinions and experiences (Qualitative Strand)

A probability sampling methods to select your subjects (Quantitative Strand)

Inner Reliability

Data should be coded by independent researchers and Cohen's kappa coefficient

calculated to determine inter-rater reliability of themes (Qualitative Strand) Measurements should be applied consistently. (Quantitative Strand)

Outer Reliability

All data collected should be kept to prove on demand. (Qualitative Strand)

The conditions of research should be standardized. (Quantitative Strand)

8. Model

Answer

‘If you do not keep up with ethical procedures in the research, your research become

meaningless and you can get some penalties by the ethical committee in your institution and as a scientist you have a bad reputation’ (Gunbayi, 2018).

2.14. Practice exercise

You should follow directions below for Practice exercise for enabling objective #1:

Review your ability to write the methodology of MMR data using the following checklist as a guide.

Discuss with your co-researcher the fundamentals of this task.

Practice each stage of writing methodology of MMR data.

Ask your co-researcher to use the checklist to evaluate your ability to perform this task.

Table 6.

Practice exercise for enabling objective #1

Writing the Methodology of Mixed methods Data

Actions Level of Performance Yes With Help No

When writing the methodology of mixed methods data, the learner… 1. Determined title appropriate with the manuscript.

2. Completed abstract and key words that reflected the content accurately.

3. Defined the research problem clearly, tied to the relevant l iterature, up to date, completed with l iterature review with appropriate references .

4. Determined research questions appropriate with research aim both quantita-

tive and qualitative strands of research.

5. Selected mixed typed design consistent with the aim of the research. 6. Explained sampling methodology, chose correct sampling size for both quanti-

tative and qualitative strands of research.

7. Explained data collection method through qualitative (semi -structured individ-ual and focus group interviews, organized observations and collected documents) and quantitative (Experiments, surveys, tests and scales) forms and instruments .

8. Followed steps to ensure reliability and validity of the study for both quantita-tive and qualitative strands of research.

Level of Performance: When you finish this Practice Exercise, you should be able to comfortably discuss and perform any of the actions included in it. Your ratings on the checklist for this Practice Exercise should be Yes for all items. If you receive With Help or No ratings for any items, review your perfor-mance with your mentor.


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3. Analyzing MMR Data

As seen in Table 7: Learning experience #2, you should follow the steps of learning activities by taking

care of special instructions in practice analyzing MMR data.

Table 7.


Enabling Objective #2: Practice Analyzing Mixed methods Data


Read the Information Sheet titled ‘Practice Analyzing MMR Data’ on 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7 and 3.8.

https://www.qsrinterna-tional.com/nvivo/nvivo-12-tutorial-win-dows/00-let-s-get-started

https://www.ibm.com/cloud/garage/dte/tu-torial/advanced-analytics-ibm-spss-statistics https://www.spss-tutorials.com/

Ask your mentor to suggest a co-researcher who can observe and help you with your prac-tice sessions and the Practice Checklist.

Watch the qualitative data analysis video, read quantitative

data analysis tutorials and identify the important messages to convey about your university when analyzing MMR data.

Discuss with the mentor expert in MMR at your faculty the methods he or she uses to analyze MMR data. What would you have to do differently?

Demonstrate your knowledge of analyzing MMR data by

completing the Self-Check on 3.9 Check your answers against the Self-Check Model Answers

on 3.10

Practice Analyzing MMR data while the academic staff expert in MMR observes and offers help as needed. Ask the aca-demic staff expert in MMR to use the checklist titled ‘Prac-tice Analyzing Mixed methods Data ‘on 3.11 to assess your

progress.

Prior data analysis, you should decide how to analyze MMR data separately or conqurently by taking interaction, timing, priority and mixing of qualitative and quantitative data into consideration based

on what mixed typed designs or variants choosen as seen in Figure 1.








10

Figure 1. Decision tree for mixed methods design criteria for timing, weighting, and mixing.

Source: Adapted from Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods re-search (2nd ed.). Thousand Oaks, CA: Sage Publications, Inc.

3.1. Organizing qualitative data categorically and chronically

In qualitative strand, data analysis should be done with repeated readings of interview transcripts from conversations with participants. The purpose is to determine the essence of the phenomenon and structures of experiences of participants on the topic of research. During data analysis, data should be organized categorically and chronically, reviewed repeatedly and continually coded as seen in Figure 2. Interview transcripts should be regularly reviewed. In addition, data analysis process can be aided by the use of a qualitative data analysis computer program called NVIVO. However, remember that these kinds of computer programs do not actually perform the analysis but facilitate and assist it. That is NVIVO does not perform the analysis but only supports the researcher doing the analysis by organ-

izing data and recodes and nodes etc.


11

Figure 2. Coding by using qualitative software NVIVO Source: QSR (2019)

For example, in the article, called ‘Improving technical drawing skills of VET teachers: An action re-search’ (Gunbayi, Yoruk & Vezne, 2017) and the aim of which was to improve technical drawing skills of VET teachers, the thematic analysis of 15 participants of trainers related to whether their expecta-

tions were fulfilled based on themes and sub-themes coded can be seen in Figure 3.

Figure 3. Fulfi l l ing expectations Source: Gunbayi, Yoruk & Vezne (2017)

3.2. Analyzing the findings of qualitative data collected via interviews descriptively and doing con-tent analysis

As explained in 3.1., you should first transcript your individual interviews, review repeatedly and con-

tinually code by using qualitative software NVIVO.

Then as seen in Table 8, you can show frequency analysis for the opinions of the participants of trainers on whether their expectations were fulfilled in training to improve their technical drawing skills in the study done by Gunbayi, Yoruk & Vezne (2017) based on themes and sub-themes coded and under this

table you can analyze the data descriptively as follows:

0

10

20

30

40

50

60

Lack of field of knowledge

No expectations

Up to date information

Out of field usage


12

Table 8.

Fulfilling expectations

Fulfilling Expectations A B C D E F G H I J K L M N O f

Lack of field knowledge √ √ √ √ √ √ √ √ 8

No expectation √ √ √ √ 4 Up-to-date information √ √ 2 Out of field usage √ 1

Source: Gunbayi, Yoruk & Vezne (2017: 83)

As seen in Table 8, 8/15 of participants stated that they increased their field knowledge follows:

When Table 8 is examined, it can be understood that 4 participants had no expectations from training. 8 participants s tated that they increased their field Knowledge. The opinions of participants are as follows:

TED-VET tra ining course fulfilled my expectations. Before this, I have never had a graphical training or used graphic program. Also, my basic knowledge was lacking too. With this course I believe I have learned how to use a program especially about technical drawing. (A1,1) This training fulfilled my expectations because I graduated from university 12 years ago, and since then, I have never tattended a graphical-based drawing training neither from Ministry of National Education nor from another

institution. I have never participated in a tra ining like this. I needed it time to time. Especially technical drawing. This training met my needs. (F1,1) I came to the course with curiosity because I was going to learn new program. I was satisfied, it fulfilled my ex-

pectations. Since I am a Construction Technologies teacher, drawing is important in our field. I came because it is a new program, something I don’t know and I said that I am glad I learned. I think that I didn’t come in vain. (L1,1)

(Gunbayi, Yoruk & Vezne, 2017:84)

When completed analyzing data descriptively, now it is time for you do content analysis. Content anal-yses enable you to analyze the data in depth by explaining the relation between independent variables and dependent variables.

For example, in the same research done by Gunbayi, Yoruk & Vezne (2017) the content analysis of the opinions of the teachers working in Vocational and Technical High School on whether their expecta-tions were fulfilled in training to improve their technical drawing skills based on findings in Table 9,

can be as follows:

In ‘Fulfilling the Expectations’ theme, most of other teachers stated that they participated because they wanted to

improve their vocational knowledge. It can be understood that teachers did not see themselves qualified enough about technical drawing and technical drawing with computers… When interviews were analyzed, it can be seen that

participants especially working in information technologies were more advantageous. Information technologies teachers were familiar with a lot of software because of their field and they did not have any problems in doing preparations for tra inings. Al though they did not know anything about the software used during training, knowing at

least one graphic software helped them. (Gunbayi, Yoruk & Vezne, 2017:88)

Table 9.

Row percentage of fulfilling expectations

Fulfilling Expectations Teachers of Information Technologies Other Teachers

1 : Lack of field knowledge 37,50% 62,50%

2 : No expectation 75,00% 25,00%

3 : Up-to-date information 0% 100%

4 : Out of field usage 0% 100%

Source: Gunbayi, Yoruk & Vezne (2017)


13

3.3. Analyzing the findings of qualitative data collected via focus group interviews

When you discuss data of focus group interviews, you should first transcript your focus group inter-

views, review repeatedly and continually code as you do in 3.1 and 3.2.

For example, the thematic and descriptive analysis of focus group data for the study of ‘Making voca-tional and technical upper secondary schools more attractive for students to prefer: An action re-search’ (Gunbayi & Akcan, 2015) done to help the students to identify professions appropriate with their abilities, interests and personality traits and to guide the students to technical and vocational

training especially at upper secondary level with their own will can be as following:

Firs tly, when six s tudents in focus group were asked again after presentations and school visits whether they would

prefer TVET upper secondary schools for their high school education, three of them said ‘Yes’, one ‘No’ and two were neutral for their preferences. Additionally, s ix of them explained the reasons why they wanted or did not want or were neuter to prefer TVET secondary education as ‘guidance by parents to Anatolian General High School.’(SP9),

‘dual system in TVET courses at school and practice and work in an enterprise’ (SP14), ‘preferring a TVET high school due to lower entrance scores’ (SP22, SP15), ‘reluctant to attend a TVET high school’(SP20, SP2), and ‘TVET high schools

are in secondary position for me ’. (Gunbayi & Akcan, 2015: 23).

3.4. Analyzing the findings of qualitative data collected via observations

When you discuss data of your observation, you should first organize your observation notes, review

repeatedly and continually code as you do in 3.1 and 3.2.

For example, descriptive and content analysis of observations for the study of ‘Job Stressors and their effects on academic staff: A case study’ (Gunbayi, 2014) done to understand the kinds of stressors originating from academic work setting, the influences of those kinds of stressors on academic staff

and to know how they overcame stress at work setting can be as following:

In the observation of PDC’s own classroom at 13:30 on 26 March 2012, just before the focus group interview, just opposite the board there were desks for s tudents designed in U s tyle but in double U designs one front another was

just back of i t. In each U designs there were chairs for 22 s tuden ts all together for 44 students. This design clearly showed that spaces in the classrooms did not meet the increasing number of students, which was a source of stress, as PDC s tated in individual and focus group interviews. This design was a lso observed at PDA’s lecture at 11.30-12.30

on 24 Apri l 2012 at Demerstraatin in Diest Campus. PDA stated that ‘I use double U designs to overcome the difficulty of lecturing in crowded classes’. (Gunbayi, 2014: 67-68)

3.5. Analyzing the findings of qualitative data collected via documents

When you discuss data of documents, you should first review repeatedly and continually code the data

collected via documents as you do in in 3.1 and 3.2.

For example, descriptive and content analysis of the data collected via documents for the same study as in 3.4. by Gunbayi (2014) done to understand the kinds of stressors originating from academic work setting, the influences of those kinds of stressors on academic staff and to know how they overcame

stress at work setting can be as following:

Lecturers were asked about what their perceptions on stressors originating from academic work setting were. The

analyses of 12 academic staff’s perceptions on stress as a result of s tressors originating from academic work setting showed that 100% of academic staff complained about workload. Thus Weekly schedules of a ll participants were analyzed in terms of their workload and types of work in … spring semester. Except PDB, PDD, PLB, PLD and PDF, all

participants worked full time during the academic semester...PDA coached eight students, PDB twelve, PDC nineteen, PDD and PLE twelve, and PDF fourteen, PLC five, PLD seventeen and PLF thi rty. PDA visited schools for observing practical teacher tra ining of students two days a week… (Gunbayi , 2014: 68).


14

3.6. Analyzing the findings of quantitative data collected via experiments, questionnaires, scales,

and tests

In quantitative strand, data analysis should be done with the results of experiments, quasi-experi-ments, questionnaires, scales, and tests etc. Using quantitative research methods such as experiments, quasi-experiments, surveys, correlation studies, longitudinal studies and so on based on objective measurement and analysis is the only acceptable method to generate valid knowledge in positivist paradigms of radical structuralism and functionalism (Gunbayi & Sorm, 2018). The purpose is to collect numerical data that can be subjected to statistical analysis. In addition, numerical data analysis process can be aided by the use of a quantitative data analysis computer program called SPSS.

For example in the article called ‘Improving technical drawing skills of VET teachers: An action research’ (Gunbayi, Yoruk & Vezne, 2017) done to improve technical drawing skills of VET teachers, the analysis of pre-test and post-test results before and after trainings can be as following:

In the second phase of the research, pre-test and post-test were also applied to 15 trainers and 303 teachers who attended trainings. The aim of this pre and post-test was to measure the sufficiency and necessity of the training. Pa ired samples t-test was used to analyze the results. The averages of pre -test and post-test answers were calculated and these averages were analyzed with paired samples t-test. Results can be seen in Table 10 and 11.

Table 10. Pa ired samples t-test results of pre-test and post-test

Measurement N X SS Sd t p

Pre - Test 318 2.17 0.15 302 216.59 .000

Post - Test 318 4.52 0.12

There was a significant difference between pre-test and post-test answers as it can be seen in Table 7. When averages were analyzed, participants’ post-test results (X=4.52) about vocational training knowledge, adult training knowledge and post tra ining organizations were much higher than pre-test results (X=2.17). Also, as seen in Table 8, correlation analysis result was very low at 0.019, which meant there was no meaningful relation between these two variables, and i t supported the results in Table 10.

Table 11. Correlation of pre-test and post-test points

N Correlation

Pre-Test Score & Post-Test Score 318 ,019

(Gunbayi, Yoruk & Vezne, 2017: 87-88)


The following tools, equipment, supplies, and materials are needed in analyzing MMR data:

Table 10.


Voice recorder

Camera

Computers

Textbooks, Articles


Disseratations

Quantitative analysis software (SPSS, Lisrel , etc.)

Qualitative Analysis Software (NVIVO)


Microsoft Office

Internet

Printer/scanner/fax


15


Academician behaviors play a key role in analyzing MMR data. The behaviors important to your success

in completing this task are:

Table 11.


Careful

Detail oriented

Hard working

Creative

Innovative

Self-motivated

Flexible

Trustworthy

Adaptable

Ethical Reliable

3.9. Self check

Directions: Check your knowledge of practicing analyzing mixed methods data by responding to the following questions. For True/False questions, circle ‘True’ if the statement is correct and circle ‘False’ if the statement is incorrect. For multiple choice questions, select the response that is most correct. For short answer questions, write a brief response to the question. Check your answers with those on

the Self-Check Model Answers that follows.

Table 12.

Self check model questions for enabling objective #2

1. Identify the main reason for why mixed methods data is used in a single study.

2. Identify the steps in analyzing qualitative data.

3.

During quantitative data analysis, the data should be organized categorically and chronically, reviewed repeatedly and continually coded

True

False

4. In…………..you can analyze the data in depth by explaining the relation between independent variable and

dependent variable.

a. Thematic Analysis

b. Descriptive Analysis

c. Content analysis

d. Kappa

5. What is the difference between NVIVO and SPSS softwares?


Directions: Compare your answers to the self-check with the model answers provided below.


16

Table 13.

Self-check model answers for enabling objective #2

1. Model

Answer

Mixed methods data provide a more complete understanding than either quantitative or

qualitative alone

2. Model Answer

Qualitative data analysis includes three steps: thematic analysis, descriptive analysis and content analysis.

3. False During quantitative data analysis data are organized in terms of numbers based on the re-sults of experiments, quasi -experiments, questionnaires, scales, tests.

4. c Content analysis

5. Model Answer

A qualitative data analysis program NVIVO supports the researcher doing the analysis quali-tative data by organizing data and recodes and nodes etc. and it provides a workspace and

tools to enable researchers to easily work through their information. On the other hand SPSS statistics software is used to perform only statistical operations of quantitative data.

Level of Performance: Your responses to the items on the Self -Check should match the Self-Check Model Answers. If you miss some points or have questions, review the Information Sheet, or if neces-

sary, consult with your mentor.

3.11. Practice Exercise

You should follow directions below for practice exercise for enabling objective #2:

Conduct the activities listed below using the following checklist. Continue practicing until you achieve a Yes rating for every item on the checklist provided in

this Practice Exercise.

Ask your co-worker to check your practice using the checklist below.

Table 14.

Practice exercise for enabling objective #2

Analyzing MMR Data

Actions Level of Performance

Yes With Help No

When analyzing MMR data, the learner… 1. Determined to analyze MMR data separately or conqurently by taking interac-tion, timing, priority and mixing of qualitative and quantitative data into consid-eration based on what mixed typed designs or variants choosen

2. Organized data categorically and chronically, reviewed repeatedly continually

coded in qualitative strand

3. Analyzed findings of qualitative data collected via individual interviews

4. Analyzed findings of qualitative data collected via focus group interviews

5. Analyzed findings of qualitative data collected via observations 6. Analyzed findings of qualitative data collected via documents

7. Organized data collected via experiments, questionnaires, scales and test etc.

in terms of numbers in quantitative strand

8. Analyzed findings of quantitative data collected via experiments, question-naires, surveys, scales and test etc. in terms of numbers

Level of Performance: When you finish this practice exercise, you should be able to comfortably discuss and perform any of the actions included in it. Your ratings on the checklist for this Practice Exercise should be Yes for all items. If you received With Help or No ratings for any items, review your perfor-

mance with your mentor.


17

4. Discussing and Concluding Results

As seen in Learning Experience #3, you should follow the steps of learning activities by taking care of

special instructions in Practice Discussing and Concluding Results of MMR Data.

Table 15.


Enabling Objective #3: Practice Discussing and Concluding Results of MMR Data


Read the Information Sheet titled ‘Practice Discussing and Concluding Re-sults of MMR Data’ on 4.1, 4.2, 4.3 and 4.4, 4.5 and 4.6.

https://www.qsrinterna-tional.com/nvivo/nvivo-12-tu-torial-windows/00-let-s-get-

started https://www.ibm.com/cloud/garage/dte/tutorial/ad-

vanced-analytics-ibm-spss-statistics https://www.spss-tutori-als.com/

Ask your mentor to suggest a co-researcher who can ob-

serve and help you with your practice sessions and the Prac-tice Checklist.

Watch the discussing and concluding results of MMR data analysis video,

read quantitative data analysis tutorials and identify the important messages to convey about your academic position at university when discussing and concluding results of MMR data.

Discuss with the mentor expert in MMR at your faculty how he or she uses to discuss and to conclude MMR data. What would you have to do differ-

ently?

Demonstrate your knowledge of discussing and concluding results of MMR data by completing the Self-Check Model Questions on 4.7.

Check your answers against the Self-Check Model Answers on 4.8.

Practice Discussing and Concluding Results of MMR Data while the academic staff expert in MMR observes and offers help as needed. Ask the academic staff expert in MMR to use the checklist titled ‘Practice Discussing and Con-cluding Results of MMR Data ‘on 4.9 to assess your progress.

Arrange to complete this Learning Guide titled ‘Systematic curriculum and instructional development for a mixed methods research: SCID-MMR’ by

asking your mentor to evaluate your performance using the criteria in the Performance Test on 5, 5.1.

4.1. Discussing results of MMR

You should decide which findings to take priority and discuss analytically by focusing on what findings really contribute to the phenomena of your research in the studies done so far and what are the simi-larities and differences between your MMR and studies done so far so that you can contribute to rel-

evant research literature.

For example, analytical discussion on what qualitative and quantitative findings really contribute to the phenomena of the research via an independent level of interaction based on drawing conclusions of qualitative and quantitative findings during the overall interpretation at the end of the research in the study which is called ‘Making vocational and technical upper secondary schools more attractive for students to prefer: An action research’ (Gunbayi & Akcan, 2015) and which was done in MMR with technical action study design to help the students to identify professions appropriate with their abili-ties, interests and personality traits and to guide the students to technical and vocational training es-

pecially at upper secondary level with their own will can be seen as follows:

Vocational high schools are the least prestigious… Thus, there are not so many s tudents who attend vocational high

schools through their own choice (Katsu & Vorkink et al. 2005)… the s tudent SP18’s gold metaphor for TVET high schools and his explanation as ‘…Because to acquire the qualifications of a profession is very worthy. Every graduate of TVET high schools has his or her profession and he or she can faster and more easily find a job and s tart work.












18

Bes ides he or she can improve own career at work.’ support the finding that TVET high schools are seen as golden

opportunity for students to be employed in labor market and in career. This finding was also promising in that the attractiveness of TVET high schools had increased recently…Finally, as a result of this action research there was a

promising difference in terms of the proportional change between the number of the students who graduated from junior high school in the sample and attended to technical and vocational upper secondary schools last year and the number of the students in the sample who have graduated from junior high school and then who will attend to tech-

nica l and vocational high schools this year as thirty-four (82.92) of forty-one students, thirteen (31.70) in their first preferences, three (7.31) in their second preferences, six (14.63) in their third preferences, the rest nineteen (46.34) in their last seven preferences in order, preferred TVET high schools and their vocational programs. This finding was

a lso promising in terms of 9th Development Plan (2007-2013) in Turkey, which investigated that the 65 % of the s tudents are to be enrolled to the VET high schools and the remaining part is to attend the general education high

schools (SPO, 2006) and also supported the aim of this action research and showed how well the action plan worked (Gunbayi & Akcan, 2017:14-26).

4.2. Summarizing and concluding results of MMR

You should decide what significant conclusion to write consistent with your findings so that readers who have a quick look to review the summary and conclusion of the research may have no idea on

your MMR and can cite your research.

For example, summarizing and concluding of the MMR in technical action study design done to organ-ize trainings to introduce Adobe Illustrator as a Technical Drawing Software to technical VET teachers (Gunbayi, Yoruk & Vezne, 2017), to understand and to determine the effect of these trainings on

teacher effectiveness can be as follows:

The purpose of the study was to understand and to determine the level of improvement in VET technical drawing teachers who participated in multiple tra ining opportunities…In the interviews following the tra ining, teachers ex-pressed their expectations from tra ining, preparation before training and the training’s effect on their professional

development and knowledge. In the ‘Fulfilling the Expectations’ theme, most of teachers stated that they participated because they wanted to improve their vocational knowledge…A paired samples t-Test analysis was conducted utiliz-

ing the mean scores of the pre and post-tests. According to the analysis, there was a s ignificant statistical difference between these pre-test and post-test scores. This s ignificant difference meant that tra inings were done successfully because the post-test scores were more positive. Participants’ technical drawing skills level before and after the train-

ing was not the same. After the training, participants believed their knowledge was greater and they also thought that computers should be used in technical drawing because of how well the software created new pathways to their learning and how to utilize their knowledge in teaching. (Gunbayi, Yoruk & Vezne 2017: 89).

4.3. Reporting recommendations of MMR

You should decide what recommendations to put forward both for practitioners and researchers by suggesting attractive and innovative recommendations consistent with your findings so that your pub-lished research may influence prospective researchers, you can lead them and you can be a familiar

scholar in your own field.

For example reporting recommendations of the research in the study called ‘Making vocational and technical upper secondary schools more attractive for students to prefer: An action research’ (Gunbayi & Akcan, 2015) with a participatory action study design based on qualiatative and quantitative results

can be as follows:

..a l l partners had better be aware of the difficulties and problems which are likely to affect the prestige and attrac-tiveness of TVET high schools negatively in order to create an improved, up-to-date, well organized TVET high schools

according to the requirements of the changing labor market needs and thus more attractive to prefer. Therefore,pro-motional activi ties and introductions to junior high school s tudents for technical and vocational upper secondary schools are essential to attract more s tudents to TVET high school education and thus to decrease the number of

unemployment of educated adults. (Gunbayi & Akcan, 2015: 27).


19

4.4. Writing references and adding appendices of MMR

You are supposed to decide how to organize references in number or alphabetical order by taking care of author guidance of the journal you will submit for publication and its manuscript writing guidelines. Otherwise, the manuscript can be rejected or sent you back for redesigning by the reviewers and edi-

tors of a journal.

For example, an organization and writing of references of the article called ‘Making vocational and technical upper secondary schools more attractive for students to prefer: An action research ’ (Gunbayi & Akcan, 2015) according guidelines of International Journal on New Trends in Education and Their

Implications (IJONTE) can be as follows:

Table 16.

A sample of writing of references

References

Bozgeyikli, H. & Isıklar, A. (2011). An obstacle of guiding students to apprenticeship training center: negative parent opinions. Selcuk Universitesi Sosyal Bilimler Enstitüsü Dergisi, 25, 33-45.

Cohen, L., Mannion, L. & Morrison K. (2007). Research methods in education. Routledge, Taylor & Francis Group.

Dogan, M., Oruncak B. & Gunbayi, I. (2002). Problems and solutions for high school physics in Turkey. Physics Education, 37, 543-546.

Hult, M. & Lennung, S. (1980). Towards a definition of action research: a note and bibl iography. Journal of Man-agement Studies, 17, 241-250.

Katsu S., Vorkink A. N., Griffin, C. C., McLaughlin, M. A. & Horn, R. S. (2005). Turkey education-sector study sus-

tainable pathways to an effective, equitable, and efficient education system for preschool through secondary school education. December 31, 2005, 32450-TU, Document of The World Bank.

Kelle, U. (1995). Computer aided qualitative data analysis. London: Sage.

OECD (1998). Education at a glance. Paris: Centre for Education and Innovation.

OECD (2005). Education at a glance. Paris: Centre for Education and Innovation.

Source: Gunbayi & Akcan (2015:28-29)

You should also add appendices such as consent form, ethical committee approval and formal permis-sion such as Institutional Review Board (IRB) approval got from institutions, interview forms, question-

naires and so on. An example of consent form can be as follows:


20

Table 17.

A sample of consent form

Consent Form

.... /…. / 2018

My signature on this form indicates that I agree to participate in a study conducted by Sath SORM on ‘The Principal’s Praxis of Pedagogical Leadership i n Nurturing Teaching Aad Learning in Cambodian Primary Schools ’. It also shows that I read and understand before providing information as follows:

I am volunteer and can withdraw at any time from the study.

There is no risk of physical or psychological harm.

The information I give will be strictly confidential and all the data will be collected and analyzed by

the researcher and will be securely kept secretly. Then, it will be destroyed after the report is officially submitted.

I will receive a summary of the study upon request.

I am giving permission to the researcher for the research and its results being published.

I, ……., agree to participate in this data collection. _________________________ ____________________

Signature of the Participant Date

Source: Adapted from Sorm, S. (2019). The principal’s praxis of pedagogical leadership in nurturing teaching and learning in Cambodian primary schools, (Unpublished doctoral dissertation. Akdeniz University, Antalya, Turkey.


The following tools, equipment, supplies, and materials are needed to discussing and concluding re-

sults of MMR data.

Table 18.


Computers

Textbooks and Articles


Qualitative and Quantitative analysis soft-

ware (SPSS, Lisrel, NVIVO etc.)


Microsoft Office

Internet

Printer/scanner/fax


Worker behaviors play a key role in discussing and concluding results of MMR data. The behaviors

important to your success in completing this task are:

Table 19.


Proactive

Leader

Open-minded

Creative

Innovative

Assertive

Flexible

Trustworthy

Adaptable

Objective


21

4.7. Self check

Directions: Check your knowledge of discussing and concluding results of a MMR data by responding to the following questions. For True/False questions, circle ‘True’ if the statement is correct and circle ‘False’ if the statement is incorrect. For multiple choice questions, select the response that is most correct. For short answer questions, write a brief response to the question. Check your answers with

those on the Self-Check Model Answers page that follows.

Table 20.

Self check model questions for enabling objective #3

1. You should decide where and how to mix the quantitative and qualitative strands while discussing the findings and which findings to take priority and discuss analytically. True

False

2. You do not necessarily write significant conclusion consistent with your findings . True False

3. When does a researcher mix quantitative and qualitative strands in a MMR if he/she decides an inde-pendent level of interaction of mixed research data?

4. How should you organize references? Why?

5. Why should you decide what recommendations to put forward both for practitioners and researchers by suggesting attractive and innovative recommendations consistent with your findings? Give your reasons .


Directions: Compare your answers to the Self-Check with the Model Answers provided below.

Table 21.

Self check model answers for enabling objective #3

1. True

2. False Readers who has a quick look to review literature may not have no idea on your MMR and do not cite your research.

3 Model Answer

The researcher only mixes the two strands when drawing conclusions during the overall in-terpretation at the end of the study.

4.

Model Answer

You are supposed to organize references in number or alphabetical order by taking care of author guidance of the journal you will submit for publication and its manuscript writing

guidelines. Otherwise, the manuscript can be rejected or sent you back for redesigning by the reviewers and editors of a journal.

5. Model Answer

As a scholar your published manuscript may influence prospective researchers so you can lead them and you can be a familiar scientist in your own field

Level of Performance: Your responses to the items on the Self-Check should match the Self-Check Model Answers. If you miss some points or have questions, review the Information Sheet, or if neces-sary, consult with your mentor.

4.9. Practice test

You should follow the following directions for Practice Exercise for Enabling Objective #3:

Conduct the activities listed below using the following checklist.

Continue practicing until you achieve a Yes rating for every item on the checklist provided in this Practice Exercise.

Ask your co-worker to check your practice using the checklist below.


22

Table 22.

Practice test for enabling objective #3

Discussing and Concluding MMR Results

Actions Level of Performance

Yes With Help No

When discussing and concluding results of a MMR data, the learner… 1. Discussed findings using main topics according to findings of qualitative and quantitative data collected according to MMR design chosen

2. Outlined why this study is done and its implications

3. Reported recommendations both for practitioners and researchers

4. Ordered references systematically and consistently

5. Kept appendices for outer reliability

Level of Performance: When you finish this Practice Exercise, you should be able to comfortably discuss and perform any of the actions included in it. Your ratings on the checklist for this Practice Exercise should be Yes for all items. If you received With Help or No ratings for any items, review your perfor-

mance with your mentor. After this, ask your mentor to help you practice your skills further.

5. Performance Test

You are to perform the task for developing a MMR manuscript based on SCID as required. Your mentor will evaluate your performance using the criteria in Performance Test and Performance Standards in

Table 23 and Table 24 below.

Table 23.

Performance test for developing a MMR manuscript.

Learner’s Name: Date

Competency: Developing a MMR manuscript based on SCID. Test Attempt

1st 2nd 3rd Mentor’s Signature/Approval Overall Evaluation

Directions: Your mentor will provide you one or more opportunities to a MMR manuscript. You are to perform the actions needed to deal

with the s ituation that meets your academic requirements and re-search ethical practices. Your mentor will evaluate your performance us ing the criteria listed below.

Level Achieved

Performance Levels

4 – Can perform this skill without supervision and with initiative and adaptability to problem s itua-tions.

3 – Can perform this skill satisfac-tori ly without assistance or super-

vis ion

2 – Can perform this skill satisfac-tori ly, but requires some assis-

tance and/or supervision.

1 – Can perform parts of this skill

satisfactorily, but requires consid-erable assistance and/or supervi-s ion.

Mentor wi ll initial level achieved.

5.1. Performance standards

After performing the task for developing a MMR manuscript, you should fill in performance standards. In case any item receives a NO response, you should consult with your mentor to determine what


23

additional activities you need to achieve competency in the weak area(s) in developing a MMR manu-

script based on SCID.

Table 24.

Performance standards for developing a MMR manuscript based on SCID

For acceptable achievement, all items should receive a ‘Yes’ or ‘N/A’ response. Yes No N/A

When developing a MMR manuscript, the learner…

1. Defined the research problem and aim clearly,

a. Tied to the relevant l iterature,

b. Up to date,

c. Completed with l iterature review with appropriate references

2. Determined research questions appropriate with research aim for both quantitative and

qualitative strands of research

3. Explained what mixed typed designs and variants chosen:

a. The convergent parallel design: The parallel-databases variant, The data-transformation vari-

ant, the data-validation variant

b. The explanatory sequential design: Follow-up explanations model, participant selection

model

c. The exploratory sequential design: Instrument-development variant, theory-development

variant

d. The embedded design: Embedded experimental model, embedded correlational model, em-

bedded instrument development and validation variant

e. The multiphase design: Large-scale program development and evaluation projects, multilevel

statewide studies, single mixed methods studies that combine both concurrent and sequential phases

f. The transformative design: The feminist lens transformative variant, the disability lens trans-

formative variant, the socioeconomic class lens transformative variant

g. Action Study: Technical action study, particiapatory action study, emancipatory action study

4. Selected mixed methods design consistent with the aim of the research

5. Explained sampling methodology, chose correct sampling size for both quantitative and qual-

itative strands of research

6. Explained data collection method for both quantitative and qualitative strands of research

a. Qualitative strand: interviews:individual and focus group, participatory observations, docu-

ments

b. Quantitative strand: experiments, questionnaire, scales, tests, annual statistics etc.

7. Followed steps to ensure reliability and validity of the study for both quantitative and qualita-

tive strands of research

8. Accurately reported ethical procedures (e.g. Avoided plagiarism, guaranteed anonymity of

the participants, obtained participants' written consent, formal permissions, institutional Re-view Board (IRB))

9. Analyzed MMR data separately or conqurently by taking interaction, timing, priority and mix-

ing of qualitative and quantitative data into consideration based on what mixed typed designs or variants choosen

a. Organized qualitative data -interviews:individual and focus group, participatory observations,

documents- categorically and chronically, reviewed repeatedly, continually coded

b. Organized quantitative data- experiments, questionnaire, scales, tests, annual statistics etc.-

in terms of numbers


24

Table 24 Continue

For acceptable achievement, all items should receive a ‘Yes’ or ‘N/A’ response. Yes No N/A

10. Discussed findings using main topics of findings of qualitative and quantitative data collected according to MMR design chosen via:

a. Qualitative strand: Interviews-individual and focus group, participatory observations, documents

b. Quantitative strand: Experiments, questionnaire, scales, tests, annual statistics etc.

11. Outlined why this study is done and its implications

12. Reported recommendations both for practitioners and researchers

13. Ordered references systematically and consistently a. Kept appendices for outer reliability

Level of Performance: All items must receive a YES or NA response. If any items receive a NO response, consult with your mentor to determine what additional activities you need to achieve competency in

the weak area(s).

6. Conclusion

In this study, a learning package which provides the necessary knowledge and attitudinal information, and practice opportunities to developing a MMR manuscript based on SCID - systematic curriculum and instructional development- (Norton & Moser, 2013) is presented so that the learner would know why as well as when and how to perform the task of development for a MMR manuscript based on

SCID.

In this learning guide, the most complex concepts, skills, and/or attitudes are made easy for every learner to understand, accept, and perform in developing a MMR manuscript. This learning guide sug-gests basic steps in developing a MMR manuscript for both academic staff and master/doctoral stu-dents in social sciences to follow. As the learner will self-practice the learning package he or she will

understand to perform the task of developing a MMR manuscript effectively.

Acknowledgements

I, Ilhan Gunbayi, would like to dedicate this study to John Moser and Tina Wagner, who were my tutors during DACUM and SCID Trainings on 14-18 September 2017 and July 23-27 2018 at Center on Educa-

tion and Training for Employment (CETE) in Ohio State University, Columbus Ohio, USA.

References

Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Thou-sand Oaks, CA: Sage Publications, Inc.

Gunbayi I. (2014). Job Stressors and their effects on academic staff: A case study. International Journal on New Trends in Education & Their Implications, 5, 4, 58-73.

Gunbayi, I, & Akcan, F. (2015). Making vocational and technical upper secondary schools more attractive for students to prefer: An action research. International Journal on New Trends in Education and Their Im-

plications, 6, 2, 13-29.

Gunbayi, I.; Yoruk, Y. & Vezne, R. (2017). Improving technical drawing skills of vet teachers: an action research project. International Journal of Vocational Education and Training, 24, 1, 71-91

Gunbayi, I, & Sorm S. (2018). Social paradigms in guiding social research design: The Functional, interpretive, radical humanist and radical structural paradigms. International Journal on New Trends in Education &Their Implications 9, 2, 57-76.


25

Gunbayi, I. (2018). Developing a qualitative research manuscript based on systematic curriculum and instruc-tional development. European Journal of Social Sciences Studies, 3, 3, 125-153.

Landis, J. R. & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics.

33(1), 159-174.

Muslu, L. (2016) The effect of motivational interview program on coping and adaptation processing of individuals diagnosed type 2 diabetes mellitus, (Unpublished doctoral dissertation). Ege University, Izmir, Turkey.

Norton, R. E. & Moser, J. (2007) SCID Handbook. (Seventh Edition). Columbus. OH Center on Education and Train-ing for Employment.

Norton, R. E. & Moser, J. (2013) DACUM Handbook. (Fourth Edition). Columbus. OH Center on Education and Training for Employment.

QSR (2019). Let's get started with NVivo for Windows. Retrieved from https://www.qsrinterna-tional.com/nvivo/nvivo-12-tutorial-windows/00-let-s-get- started on 26.11.2019.

Sorm, S. (2019). The principal’s praxis of pedagogical leadership in nurturing teaching and learning in Cambodian primary schools, (Unpublished doctoral dissertation). Akdeniz University, Antalya, Turkey.

SPSS (2019). Advanced analytics with IBM SPSS statistics: tutorial. Retrieved from https://www.ibm.com/cloud/garage/dte/tutorial/advanced-analytics-ibm-spss-statistics#start-spss-statistics-and-connect-to-data-sources on 26.11.2019.

SPSS (2019). SPSS tutorial. Retrieved from https://www.spss -tutorials.com/ on 26.11.2019.

Uludüz, H. & Gunbayi, I. (2018). The effect of creative drama on bil ingual students’ interest and like of Turkish books. Journal of Research in Education and Teaching, 7, 2, 29-40.


26

Appendix

Appendix 1: Duty/task: Systematic curriculum and instructional development for a mixed methods re-

search

1 Determine the title of the

manuscript

1 Determined title appropriate

with the manuscript

1 Reference books, articles,

dissertations

1 Master / PhD degree in the

related field

1 N/A

2 Write the abstract and key

words

2 Completed abstract and key

words that reflected the content

accurately

2 Database searching engine 2 Decision Making, 2 N/A

3 Review the literature 3 Defined the research problem

clearly, tied to the relevant

literature, up to date,

completed with literature review

with appropriate references

3 Text books, articles,

dissertations

3 Knowledge of research problem

in theory and philosophy of

social sciences (the paradigm

on which the method of the

research is based),

3 Avoid palagrism

4 Explain the research aim and

write research questions for

both quantitative and qualitative

strands of research

4 Determined research questions

appropriate with research aim


strands of research

4 Text books, articles,

dissertations related to

research aim and questions

4 Knowledge of how to state

main and sub research

questions for both quantitative

and qualitative strands of

research

4 N/A

5 Explain what mixed typed

designs chosen

5 Selected mixed typed design

consistent with the aim of the

research

5 Reference books on mixed

typed research methods

5 Knowledge of mixed typed

research methodology

5 N/A

6 Explain sampling methods and

techniques for both quantitative


research

6 Explained sampling

methodology, chose correct

sampling size for both

quantitative and qualitative

strands of research

6 Reference books on research

random and purposive sampling

methods

6 Knowledge of random and

purposive sampling methods

and techniques for a research,

6 N/A

7 Explain data collection

methods and techniques for


strands of research

7 Explained data collection

method through qualitative and

qualitative forms and

instruments

7 Reference books on both


research methods, surveys,

scales, Voice recorder,

Camera, Computers,

Laptop, Software

7 Knowledge of using voice

recorder and video,

verbatim transcript, qualitative

and statistical softwares

7 Ensure personal safety when

travelling and at the research

venue and ensure that

someone you trust knows

where to you go for data

collection

8 Explain reliability and validity of

the research for both


strands of research

8 Followed steps to ensure

reliability and validity of the

study for both quantitative and

qualitative strands of research

8 Reference books on


research validity and reliability,

qualitative data analysis and

quantitative data analysis

software

8 Knowledge of how to supply

reliability and validity of the

research for both quantitative


research

8 Guarantee objectivity of

measuring instruments,

reliability and validity for both


strands of research, anonymity

of the participants, obtain

participants' written consent

9 Report ethical process for both


strands of research

9 Accurately reported ethical

procedures (e.g. Avoided

plagiarism, formal

permissions,institutional

Review Board (IRB) approval

guaranteed anonymity of the

participants, obtained

participants' written consent)

9 Ethical regulations by the

committee of the institutions

you worked for, Plagiarism

Detection Software

9 Using Plagiarism Detection

Software to avoid plagiarism,

preparing consent form for

individual and focus group

interviews

9 Keep data securely until

destroyed

10 Analyze the data for both


strands of research

10 Organized data in terms of

average scores in quantitative

strand and categorically and

chronologically, reviewed

repeatedly and continually

coded in qualitative strand by

determining priority, timing,

mixing and the level of

interaction between the


strands either independently or

interactively

10 Reference books on


research methods,

questionnaires, scales,

transcripts, qualitative

softwares, statistical softwares

10 Knowledge of preparing

questionnaires, scales,

organizing experimental

design, semi-structured

preparing interview forms,

observation forms and

documents related to research

topic, collecting and analyzing

both artificial and real life

documents

10 N/A

11 Discuss the findings for both


strands of research

11 Discussed findings using main

topics according to how data

are collected: experiments,

questionnaires, scales and

tests in quantitative strand and

individual interviews, focus

group interviews, observations

and documents in qualitative

strand.

11 Tests, questionnaires, scales

in quantitative strand and

transcripts, observation notes

and documents in qualitative

strand

11 Knowledge of using ICT (word,

excel, adobe), using Data

Analysis Software(quantitative

or qualitative NVIVO, SPPSS)

Analytical thinking, critical

thinking

11

12 Summarize and conclude 12 Outlined why this study is done

and its implications

12 The results of whole

manuscript

12 Analytical thinking, critical

thinking

12 N/A

13 Report recommendations 13 Reported recommendations

both for practitioners and

researchers

13 The results of whole

manuscript

13 Doing research with new ideas,

taking charge of his or her

ideas

13 N/A

14 Write references and add

appendices

14 Ordered references

systematically and

consistently and kept

appendices for outer reliability

14 Reference books, articles,

dissertations and forms

14 Consistent and well organized 14 N/A

STEPS (Required to Perform

the Task)

TOOLS, EQUIPMENT, SUPPLIES

& MATERIALS (Needed)

REQUIRED KNOWLEDGE

AND SKILLS

(Math, Science, & Language)

SAFETY (Concerns) PERFORMANCE STANDARDS

(Observable & Measurable

Criteria)


27

Appendix 2: Duty/task: Systematic curriculum and instructional development for a mixed methods re-search (con’t.)

Source: Duty/Task: SCID-MMR was developed by author Gunbayi based on DACUM and SCID trainings (Norton and Moser, 2007; Norton and Moser, 2013) on 14-18 September 2017 and July 23-27 2018 at CETE in Ohio State University.

1 Expert and professional 1 What is the correct and

comprehensive title for the

research?

1 Research aim 1 The title does not reflect the

whole manuscript and does not

make a sense

2 Goal driven 2 What and how many key words

should I use to reflect the entire

research?

2 Search data bases of research

field

2 Key words do not reflect the

whole manuscript and does not

make a sense

3 Hard working, patient,

dedicated to finish long-term

projects, self-motivated

3 What reference books, articles,

dissertations should I review?

What scientific search engines

should I use?

3 Review data bases of research

field related to your research

aim carefully to contribute the

research field

3 Literature does not support

your research aim and

research questions. Readers

do not understand why you do

this research and what

contribution you do to research

field

4 Detail oriented, flexible, goal

driven

4 What and how many research

questions should I write for


strands of research to reach

the aim of the research?

4 Experience, review the

literature related to research

topic

4 The data you collected and

your findings may not answer

the research questions and

keep you away from the

research aim

5 Flexible 5 Which mixed typed design

should I choose? Why?

5 Experience and reference

book suggestions of mixed

typed research methods

5 the design you choose does

not comply with your research

aim and you may mislead

readers who are studying on it

6 Proactive 6 Which random and purposive

sampling sampling methods

and techniques should I

choose? Why?

6 Experience and reference

book suggestions of


research methods

6 The data you collected from the

sampling do not support your

aim and may mislead you

7 Cautious, punctual, good

listener

7 How should I collect data?

What materials should I use to

collect data? How should I

ensure my personal safety?

7 Experience, rely on both the

results of objective data

collection methods by focusing

on measuring and the results of

subjective data methods by

focusing on the participants’

thinking, supply triangulation

7 You lose both the objectivity of

measuring instruments and

your objectivity and thus the

results may mislead others and

your biases may mislead you

8 Trustworthy, professional,

careful

8 What should I do to support

reliability and validity of for


strands of the research?

8 Do pilot study for reliability and

validity of the study for both


strands

8 Your manuscript submitted to a

journal can be rejected due to

poor reliability and validity

9 Ethical Reliable, safety-

oriented

9 What steps should I follow to

conform to the ethics

committee of social science

researches?

9 Keep up with the steps in the

ethical regulations form of the

ethical committee and get

ethical approval before doing

your research

9 Bad reputation and you do your

research in vain

10 Detail oriented, open-minded 10 Where and how should I mix

the quantitative and qualitative

strands while analyzing the

findings?

How should I code quantitative

data in terms of numbers and

qualitative data in terms of

main themes and sub themes?

Which quantitative analysis (t-

test, anova, regression etc.)

and qualitative analysis (

thematic, descriptive, content)

should I use?

Focus on scores as a result of

experiments, scales and

questionnaires in quantitative

strand and participant views in

transcript, participant

observation notes and

documents in qualitative strand

Take interaction, timing, priority

and mixing of qualitative and

quantitative data into

consideration while analyzing

the findings?

10 You lose nomothetic

characteristic of quantitative

data or ideographic

characteristic of qualitative data

11 Accurate and objective 11 Where and how should I mix

the quantitative and qualitative

strands while discussing the

findings?

Which findings should I take

priority and discuss

analytically?

11 Take interaction, timing, priority

and mixing of qualitative and

quantitative data into

consideration while discussing

the findings.

Focus on which of your findings

contribute to the research

literature you are working on

and what are the similarities

and difference between your

research and studies done so

far

11 You cannot contribute to

relevant research literature

12 Open minded 12 What significant conclusion

should I write?

12 Focus on significant conclusion

consistent with your findings?

12 Readers who has a quick look

to review literature may have no

idea on your research and do

not cite your research

13 Adaptable 13 What recommendations should

I put forward both for

practitioners and researchers?

13 Suggest attractive and

innovative recommendations

consistent with your findings

13 Your published manuscript

may not influence prospective

researchers and you cannot

lead them and you cannot be a

familiar scientist in your own

field

14 Accurate and careful 14 How should I organize

references (number or

alphabetical order? Which

journal should I submit my

manuscript?

14 Take care of author guidance of

the journal you will submit for

publication and its manuscript

writing guidelines

14 Rejection of the manuscript by

the reviewers and editors of a

journal

WORKER BEHAVIORS

(Important to Worker Success)

DECISIONS (Identify Decisions

that Must be Made by the

Worker)

ERRORS (Indicate What May

Result if Incorrect Decisions are

Made)

CUES (Identify the Data Needed

for Making Correct Decisions)


28

Twenty Years of Research on Mixed Methods

Volkan Askun*

Rabia Cizel


Askun, V. & Cizel, R. (2020). Twenty years of research on mixed methods. Journal of Mixed Methods

Studies, Issue 1, 28-43 [Online] www.jomesonline.com DOI: 10.14689/jomes.2020.1.2

Abstract. This research is a qualitative study based on systematic analysis of the articles on mixed methods via

the bibliometric analysis using the R programming language. Thus , this study analyzed articles using mixed met-hods in journals in the Web of Science database. 1,623 articles, which was published in 1999 -2018 and included ‘mixed methods research’ in the article title, abstract or keywords, were analyzed as a whole. This analysis was the bibliometric analysis using the R programming language. At the same time, content analysis was used to

show the relationships between the subdomains of the studies using mixed methods and the development of time. The study focused more on resource impacts, the most cited countries, keyword plus cloud, co -occurrence network, co-citation, author collaboration. The study results in a discussion about the use of mixed methods on the part of future studies.

Keywords: Mixed methods, network analysis, co-citation analysis, bibliometric analysis

Introduction

When the bibliometric analysis used in the study is examined, scientific researches should be in com-munication in order to be effective in scientific sense. In this century, scientists have been in contact with books and scientific journals in order to be in touch. In this sense, scientists should use citation and references to ensure communication, to determine the importance of their research, or to demonstrate the authenticity of their contributions (Merton, 1957). Citation and references have many functions such as getting the approval of the premises, following the origin of a new idea and distinguishing new findings from the current findings. The bibliometric data developed by quantitative analysis benefit from references and citations of scientific studies. (De Bellis, 2014). Nowadays, researchers use differ-ent qualitative and quantitative literature approaches to understand and interpret the results of the published studies using their previous findings. Among these, bibliometric analysis has the pote ntial to make scientific activities more simple, understandable, and reproducible with statistical techniques. Unlike the techniques used in the literature, bibliometric analysis provides the reader with more reliable and non-subjective analysis (Aria & Cuccurullo, 2017). According to Crane (1972) by applying biblio-metric analysis to the magnitude of new knowledge, notional progress and data, it is possible to present trends of time, to explore themes, to identify changes in disciplines, to identify productive researchers and organizations, and to give a large picture of the current study. In this context, the bibliometric anal-

ysis used in the study is carried out as follows;

* Corresponding Authour: Akdeniz University, Antalya, Turkey, [email protected] ORCID:0000-0003-2746-502X

Akdeniz University, Antalya, Turkey, [email protected] ORCID:0000-0002-6381-2503



29

search for new research paths, identify recommendations for further research,

distinguish what needs to be done,

discover important variables related to the subject, identify the relations between researchers, journals and countries,

develop and acquire the subject dictionary,

understand the structure of the subject,

relate ideas and theory to practices

In this study, bibliometric analysis was applied to the mixed methods research (MMR) field by using R programming language. The research subject of the mixed methods has been in high demand for aca-demic research in the last 30 years. This interest leads to an ever-increasing scientific study of mixed methods and requires a comprehensive perspective on the subject. Mixed methods research is a re-search design with philosophical assumptions and a research method. As a design, the mixed methods involves many stages of the research process and includes philosophical assumptions that guide the management of data collection and analysis operations with a mixture of quantitative approaches. Mixed methods focuses on the analysis, blending of both qualitative and quantitative data collection in a research or a series of studies. The main antecedent is the combined use of qualitative - quantita-tive data to ensure that the research problem is better understood than any other method used alone. (Creswell & Clark, 2007). Historically, scientists have been involved in the use or approach of quantita-tive or qualitative methods that have caused many researchers to isolate themselves against method-ologies (Molina-Azorin & Cameron, 2010). For example, quantitative research methods emerge from a positivist / postpositivist paradigm and qualitative research methods belong to an interpretive or constructivist paradigm. Thus, each is thought to have a separate epistemology, ontology and axiology (Wiggins, 2011). Mixed methods have a few reasons and justifications. First, all research methods have their own limitations. Most mixed methods try to use both quantitative and qualitative methods to balance each other's strengths and weaknesses or confuse methods to answe r a research question or questions in all ways (Tashakkori & Creswell, 2007). Research problems that are appropriate for mixed methods are problems that a data source may be inadequate. In addition, the results should generally be explained, the discovery findings need to be generalized, the expansion or improvement of a pri-mary experimental design, the comparison or enhancement of more than one case, the participants need to participate in the research, or the needs of a program to be evaluated. Over the years, the

authors of mixed methods listed several reasons for using mixed methods (Bryman, 2006).

The aim of this study is to provide a broad overview of the main features of MMR publications based on bibliometric analysis by defining the existing data by statistical and algorithmic methods. The infor-mation presented in this study will guide the progress of future studies in the field of MMR. On the other hand, it can help researchers to shape their future work on authors, journals, countries, institu-tions, references and issues working in the field of MMR. In this context, the aim of the study is to present a 20-year historical development of MMR with bibliometric analysis and to present a road map

to researchers who will work in this field. For this purpose, the following questions were sought;

1. What is the conceptual map of the MMR? 2. What is the productivity of scientific researchers, countries and academic journals in MMR?

3. What are the collaborations between the authors, journals and countries in the MMR?


30

Method

This research is a qualitative study based on systematic analysis of the articles on mixed methods via the bibliometric analysis using the R programming language. A systematic analysis is a type of literature review that collects and critically analyzes multiple research studies or papers on a topic or question (Davies, 2004). Purposive sampling method and criterion sampling technique, which is common in qualitative research methods, (Palys, 2008) were used and key words were the criteria of sampling. In the research, because of the discovery nature, “mixed methods research” words were searched by the article title, abstract and keywords via Web of Science (WoS), which was the referee-controlled litera-ture database. Since Web of Science is the most commonly used database for the follow -up and anal-ysis of scientific publications, this database was preferred in the study (Yang et al., 2013). Quotes are

used to improve the quality of the results during the search. (Liu, Zhan, Hong, Niu, & Liu, 2012).

From 1999 to 2018, research articles published in journals in all languages were discussed. In total, 1,623 publications related to mixed methods research were identified. Only articles of publication were included in the search. So, WoS was preferred in this study because it contains many details such as publication year, author names, countries and schools of authors, titles, abstracts, sources and jour-

nals required for bibliometric study.

Data were collected in a single bibliography database and recorded in BibTeX form in order to ensure that the bibliographic information is displayed in the desired place on the basis of this database in the references within the study. These approaches are described in Cobo et al. (2011) and Börner et al.

(2005) follows the general bibliometric methods described in the studies.

The articles accessed were examined through concepts used in keyword plus, author’s keyword and document titles. For the analysis of keywords, network analysis and co-citation, collaboration, co-oc-currence analysis were used. On the other hand, in order to determine the main development points for the development of the field, author and journal impact was discussed and evaluated in the area

of mixed methods.

The R programming language was used in conducting the analyzes and the ggplot2 library -

https://cran.r-project.org/ was used in the creation of the visuals.

Findings

The WoS data set used in the study included 1,623 different articles with a total of 4,866 authors. When the data set was examined in a broad sense, 4,866 authors use 4,836 different keywords to group or categorize their articles. In addition, the number of citations per article is 11.42. This indicated that the work is strongly citation and the weight of the work in many these areas. When the distribution of the authors in the data was examined, there were 315 single authors. Other 1,308 articles were written by 4,551 different people. There were 3.29 (sd = 3.00) authors per article in the field of MMR, which meant that the work in this field was generally the product of collaborative work.


31

Figure 1. Annual scientific production

The quality of the studies carried out in a field was in line with the number of peer-reviewed publications in that field. As shown in Figure 1, the number of studies in the field of MMR has increased since 1999, especially since 2007 (annual growth rate: 38.06%). In 1999, there was only one publication in MMR. However, the number of studies remained limited until 2006 and since 2007, an increasing number of publications have been observed. However, from 2007 to 2018, there was a continuous decrease in the mean total number of citations per article and the mean total number of citations per average year. In

2018, the mean number of citations per year increased again.

Journal analysis

Many researchers observed that scientists who knew the impact factor were driving the publishing strategies. Similarly, according to Archambault & Larivière (2009), journal editors aimed to reinforce impact factors, sometimes using strategies that differed significantly from the widely held beliefs about

the basic ethics of science. In this way, Table 1 provides a comprehensive overview of the MMR.

Table 1.

Journal impact

Source h index

g index

TC NP PY Start

Journal of Mixed Methods Research (JMMR) 28 69 4967 108 2007 Quality & Quantity (QQ) 7 17 667 17 2002

BMC Public Health (BPH) 7 13 172 14 2011 International Journal of Qualitative Methods (IJQM) 3 4 16 14 2013 International Journal of Social Research Methodology (IJSRM) 6 12 164 12 2008 Journal of Continuing Education in the Health Professions (JCEHP) 2 6 49 12 2013

Kolner Zeitschrift fur Soziologie und Sozialpsychologie (KZSS) 2 3 13 12 2017 American Behavioral Scientist (ABS) 5 9 86 11 2012 BMJ Open (BO) 4 6 44 11 2013

Qualitative Inquiry (QI) 8 11 388 11 2010 BMC Health Services Research (BHSR) 5 10 201 10 2007


32

Table 1 Continue

Source h

index

g

index TC NP

PY

Start

Qualitative Health Research (QHR) 7 10 287 10 2006 Children and Youth Services Review (CYSR) 3 4 21 9 2014 Journal of Advanced Nursing (JAN) 6 9 216 9 2001

Nurse Education Today (NET) 4 8 80 9 2012 Social Science & Medicine (SSM) 6 8 126 8 2010 Teaching and Teacher Education (TTE) 6 8 96 8 2013

BMC Medical Education (BME) 5 7 57 7 2013 International Journal of Environmental Research and Public Health (IJERPH)

4 6 39 7 2010

Asia-Pacific Education Researcher (APER) 2 4 22 6 2013

As known, MMR studies bring together different disciplines or subjects. In this context, it was seen that 1,623 articles which were the subject of the research were published in 962 different journals. Table 1, which includes information such as h - index, average number of citations and publication year, provides information on the 20 most active journals in the field of MMR. These were 20 journals published nearly one fifth of all MMR publications (19%; n = 305/1623). Key journal in the field was ‘Journal of Mixed Methods Research’ with 108 publications on the topic, respectively. In Figure 2, Table 1 shows the 20-year development of the journals in the first seven. According to this, JMMR published 10 articles in its first year of publication and published the most articles in 2012 and then there was a decrease. In this period, it can be interpreted that it attached importance to different subjects than MMR. After 2016, JMMR displayed an upward trend. The most important detail observed in the figure was that KZSS pub-lishes 12 articles in 2017 and it did not broadcast in this field before or after this. Examining citation per

article, most effective journals are as follows: JMMR, QQ, QI, IJSRM, BPH.

Figure 2. Source dynamic


33

The 1,623 articles were written by a total of 4,866 different authors. As a result of the analysis of these authors and articles, the following results emerged: 315 authors of single -authored documents, 4,551 authors of multi-authored documents, 345 single-authored documents, 3 authors per document, 3.29 co-authors per documents.

Table 2 shows the h-index, the total number of citations and the number of studies of the top 20 authors with the highest contribution to the MMR field. The ranking was sorted by the author's total number of publications and, if the number of publications was equal, by last name. Creswell and Onwuegbuzie were the most prolific writers in 11 publications on MMR, followed by Clark and Fetters in 9 publica-tions. Looking at the top 20 authors, it showed a broad citation and naturally interest in the field. Only in the analysis of the MMR area, Creswell's h-index is highest and Onwuegbuzie, Clark and Molina-Azorin were followed respectively. Onwuegbuzie (TC = 1,470) was the most cited in total, followed by Johnson (TC = 1,062), Creswell (TC = 869), Clark (TC = 523) and Morgan (TC = 519). Onwuegbuzie, John-

son, Morgan and Bryman were located respectively in the number of citations per publication.

Table 2.

Author impact

Author h_index TC NP Author h_index TC NP

Creswell J.W. 9 869 11 Ngulube P. 2 14 5

Onwuegbuzie A.J. 8 1470 11 Baur N. 2 42 4

Clark V.L.P. 7 523 9 Bryman A. 4 458 4

Fetters M.D. 5 350 9 Fileborn B. 3 17 4

Johnson R.B. 5 1062 8 Leech N.L. 4 370 4

Molina Azorin J.F. 7 222 7 Moore S. 4 30 5

Guetterman T.C. 3 76 6 Morgan D.L. 3 519 4

O Cathain A. 5 295 6 Murphy E. 4 265 4

Bradt J. 4 61 5 Nastasi B.K. 4 150 4

Hesse Biber S. 4 64 5 Nicholl J. 4 265 4

Participation of researchers from different countries in a study indicated that the study was in strong cooperation. In the field of MMR, three out of four studies were multinational. On the other hand, it showed that an area with many co-authors worked collaboratively and would provide opportunities for future studies. The cooperation pattern (i.e. co-authorship) of the authors publishing on MMR was an-alyzed. Evaluation of single country publications (SCP), multiple country publications (MCP), and MCP Ratio (MCPR) according to the countries by corresponding authors was done in Figure 3. According to the countries where the corresponding authors published, only 65 of the 546 studies in the USA were published in MCP. Turkey published only two of the 30 publications as MCP, and MCPR value (=0.07) was the lowest in the first 20 corresponding author's country list. China published 11 of the 27 publica-tions as MC, and MCPR value (=0.41) was the highest in the list. The countries with the highest number

of MCP were the USA (=65), UK (=49), Australia (=39), and Canada (=19), respectively.


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Figure 3. Corresponding author's country and collaboration

Cited and co-citation analysis

Cited analysis gave the number of citations of published studies in the MMR area listed in WoS. Of the 1,623 articles reviewed in the study, 18,535 times were used as references in other publications, and with 11.82 citations per article. It should be noted that the number of citations was a general assump-tion that a publication reflected the impact and reputation and hence the quality of a publication (Ugo-lini et al., 2015). On the other hand, the very citation of a study stated that it measured its visibility rather than its quality. Therefore, this definition can be explained more clearly due to the increasing

citation of open access journal publications (Chiu & Ho, 2007).

Table 3 shows the 20 most frequently cited documents. The most cited paper was ‘Toward a definition of mixed methods research’ from Johnson, Onwuegbuzie & Turner. The paper has been cited 1,015 global and 184 local times since its publication in 2007 (until May 21, 2019). Looking at the top 20 most cited studies, JMMR was the most published journal with seven publications, followed by QQ and IJNS with two publications. When the first four publications were examined, it was observed that it was published in JJMR. It was noteworthy that the other journals in this list were published in the field of health in general. The citation of a publication is highly related to the time elapsed since its publication. Obviously, older publications have a greater chance of receiving citations from new publications, but this does not indicate that recent studies are less important. For example, the 2017 study on the list

received more citations from older publications.


35


36

Cited references were the articles, books or other materials listed in a reference or as works cited in a publication. When Table 4 examined, 10 books, seven articles and three book chapters were the 20 most cited references. On the other hand, it can be said that Creswell, Clark, Johnson, Onwuegbuzie, Tashakkori and Teddlie had a strong influence on MMR. The most cited reference was “Designing and Conducting Mixed Methods Research” from Creswell and Clark. The second-best cited reference was the publication of the same book that was revised by the same authors in different year. Both references received about 200 citations from 1,623 articles. When the first 20 cited references were examined, it

was observed that they were all method - based publications.

Table 4.

Cited references

Author(s) Year Reference Name * Citations

Creswell, J.W. & Clark, V.L.P. 2007 Designing and Conducting Mixed Methods Research B 203 Creswell, J. W. & Clark, V.L.P. 2011 Designing and Conducting Mixed Methods Research B 201 Johnson, R.B. & Onwuegbuzie,

A.J. 2004

Mixed methods research: A research paradigm whose

time has come A 193

Johnson, R.B., Onwuegbuzie, A.J., Turner, L.A.

2007 Toward a definition of mixed methods research A 184

Green, J., Caracelli, V.J, Gra-ham, W.F.

1989 Toward a conceptual framework for mixed-method evalu-ation designs

A 166

Teddlie, C. & Tashakkori, A. 2009 Foundations of mixed methods research: Integrating qual-itative and quantitative approaches in the social and be-

havioral sciences

A 127

Tashakkori A. & Teddlie, C. 2003 Handbook of Mixed Methods in Social & Behavioral Re-search

B 121

Bryman, A. 2007 Barriers to integrating quantitative and qualitative re-search

A 107

Tashakkori, A. & Teddlie, C. 1998 Mixed Methodology: Combining Qualitative and Quanti-tative Approaches

B 104

Creswell, J.W. & Clark, V.L.P. 2003 Research Design Qualitative, Quantitative, and Mixed Methods

B 103

Bryman, A. 2006 Integrating quantitative and qualitative research: How is it done?

A 102

Greene, J. 2007 Mixed Methods Social B 98

Morgan, D.L. 2007 Paradigms lost, and pragmatism regained: Methodologi-cal implications of combining qualitative and quantitative

methods

A 98

Miles, M.B. & Huberman, A. M. 1994 Qualitative Data Analysis: An Expanded Sourcebook B 95 Creswell, J. W. et al. 2003 Advanced Mixed Methods Research Designs BS 79

Glaser, B. G. & Strauss, A. L. 1967 The Discovery of Grounded Theory: Strategies for Qualita-

tive Research B 76

Lincoln, Y.S. & Guba, E.G. 1985 Naturalistic Inquiry B 69

Morse, J. M. 1991 Approaches to qualitative-quantitative methodological triangulation

A 68

Creswell, J.W. 2009 Research Design Qualitative, Quantitative, and Mixed Methods

B 63

Teddlie, C. & Tashakkori, A. 2003 Major Issues and Controversies in the Use of Mixed Meth-

ods in the Social and Behavioral Sciences BS 63

* B: book, A: article, BS: book section


37

Co-citation analysis is a widely used method for empirical analysis of scientific research structures. The study shows how strongly the results were affected by selection criteria for citation relationships (Gmür, 2003). Co-citation analysis reveals the relationship between the other publications and the interaction between the two publications in the field. The simi larities mentioned in both publications can be sup-posed (Li & Hale, 2015). 66,338 references were used in the 1,623 publications on MMR. In the study, the Walktrap clustering algorithm was used to analyze and visualize the accompanying excerpts. A ref-erence from a maximum of 40 citations was used in the bibliography of 1,623 MMR publications to be included in the common quote map. The result of the common quote analysis is given in Figure 4 in two different clusters. The ellipse shape observed in different sizes indicated the number of citations, in other words, the larger an ellipse, the more co- citations were specified in the MMR field. There was a betweenness higher centrality (btwc), a stronger relationship, and a higher similarity between the two

publications. The ellipse of the same color pointed to a similar issue among these publications.

Figure 4. Co-citation network – papers

The co-citation clearly showed how MMR publications were aggregated from references and how each cluster represented an MMR field in two separate clusters: a blue cluster and a red cluster. Accordingly, the most powerful co-citation papers in the blue cluster were Johnson, R. B. 2004 (btwc = 2.54), John-son, R. B. 2007 (btwc = 2.26) and Creswell, J.W.2011 (btwc = 1.88). The most powerful co-citation papers in the red cluster were Creswell, J.W. 2007 (btwc = 1.99), Green, J. 1989 (btwc = 1.70) and Tashakkori,

A. 2003 (btwc = 1.15) (see Table 4).

Country and institution analysis

MMR publications originated from 90 different countries. The cooperation of countries with each other was visualized in Figure 5 in five different clusters. According to this, the USA had a strong cooperation with its own cluster and other cluster members. In the UK, Australia, Canada, which were in the same cluster as the USA, they were making strong collaborations respectively. Germany, in its blue cluster, had strong cooperation with the USA, the UK, Australia, Canada and Singapore, except for its own clus-ter. South Africa in the orange cluster was in strong cooperation with the USA, UK, Australia and Canada, except for its own cluster. Green cluster had its own cluster of China and strong cooperation with the


38

USA, UK and Australia. The most frequent collaborations were as follows; USA – UK (f= 26), UK – Aus-tralia (f= 22), USA – Australia (f= 20), USA – Canada (f= 14), UK – Canada (f= 13), UK – Ireland (f= 11), USA – China (f=10). Figure 5 shows the top 40 of the most producer countries in the field of MMR. All of the 20 largest industrialized countries in the world were in the top 14 of most productive countries published in MMR. This showed that economic development contributed to scientific and academic investments. As in different scientific fields, the most productive countries were actually more success-

ful in making multinational publications (Zheng et al., 2016).

Figure 5. Collaboration network – countries

In 1,623 publications, 1,483 different research organizations with institutional information participated. 69 organizations (4.7%) performed at least ten publications in area of MMR. Table 5 shows details on the top 10 of most producer organizations broadcasting in MMR. The third most productive institution was in the United States. The most published institution (n = 42) was the University of Michigan. The top 10 institutions were universities. As observed in the collaboration of countries, it was observed that

universities in the USA, Australia, Canada and UK influenced MMR area.

Table 5.

Top-10 of most productive institutions publishing

No Institution Country Articles

1 University of Michigan USA 42

2 University of Toronto USA 35

3 University of North Carolina USA 29

4 Monash University Australia 27

5 University of Alberta Canada 26

5 University of Nebraska USA 26

6 McMaster University Canada 25

7 Curtin University Australia 23

8 University of Colorado USA 22


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Table 5 Continue

No Institution Country Articles

8 University of Nottingham England 22

9 The University of British Columbia Canada 21

10 McGill University Canada 20

10 The University of Melbourne Australia 20

10 University of Pennsylvania USA 20

Keyword analysis

Statistical analysis of keywords plus can be used to identify new trends in science, also show how effec-tive the field is in understanding and advancing the boundaries. On the other hand, keywords plus show interdisciplinary power among all articles co-cited (Garfield & Sher, 1993). The bibliometric analysis technique is used in order to understand the tendency of the field by analyzing the keywords plus in the studies published at different times (Wang, Liu, Jia, & Zhang, 2015). In this sense, keywords plus was researched in 1,623 articles. In keywords plus, 3,229 most commonly used words were found and 50 of them are visualized by the tree map in Figure 6. Health, education, care, impact and qualitative research words were most frequently used after MMR which was the most frequently used according to the table. When word tree map was examined, it can be said that MMP studies were done in almost all

areas, especially in the fields of health, education, psychology and management.

Figure 6. Word treemap

Each unique word was visualized by co-occurring matches, weighted by co-occurrence, represented by keywords plus a network edge, in nodes within associated network graphics (see Figure 7).“The size of the rectangular boxes represented the occurrence of a word, i.e. the higher the size, the more it ap-peared in the abstracts of a word, the author's keywords, and the title of the MMR publications. The general distance indicator between terms provided general information about their relationship to each other. Btwc numerical size indicated that the relationship was strong. The association of words was determined by counting the number of occurrences of words in titles, author's keywords and abstracts. The colors are different because they are used to distinguish clusters. The co-occurrence map showed how the words of MMR studies were aggregated, and clearly three clusters: red cluster, blue cluster, and green cluster. The most common keywords collected in the red cluster were: health (btwc= 43.59), care (btwc= 26.39), children (btwc= 24.51), behavior (btwc= 13.92) and experiences (btwc= 10.94). The


40

most common keywords in the blue cluster were: impact (btwc= 31.15), MMR (btwc= 26.39), qualitative research (btwc= 18.00), management (btwc= 17.79), perceptions (btwc= 11.94) and science (btwc= 11.68). The most common keywords in the green cluster were: education (btwc= 15.92), student (btwc= 8.74), teachers (btwc= 0.91). The green cluster seemed to entail publications on education. The blue

cluster seemed to entail publications on methods and management.

Figure 8 visualized how the main element of the three fields in the form of authors, keywords plus and journals was related to each other by the Sankey diagram, which was a specific type of flowchart, where the width of the arrows was shown proportional to the amount of flow. The authors whose names are included in the figure should be considered as the first author in the published studies. According to this, Creswell, J.W. was working in the field of health, care, perception, validation, qualitative research and most of the studies in these areas were published in JMMR. Molina-Azorin, J.F. published studies on performance and impact issues in JMMR, Johnson, R.B. worked on mixed methods, knowledge, val-idation and health issues and these issues were mainly published in JMMR. In QQ, there was a tendency towards performance, qualitative and mixed research, attitudes, health, management and children. Seven of the eleven studies by Fetters, M.D. were directed at different words. Onwuegbuzie, Creswell

and Clark's six of seven works, and Guetterman's six works were directed to different words.

Figure 7. Co-occurrence network – keywords plus


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Figure 8. Three – fields plot

Discussion and Conclusion

In this study, the tendency of the English studies in the field of MMR in WoS between 1999 and 2018 was evaluated. Studies in the field of MMR continued to increase with an annual growth rate of 38.06%. The study included 1,623 publications on MMR covering 4,866 authors, 962 journals, 90 coun-

tries, and 1,483 institutions.

The results of the analyzes in the study can be summarized as follows. On the 1,623 articles reviewed in this study, 1,299 (78.8%) authors were included in only one publication, and a small group of pro-ducer authors contributed to a significant portion of the publications in MMR. While there were 912 journals in this field, 851 (88.5%) published only one or two publications. The first 20 journals in Table 1 contributed 305 (18.8%) articles to the MMR field. Of 90 countries publishing on MMR, 58.9% pro-duced ten or less publications. 12.2% of the contributing countries published more than 50 publica-tions on the subject. While 61.1% of the institutions were in only one publication, 4.7% of the contrib-uting institutions published at least ten publications on MMR. Universities were the dominant contrib-utors in institutions. Most of the MMR publications (23.7%) have not yet been mentioned by others, and only a small number (3.8%) of the publications were cited 50 times or more. Creswell, Tashakkori and Johnson appeared to be the most influential authors. These three authors were bonded to the United States and published in the field of MMR area. The most cited paper was “Toward a definition of mixed methods research” from Johnson, Onwuegbuzie & Turner (2007), and the paper with the highest average citations per year. The journal JMMR was the key journal publishing on MMR. The USA, UK, Australia, Canada, South Africa can be considered strong countries in the field of MMR. When looking at the cooperation network, other countries were necessarily connected to one of these coun-tries. The most cited countries in these five countries, except for South Africa, were the same, and Netherlands was added to this list. The University of Michigan (USA) was at the forefront of 1,483 institutions. When it came to the most productive institutions, the top 10 were mostly in the USA. In

keyword analysis, studies on health, methods, management and education were found to be weighted.


42

According to Glänzel (2003), recently biometric research, current bibliometric issues and their sub-areas are examined under three headings. (i) Bibliometrics for bibliometricians (Methodology), (ii) Bib-liometrics for scientific disciplines (Scientific information), (iii) Bibliometrics for science policy and man-agement (science policy). In this study, an analysis was made for scientific information. Therefore, bib-liometric indicators should be used consciously due to these different situations. As van Raan (2005) points out, sloppy use of miscalculations and bibliometric indicators can be regarded as negative by

the scientific world.

Recommendations

According to the results of this study, researchers could shape their future research. This re search ensures universal view of the understanding of the MMR as well as its sub-domains and their relation-ships. This study enables researchers to use resources to explore this area. In short, this study will provide insights into modern research through MMR in order to provide a detailed understanding of the limited view that exists in the field of methodology. However, due to restrictions on resources, there were some limitations. First, only one database was used in this study. In order to ensure aca-demic success in the social sciences, WoS citation data were taken into consideration in order to eval-uate quality studies. Although there are sources such as Scopus, Google Scholar, etc., most university and journal reviews are based on the indexes and number of citations provided by WoS. For this rea-son, most researchers consider studies using data from WoS. Future research may consider working with search criteria from other databases or Google Scholar. Second, only articles were selected to generate this study data set. Future research may use additional document types to create a dataset. Statistical and algorithmic quantitative methods are used in bibliometric analysis. Therefore, infor-mation such as content and article quality in the articles cannot be revealed by bibliometric analysis

(Dunk & Arbon, 2009). In this sense, it would be appropriate to use such analysis except bibliometric.

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Knowledge-Constitutive Interests and Social Paradigms in Guiding Mixed Methods Research (MMR)

Ilhan Gunbayi


Gunbayi, Ilhan. (2020). Knowledge-constitutive interests and social paradigms in guiding mixed meth-ods research (MMR). Journal of Mixed Methods Studies, Issue 1, 44-56 [Online]


Abstract. The four paradigms of ‘radical structuralist’, ‘funcionalist’, ‘interpretive’ and ‘radical humanist’ (Burrel & Morgan, 1979) and Habermas’s (1987) theory of knowledge-constitutive interests have solid philosophical po-sitions to guide the designs of MMR in social sciences. Research nature and social phenomena can be mainly analyzed based on objective and subjective perspectives. After discussing the application of four paradigms and

Habermas’s theory of knowledge-constitutive interests of technical, hermeneutic and emancipatory into MMR, it was understood that the functionalist paradigm based on post-positivism and technical interest was very com-patible with most quantitative strand of MMR. The interpretive paradigm based on post-modernism and herme-

neutic interest is well suited to most of the qualitative strand of MMR. However, the umbrella philosophy of mixed methods studies is pragmatism. From the perspective of the radical humanist paradigm based on post-modernism and emancipatory interest, it is highly applicable to participatory action research, emancipatory ac-tion research and mixed typed transformative design and radical structuralist paradigm based on positivism and

technical interest is very suitable with technical action research, mixed typed embedded design. However, some research designs include two paradigms; for example, mixed convergent parallel, mixed multi -phase design and mixed embedded design.

Keywords: Knowledge-constitutive interest, social paradigms, mixed methods research

Introduction

A researcher’s knowledge-constitutive interests is prior to methodology of research. A researcher’s knowledge interest motivates a study of objective or subjective reality or both realties. Habermas’s (1987) theory of knowledge-constitutive interests has been reflected on epistemology of the social scientific research. For him, technical interest is the scientific, positivist method, with focusing on con-crete ‘facts’ about behaviour observed by a detached observer, prediction and control of behavior, with passive research objects and instrumental knowledge (Cooper, 2016). Most of all, technical inter-est leads objective approach and systematic, value-free, context free generalization of inquiry in doing a research based on reductionist and deterministic (Guba & Lincoln, 2004; Hesse, 1980). Thus, it can be confirmed that this interest is very suitable for guiding the quantitative strand of MMR in nature.

Akdeniz University, Antalya, Turkey, [email protected] ORCID: 0000-0001-7139-0200

Prediction & Control Technical Interest

Hermeneutic / Pratical Interest Understanding & Interpretation

Emancipatory Interest Emancpation & Freedom

Figure 1. Habermas’s knowledge constitutive (cognitive) ineterests (Habermas, 1987)



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Hermeneutic or practical interest leads to subjective approach focusing on peoples’ interpretations and shared meanings and symbols of their life worlds and aims to analyze changing and negotiated relations which create social reality based on the data of experience/interaction, interpretation of par-ticipants’ realities. Thus, it can be confirmed that this interest is very suitable for guiding the qualitative

strand of MMR in nature.

Emancipatory interest leads to research that is change oriented and seeks to ‘advance social justice causes by identifying power imbalances and empowering individuals and/or communities’ (Greene, 2007) relying on that ‘domination and coercion have kept away full existential apprehension of indi-vidual and social freedom’ (Cooper, 2016). Emancipation can be defined as the ability to free oneself from environmental constrain and power of others by being empowered through self-awareness (Bali, Wickramasinghe & Lehaney, 2009). Thus, it can be confirmed that this interest is also very suitable for

guiding the qualitative strand of MMR in nature.

All research builds on philosophical foundations. Philosophical assumptions derived from a p aradigm that guides the design (Gunbayi, 2018). These include: ontological assumptions about the nature of reality, epistemological assumptions about what can be known, axiological assumptions about what is important and valuable in research and methodological assumptions about what methods and proce-dures are allowable within the paradigm. Methodology is prior to method and more fundamental, it provides the philosophical groundwork for methods. To state one's methodological position is to de-scribe one's view of the nature of reality: for the positivist, the methodological position is that the facts of the world represent real objects, while for the post-modernist, the world (or at least the world s/he chooses to explore) is one of inter-subjectively constructed meanings (Wilson, 2002)

Table 1.

Knowledge-constitutive interest: Positivism vs post-modernism

Item Technical Interest Hermeneutic / Practical Interest

Emancipation & Freedom

Positivism Post-modernism / Interpretive

Post-modernism/ Critical Theory

Focus Concrete ‘facts’ about behaviour observed by a

detached observer

Peoples’ interpretations and shared meanings and symbols

of their l ife worlds

Structural/historic insights

Aim The fixed rules behind how world operates

Changing and negotiated rela-tions which create social real-ity

Social justice causes by identi-fying power imbalances and empowering individuals and/or communities

Preferred

Data

Experiment and objec-

tive concrete ‘facts’ about behaviour which can be observed by a de-tached observer

Experience/interaction

interpretation of participants realities Subjective, value meditated findings

Experience/interaction

Interpretation of participants’ realities. Subjective, value meditated findings

Researcher Separate, impartial ob-

server of external facts

Knowledge is always partial

Examine social actors ’ views and interpretations

Challenging the status quo

and developing solutions

As understood from Table 1 and Figure 1, the choice between quantitative and qualitative research methods should be determined by the research question, not by the preference of the researcher. The aim of the quantitative approach based on positivism is to test pre-determined hypotheses and pro-duce generalizable results. Such studies are useful for answering more mechanistic 'what?' questions.


46

Qualitative studies based on post-modernism aim to provide illumination and understanding of com-

plex psychosocial issues and are most useful for answering humanistic 'why?' and 'how?' questions.

Quantitative studies rely on prediction, control and objective measurement of observable phenomena. For instance, Gunbayi (2007), published an article examining “the levels of school climate perceived by high school teachers”, Gunbayi made the following Philosophical assumptions derived from a para-digm that guides the design in his study:

Ontological assumption: The levels of school climate can be predicted, controlled, observed

and measured. There is one defined reality for this concept: The levels of school climate, and

when measured, will be readily visible to all who observe it.

Epistemological assumption: The acquisition of knowledge about the levels of school climate

is an objective process, one that can be predicted, controlled, measured, and objective report

based on that predicted, controlled, measured is reliable and acceptable realist knowledge.

Axiological assumption: The score for the levels of school climate will objectively inform the

extent to which the teachers at high schools perceived climate factors, which is a valuable

thing to understand.

Methodological assumption: Quantitative design – Specific closed-ended survey: School Ci-

mate Questionnaire by Gunbayi (2007). Consists of 27 question items using a 5-point, Likert-

type scale; captures seven dimensions of school climate: organizational clarity and standards,

team commitment, autonomy, intimacy and support, member conflict, rewards, and risk a

teacher possesses. No subjective data are necessary.

As the positivist paradigm leads inevitably to objective, quantifiable methods, the interpretivist para-digm leads to methods that involve qualitative inquiry-researcher and participant talking together,

constructing a new reality together.

Gunbayi (2014a) published a qualitative study designed to understand the kinds of stressors originat-ing from academic work setting, the influences of those kinds of stressors on academic staff and to know how they overcame stress at work setting. While quantitative opinion surveys simply ask people to rate pre-determined opinions on a scale of some sort, but the qualitative approach is to ask for the opinions and attitudes in the participant's own words and focuses on peoples’ interpretations and shared meanings and symbols of their life worlds. Then the researcher examines social actors’ views

and interprets to create a new reality assuming that knowledge is always partial.

Gunbayi (2014a) made the following philosophical assumptions derived from a paradigm that guides

the design in his study:

Ontological assumption – There are multiple social realities of attitudes about what practices

are helpful. Reality cannot be easily defined by concrete ‘facts’ about behaviour observed by

a detached observer. It is more important to capture the meanings, experiences, and percep-

tions of those academic staff who experienced stressors originating from academic work set-

ting.

Epistemological assumption – The study of those academic staff‘s experiences could only be

captured by hearing what they have to say, observing real life settings, and getting real life

documents related phenomenon studied since they are the ones who themselves lived in this

unit in the context of academic setting through this process.

Axiological assumptions – The types of questions to understand the kinds of stressors origi-

nating from academic work setting, the influences of those kinds of stressors on academic staff


47

and to know how they overcame stress at work setting asked were influenced by the research-

ers' worldviews and led to their own opinions. It also should be noted that although qualitative

researcher stands objective while collecting subjective data, the analysis of data based on the

findings; exploration of themes are also influenced by the researchers' values, personal expe-

riences, and worldviews. At the same time, the values, experiences, and worldviews of the

participants interact with those of the researchers to deepen the analysis.

Methodological assumptions – Using qualitative design and in-depth, face-to-face interviews,

with open-ended questions, particiapant observations and real life documents, he acquired

deep and rich understandings of what those academic staff experienced due to stressors orig-

inating from academic work setting.

A social science researcher works with both paradigms, and each has its unique power. The most ap-parent use of the two is in designing MMR in which both the positivist and the interpretivist or critical theory paradigms interact in the design and the data analysis as the umbrella philosophy of mixed methods studies is pragmatism. Thus, a mixed methods research design is a procedure for collecting, analyzing, and “mixing” both quantitative and qualitative research and methods in a single study to

understand a research problem.

In a mixed-methods doctoral dissertation, for qualitative strand to understand “the school principals’ experiences in practicing pedagogical leadership in nurturing teaching and learning in primary schools” and for quantitative strand to determine to “what extend do school principals practice pedagogical leadership in nurturing teaching and learning in primary school”, in the context of Cambodia in the study called ‘The principal’s praxis of pedagogical leadership in nurturing teaching and learning in Cam-bodian primary schools’, Sorm (2019) employed, methodologically, the exploratory sequential mixed design synthesized by holistic multiple case study in the first, and survey design in the second phase. Paradigmatically, subjectivist approach of investigation in interpretivist paradigm was dominant on functionalist or positivist paradigm. Thus, the priority was put in the qualitative method. The results of qualitative data were used to design a questionnaire for survey data collection. Thus while, researcher found answers to in what way school principals developed pedagogical leadership in qualitative strand, he found answers to what extend school principals practiced pedagogical leadership in quantitative strand. Thus, he increased the power of his dissertation through useful information based on the two

kinds of analysis.

The four Paradigms in guiding social research

Before choosing any research design in mixed methods, a researcher should be aware of which social paradigm will guide her or his research and why.

Change

Nominalism

Anti-positivism

Voluntarism

Ideographic

Radical Humanist Paradigm

Radical Structuralist Paradigm

Realism

Positivism

Determinism

Nomothetic

Interpretive Par-

adigm

Functionalist

Paradigm

Status quo

Figure 2. The four Paradigms guiding Social Research (Burrell & Morgan, 1979)


48

As seen in Figure 1, Burrell and Morgan (1979), in their work called “Sociological paradigms and organ-izational analysis: Elements of the sociology of corporate life”, developed four paradigms for the anal-ysis of social theory and social sciences, radical structuralist paradigm, functionalist paradigm, inter-pretive paradigm, and radical humanist paradigm. They explain the opposition of nominalism-realism as an ontological debate, opposition of positivism-anti-positivism as an epistemological debate, oppo-sition of voluntarism-determinism as debate to nature of human, and opposition of ideographic-nom-

otetic as a methodological debate.

Radical structuralist paradigm

We can summarize the characteristics of the radical humanist paradigm in of which predecessors Marx, Althusser, Poulantzas and Colietti can be accepted that this paradigm views human actions as embed-ded in political and economic contradictions and shaped by these contradictions and concentrate on structural relations in the realistic social world. The features of this paradigm can be summarized as

follows:

The human liberation from social structures occurs at the end of conflict and change.

It suggests that reality cannot be changed with people's consciousness.

It focuses on concepts such as radical change, forms of domination, structural conflict, libera-tion, deprivation, opposition and possessed potential.

It is realist, positivist, determinist, nomotetic (Burrell & Morgan, 1979; Gunbayi, 2019).

As it can be understood, the radical structuralist paradigm assumes that social change will occur with revolutionary, rapid changes, operating in social research methods, it can be said that this paradigm guides social researchers especially in experimental design in quantitative study based on pozitivism and technical interest as it suggests that reality cannot be changed with people's consciousness (Gun-bayi, 2019). Thus, in the guidance radical structuralist paradigm of reality or phenomena can be

changed through evidences as a result of positivist scientific experiments.

Functionalist paradigm

The structuralist paradigm, of which predecessors can be accepted Auguste Comte, Herbert Spencer, Emile Durkeim and Vifredo Pareto, is based on the discretion that the existing situation should be maintained in a controlled manner from the top in search of harmony and balance for a long time, as the existing situation in the society was changed from the top actors. The features of this paradigm

can be summarized as follows:

The understanding of social engineering is dominant: models and methods in science are valid in understanding human relations.

Contrast, development and tension are non-functional values that should be avoided Cohesion and integrity, status quo, social order, social integration, consensus, solidarity, meet-

ing needs, reality are functional concepts that need to be protected.

It is realist, positivist, determinist, nomothetic (Burrell & Morgan, 1979; Gunbayi, 2019).

As it can be understood, the structuralist paradigm is in a sense based on the principle of applying the revolutionary changes based on the radical structuralist paradigm in society or institutions without compromising, and maintaining the current situation resulting as a result by resolving conflicts, and is different from the radical structuralist paradigm; but in a way, it is both the supporter and the contin-uation of the radical structuralist paradigm. (Gunbayi, 2019).


49

As seeing above, the functionalist paradigm is especially suitable for descriptive quantitative research via survey in nature because, ontologically, it is realist. Epistemologically, it is positivist. It tends to be determinist in human nature, and to be nomothetic in methodological assumption. Specifically, using this paradigm to underpin the descriptive quantitative design is very fit for social researches.

Interpretive paradigm

The interpretive paradigm of which predecessors Schultz, Kant, Hegel, Freud, Weber, Dilthey and Hus-serl can be accepted, is an approach that tries to understand and explain the social world, as it is, from the point of view of individuals directly involved in the social process, and its features can be summa-

rized as follows.

The main feature of social life is face to face relationships among individuals. To learn how society works, we need to grasp individuals' descriptions of the situation.

It is based on the view that the final reality of the universe lies in 'soul' and 'thought' rather than the perception of the senses.

It is not explanatory but covered.

Nominalist, anti-positivist, voluntarist and ideographic (Burrell & Morgan, 1988; Gunbayi,

2019).

The interpretative paradigm approach can also be explained by means of the “phenomenological sym-bolic interaction approach” that reflects the interpersonal (social) world that exists as a result of our

interaction with each other.

Interpretative paradigm: Phenomenological symbolic interaction approach

Phenomenological symbolic interaction approach is based on the assumption that people interact with each other through shared meanings and seeks an answer to the question of how these meanings are created. In other words, the characteristics of this approach, which is based on social reality, can be

summarized as follows:

Society is in "order" rather than chaotic; this order is recreated every day in the social interac-tion of people.

A process of interpretation based on negotiation-bargaining-reconciliation among individuals creates mutual action.

Social order (social inter-action) is a “reconciliation order”. Micro (individual-oriented) analysis model is essential (Burrell and Morgan, 1979; Gunbayi,

2019).

As can be understood from the explanations and features above, the interpretive paradigm with phe-nomenological symbolic interaction approach is based on social validity. In a more abstract way, reality is created as a result of interpersonal interaction as a result of talking-discussion-understanding-con-ciliation, The interpretative paradigm includes status quo, like the structuralist paradigm, but here the status quo is based on the democratic preservation of the current situation on the grounds of recon-ciliation and persuasion, where the individual and individuals agree with the decision rather than the authoritarian preservation of the current situation determined by the guidance of radical structural paradigm but sustained by guidance of functionalist paradigm (Gunbayi, 2019). Thus, it is very suitable for guiding qualitative research especially in descriptive designs such as case studies, phenomenology,

cultural analysis, narrative i.e.


50

Radical humanist paradigm

In the light of this paradigm, human thoughts can be seen as a phenomenon imprisoned by ideological processes dominated by superstructures - powerful actors, which causes alienation and false aware-

ness that hinders the right human actions. The features of this paradigm can be summarized as follows:

It concentrates on consciousness.

A revolution or transformation can take place through consciousness. It aims to realize itself by freeing the individual from the social pressure surrounding him.

It focuses on concepts such as radical change, forms of domination, liberation, deprivation and potential possession.

It s nominalist, anti-positivist, voluntarist and ideographic (Burrell & Morgan, 1979; Gunbayi,

2019).

Radical humanist paradigm can also be explained in by means of ethnomethodological approach that

reflects subjective (individual) world that a person has created individually.

Radical humanist paradigm: Ethnomethodological approach

Ethnomethodological approach assumes that practical actions of individuals creates social order, not values-norms; it is based on the assumption that every action is meaningful in its context and seeks to answer questions on how to build real-daily interaction settings. The characteristics of this approach,

which argues that reality is individual, can be summarized as follows:

The social world is a dream; whereas it looks orderly, it is basically chaotic.

Order appears as a result of confronting the meanings that individuals give to impression and experience. This is a psychological process.

The answer to the question of “What are the means / ways of people making sense of the social world?” is sought.

It was directly affected by phenomenology. Phenomenon is the subjective life of the person who perceives himself and the outside world in a unique i.e. the subjective experiences of the individual who is considered a phenomenon.

Micro (individual-oriented) analysis model is essential (Burrell & Morgan, 1979; Gunbayi,

2019).

As can be understood from the explanations above, the radical humanist paradigm explains how hu-man beings can be freed and how they can freely realize themselves by freeing themselves from the perception of super structures / top actors and the social order that is determined in a radical struc-turalist way and sustained and protected in a functionalist way by his or her free will. (Gunbayi, 2019). Additionally, ethnomethodological approach based on radical humanist paradigm assumes that that practical actions of individuals creates social order, not values-norms and explains the subjective life of the person who perceives himself and the outside world in a unique way. As in this paradigm and ethnomethodological approach it is assumed that transformation can take place through conscious-ness and it aims to free the individual from the social pressure surrounding him or her, it can be said that this paradigm guides social researchers especially in transformative or critical discourse design in qualitative study in which priority is based on post-modernism and emancipatory interest for value-based and ideological reasons more than for reasons related to methods and procedures (Greene,

2007; Creswell & Plano Clark, 2011).

In the light of Habermas’s (1987) knowledge-constitutive interests, we can interpret human assump-tions about the nature of reality and the nature of relationships in three dimensions: Technical interest


51

is related to the objective world that exists outside of us, practical interest to interpersonal (social) world that exists as a result of our interaction with others and emancipatory interest to the subjective world that exists as ethnomethodologically. When we evaluate the facts about the nature of reality in terms of people with respect to human relations, the objective world is in parallel with authority and hierarchy in relations, the social world with social solidarity and cooperation, and the subjective world

with individual freedoms (Gunbayi, 2014b).

There are two main philosophies; realism/modernism and nominalism/post-modernism and four par-adigms- radical structuralist, functionalist, radical humanist and interpretive paradigms guiding re-searches in social science. Realism/modernism can be accepted as the umbrella paradigm of positivism and post-positivism and nominalism/post-modernism umbrella paradigm of critical theory and con-structivism. The following table characterizes the basic beliefs of those approaches in terms of ontol-ogy, epistemology and methodology of realism and post-modernism. (Burrell & Morgan, 1988, Guba

& Lincoln, 2004; Mertens 2009).

Table 2.

Basic beliefs of alternative research paradigms

Assumptions Realism/Modernism Nominalism/Post-modernism

Positivism Post-positivism Critical Theory Constructivism

Radical Structuralist Paradigm

Functionalist Paradigm

Radical Humanist Paradigm

Interpretive Paradigm

Ontology Naive realism – “real” reality but

apprehensible

Critical realism – “real”

reality but only im-perfectly and probabilisti-

cally apprehensible

Historical realism – virtual

reality shaped by social, political, cultural, eco-nomic,

ethnic, and gender val-ues; crystall ized over time

Relativism – local and

specific con-structed and co-constructed

realities

Epistemology Dualistic/ objectivistic;

findings true

Modified dualistic/

objectivistic; critical tradition/ community;

findings probably true

Transactional/ subjectivist;

value-mediated findings

Transactional/ subjectivist;

created findings

Methodology Experimental/ manipulative; verification of

hypotheses; chiefly quantitative methods

Modified experimental/ manipulative;

critical multiplism; falsification of

hypotheses; may include qualitative methods

Dialogical/ dialectical Hermeneutical/ dialectical

Source: Adapted from (Guba & Lincoln, 2004, p. 24-29)

Taking two main philosophies of realism/modernism and nominalism/post-modernism, Guba and Lin-coln’s (2005) differentiating between four paradigms in the theory of science and Burrel and Morgan’s


52

(1979) social paradigms into consideration, it can be claimed that radical structuralist paradigm can be defined as positivism as it is based on positivist position of naive realism assuming an objective external; functionalist paradigm as post-positivizm as it is based on critical realism – “real” reality but only imperfectly and probabilistically apprehensible reality upon which inquiry can converge; interpre-tive paradigm as constructivism as it is based on relativism – local and specific constructed and co-constructed realities and radical humanist paradigm as critical theory as it i s based on historical realism -virtual reality shaped by social, political, cultural, economic, ethnic, and gender values; crystallized over time.

Mixed Methods Designs

There are six major mixed method designs with sixteen sub- variants as classified by Creswell and Plano Clark (2011). Six major mixed method designs are both guided by positivism based on radical structur-alist paradigm, post-positivism based on functionalist paradigm or constructivism based on interpre-

tive paradigm and critical theory based on radical humanist paradigm.

Table 3.

Major mixed methods designs

The Convergent Parallel Design • The parallel-databases variant

• The data-transformation variant • The data-validation variant

The Explanatory Sequential Design • Follow-up explanations variant • Participant selection variant

The Exploratory Sequential Design

• Instrument-development variant • Theory-development variant

The Embedded Design

• Embedded Experimental variant • Embedded Correlational variant • Embedded Instrument Development and Validation Variant

The Multiphase design • Large-scale program development and evaluation projects • Multilevel statewide studies

• Single mixed methods studies that combine both concurrent and sequential phases

The Transformative design • The feminist lens transformative variant • The disability lens transformative variant

• The socioeconomic class lens transformative variant

Source: Adapted by Creswell & Plano Clark (2011)

The convergent parallel design

The convergent parallel is a design in which quantitative and qualitative data and results are collected, analyzed, and merged at one time. It has three sub-variants: the parallel-databases variant in which two parallel strands of quantitative and qualitative are led independently and are only got gathered during the interpretation, the data-transformation variant in which after analyzing of the qualitative and quantitative data sets initially, the researcher uses processes to quantify the qualitative findings, creating a new variable based on qualitative themes, the data-validation variant in which researcher


53

use a questionnaire including both open- and closed-ended questions to confirm results from the

closed-ended questions. (Patton, 1990, Creswell & Plano Clark, 2011).

The explanatory sequential design

The explanatory sequential is a mixed methods design called a qualitative follow-up approach (Morgan, 2014). in which researcher starts with a quantitative phase and goes on qualitative phase based on the explicit results of quantitative phase in order to explain the initial results based on mechanical “what” question and its numerical results in more depth based on humanistic “how” and “why” questions. It has two sub-variants: the most common is follow-up explanations variant in which a researcher places the priority on the quantitative phase and then uses qualitative phase to explain the quantitative re-sults and the less common is participant selection variant called a quantitative preliminary design (Morgan, 2014), in which the researcher places priority on the qualitative phase and selects partici-pants of qualitative strand based on the initial results of quantitative strand (Creswell & Plano Clark, 2011; Tashakkori & Teddlie, 1998). In a sense in this variant the researcher use quantitative strand

design as a tool to form sampling of qualitative strand.

The exploratory sequential design

The exploratory sequential is a mixed methods design called the instrument development design or the quantitative follow-up design (Morgan, 1998) in which the researcher develops an instrument in quatitative strand in the second phase of the research based on the results of qualitative strand in the

first phase so qualitative strand has greater priority within the design. It has two sub-variants: instru-ment-development variant in which the qualitative phase is in a secondary position so as to gather information to build a quantitative instrument or questionnaire needed for the quantitative phase and theory-development variant in which the researcher conduct the qualitative strand to develop a the-ory and then examines the prevalence of the findings and/or tests the theory with a larger sample in order to generalize the findings to the population of the study (Creswell & Plano Clark, 2011; Morgan,

2014; Morse, 1991).

The embedded design

The embedded design is a mixed methods design in which depending on the priority of primary design, either quantitative or qualitative is used by a researcher, as the supplemental method in order to en-hance the application of quantitative or qualitative design. It has three sub-variants: embedded exper-imental variant in which the researcher embeds qualitative data within an experimental trial, embed-ded correlational variant in which the researcher embeds qualitative data within usually two or sets of quantitative data correlated to each other and embedded instrument development and validation variant in which the researcher embeds qualitative data within developed and validated quantitative

instrument (Creswell & Plano Clark, 2011).

The multiphase design

The multiphase design is a mixed methods design which provides a primary methodological framework to a multiyear project in multiple phases to develop a whole program of research or evaluation. In multiphase design strands are implemented concurrently or sequential ly and if sequential, primary design can be either quantitative or qualitative and in advance a mixed methods design either conver-gent or sequential can be employed. It has three sub-variants large-scale program development and evaluation projects, multilevel statewide studies and single mixed methods studies that combine

both concurrent and sequential phases (Creswell & Plano Clark, 2011).


54

The transformative design

The transformative design is a mixed methods design that the researcher employ the research in a transformative theoretical framework. According to the context of the transformative framework, in-teraction, priority, timing, and mixing of strands are decided and employed. This design is “change oriented and seeks to advance social justice causes by identifying power imbalances and empowering individuals and/or communities” (Greene, 2007). For example, the researcher using a feminist per-spective may utilize a transformative design to quantitatively uncover and then qualitatively illuminate how the stereotypes of female managers have served to keep them away from management position within their work context. Three variants of the transformative design are (1) the feminist lens trans-formative variant, in which the researcher frames the study using a feminist theoretical lens; (2) the disability lens transformative variant, in which the researcher frames the study using a disability the-oretical lens; and (3) the socioeconomic class lens transformative variant, in which the researcher

frames the study using a socioeconomic class theoretical lens. (Creswell & Plano Clark, 2011).

Discussion and Conclusion

Habermas’s (1987) three knowledge-constitutive interests and Burrell & Morgan’s (1979) four para-digms are effective stances used to advocate MMR since they inquiry social phenomena based on two

main analytical approaches, objective and subjective viewpoints.

As seen in Table 3, after scrutinizing social science researches in terms of three knowledge-constitutive interests and four main and sub-paradigms in MMR, it can be concluded that the radical structuralist paradigm based on positivism is very compatible with quantitative strand of MMR because according to its assumption, it utilizes natural science methods to study its subject areas mainly experimental and manipulative design based on knowledge nature of verified hypothesis that are established as

facts of law (Guba & Lincoln, 2004, Gunbayi & Sorm, 2018).

Table 3.

Knowledge-constitutive interests and social paradigms in guiding MMR

Knowledge-constitutive interests

Main Paradigms Social Sub-Paradigms Guiding Social Research

Types of Research Design

Technical Positivism Radical structuralist paradigm Technical action research

Mixed embedded design Technical Post-positivism Functionalist paradigm Mixed explanatory sequential design

Mixed convergent parallel design Mixed multiphase design Mixed embedded design

Hermeneutic Post-modernism Interpretive paradigm/

Constructivism

Mixed convergent parallel design

Mixed exploratory sequential design Mixed multiphase design Mixed embedded design

Emancipatory Post-modernism Radical humanist paradigm/ Critical theory

Participatory action research Emancipatory action research

Mixed transformative design

Additionally, functionalist paradigm based on post-positivism is very compatible with quantitative strand of MMR because according to the realistic assumption, it utilizes natural science methods to


55

study its subject areas: questionnaire, statistical analysis, test, measurement based on knowledge na-ture of nonfalsified hypothesis that are probably facts of law (Guba & Lincoln, 2004, Gunbayi & Sorm, 2018).Shortly, when objective approach based on knowledge nature of nonfalsified hypothesis that are probably facts of law or verified hypothesis that are established as facts of law is used in the quan-titative strand of MMR, it can be said that radical structuralist paradigm or functionalist paradigm and technical interest guide quantitative strand of MMR because it is realist, post-positivist, determinist

and nomothetic.

On the other hand, interpretive paradigm based on post-modernism is very compatible with qualita-tive strand of MMR because according to hermeneutic assumption, it utilizes social science methods to study its subject areas: face to face interview, participatory observations, real-life documents, focus group interviews based on knowledge nature of individual reconstructions coalescing around consen-

sus (Guba & Lincoln, 2005; Gunbayi & Sorm, 2018; Wilson, 2002).

Besides, radical humanist paradigm is also very compatible with qualitative strand of MMR because it aims to free oneself from environmental constraint and power of others, virtual reality shaped by so-cial, political, cultural, economic, ethnic, and gender values crystallized over time, over self and aware-

ness. (Bali, Wickramasinghe & Lehaney, 2009; Guba & Lincoln, 2004, Gunbayi & Sorm, 2018).

Shortly, when subjective approach based on knowledge nature of individual reconstructions coalescing around consensus or the aim to free oneself from environmental constraints and power of others over self and awareness is used in the quantitative strand of MMR, it can be said that interpretive paradigm based on hermeneutic practical interest leading understanding and interpretation or radical humanist paradigm based on emancipatory interest leading freedom guides qualitative strand of MMR because

it is nominalist, anti-positivist, voluntarist and idiographic.

Although the umbrella philosophy of mixed methods studies is pragmatism, after discussing the appli-cation of four paradigms and Habermas’s theory of knowledge-constitutive interests of technical, her-meneutic and emancipatory into MMR, it can be concluded that the functionalist paradigm based on post-positivism and technical interest was very compatible with most quantitative strand of MMR. The interpretive paradigm based on post-modernism and hermeneutic interest is well suited to most of the qualitative strand of MMR. From the perspective of the radical humanist paradigm based on post-modernism and emancipatory interest, it is highly applicable to participatory action research, emanci-patory action research and mixed typed transformative design and radical structuralist paradigm based on positivism and technical interest is very suitable with technical action research, mixed typed em-bedded design. However, some research designs include two paradigms; for example, mixed converg-

ing parallel, mixed multiphase design and mixed embedded design.

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Guba, E.G. & Lincoln, Y. S. (2004). Competing Paradigms in Qualitative Research. In S. N. Hesse-Biber & P. Leavy (Eds.), Approaches to qualitative research: A reader on theory and practice, (pp. 17-38), New York: Ox-ford University Press.

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Officer Candidates’ Reasons for Choosing Turkish Coast Guard: A Mixed Methods Study

Tarkan Duzguncinar*


Duzguncinar, T. (2020). Officer candidates’ reasons for choosing Turkish coast guard: A mixed methods study. Journal of Mixed Methods Studies, Issue 1, 57-78 [Online] www.jomesonline.com

DOI: 10.14689/jomes.2020.1.4

Abstract. Choosing a career directs the individual's future life and thus constitutes one of the most important choices she/he will make throughout l ife. There are many factors ranging from person to person in career choice. As Turkey is surrounded by sea on three sides the area is known as "Blue Homeland". Turkish Coast Guard, which

protects this area, has recently become one of the preferred occupational choices. Turkish Coast Guard also offers job opportunities to oceangoing officers who have graduated from maritime faculties. The exploratory sequential mixed methods design synthesized by a qualitative study in phenomenological design first and survey design in the second phase were employed. It was aimed to determine the reasons for the choice of Turkish

Coast Guard for the watchkeeping officers. In the scope of the study, 32 volunteer participants, who were em-ployed as Officer Candidates in Turkish Coast Guard, were interviewed. Then, the qualitative results were util ized as the basis for designing a questionnaire for survey data collection. This questionnaire was applied to 1 02 Officer

Candidates. The data collection technique of the research was individual interview, focus group interview, doc-ument analysis and delivery of questionnaire. The data was analyzed using content analysis method and Nvivo qualitative research package program in qualitative strand whereas in quantitative strand percentage of descrip-tive statistical analysis was computed. In this study, the factors and their levels affecting the decisions of Officer

Candidates in their career selection were understood and measured. These included the role of their families and friends in their close circles regarding their decision, the impact of the career activities Turkish Coast Guard carry out and their personal motivations.

Keywords: Turkish coast guard, choosing a career, maritime faculty, watchkeeping officer, career management

Introduction

There is a decision-making process in front of the people who have ended the compulsory education period, which includes options such as continuing higher education or getting into business life. The individuals who have successfully completed the education process usually make the choice of profes-sion and job (Doepke & Zilibotti, 2008). The choice of profession guides the individual's future life and therefore constitutes one of the most important choices he will make during her/his lifetime (Kaya, Asyalı & Özdağoğlu, 2018; Çakır, 2011). Although the profession is simply defined as the work that one does to meet his or her needs (Matthias & Fabrizio, 2008), seeing it as a means of earning money or providing livelihood will be underestimating its impact on the individual (Telman, 2002). The profession provides individuals with a new way of life, a socially accepted working environment, the ability to develop talents (Demagalhaes, Wilde & Fitzgerald, 2011). A profession is a field of activity that allows one to be respected, to establish relationships with others, to gain a place in society (Kuzgun, 2000). While choosing a profession, work environment and lifestyle are determined. ( Razon, 1983). In choos-ing a profession; individual characteristics such as talent and skill, as well as interests and aspirations play a role (Brown, 2002). The formula for being happy in a profession is the compatibility of knowledge,

* Sahil Guvenlik Okul Komutanligi, Antalya, Turkey, [email protected] ORCID: 0000-0002-9607-0489


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skills and abilities with the knowledge, skills and abilities required by the profession in addition to in-terest in the profession. (Aytaç & Bayram, 2003). Baltaş (1993) points out that today's people are un-successful, inefficient and even unhappy because they do not know or do not adequately study the life style of their chosen profession. For this reason, the people who choose the job by knowing the work-ing conditions and fields of the profession are satisfied with that profession (Ultanır, 2002). Tokar et al. (1998) list the factors that affect individuals' decision-making processes in their choice of occupation as knowledge, interest in the profession, values gained and expected satisfaction. In this selection,

personal characteristics should not be ignored.

Institutions providing security services are among the important employment areas of the countries. There are several reasons why people may choose occupations worn in military uniforms. These pro-fessions have many difficulties such as being away from home and family env ironment frequently, being focused on the task, obeying the determined rules and staying away from the social environment (Şen, 2016). Wertsch (1991), in the study of the reasons why people decided to work in the army against all these and similar difficulties, determined that young people applied to the army with the

following four reasons.

1. Family tradition (one or more military personnel in the family), 2. Advantages of serving in the army, 3. The desire to have the uniform and identification with this identity, 4. Avoiding difficulties in life in the private sector (difficulty finding a job, job, worry about losing,

lack of sheltered life, loneliness).

Turkish Coast Guard (TGC), serves as a general armed law enforcement in Turkey's coast (Sahil Güvenlik, 2007). Operating in such a wide area requires a variety of duties. The qualified human resources of TCG consist of the personnel who are always ready for the sudden developing situations at sea, who have the knowledge of system and device required by the mission and who have high situational awareness. The most prominent feature of these personnel is that they have the ability to make the right decisions and implement them in a short time. The current legislation gives TCG duties in different areas such as ensuring safety and security at sea, search and rescue activities at sea and prevention of irregular migration (Sahil Güvenlik, 2018). Public order duties, assistance to citizens in natural disasters, effective fight against all kinds of smuggling, protection of strategically important facilities may also be added to these duties. (Sahil Güvenlik, 2013). The obligation of the Organization to perform all these duties in accordance with the principle of 24/7 reveals that it should have qualified personnel. TCG employs the graduates of the Naval Academy and maritime faculties as Officer Candidates (OC) (Sahil Güvenlik, 2018). Graduates of the Maritime Transportation and Management Engineering depart-ments of the Maritime Faculty are provided as deck, and graduates of the Marine Engineering Man-agement Engineering departments are provided as an OC in the machinery branch. Of these, those who successfully complete the basic law enforcement training are employed in the officer cadres. OCs are selected through a series of examinations and practices. These stages are in the form of body mass index, physical competence, interview exam and health report. Although the principles required at these stages vary according to gender and age, each OC is obliged to successfully complete these stages

in order to be admitted to TCG.

Kaya et al. (2018) found that graduates of maritime faculties had different elements in their career choices. Accordingly, salary, security, health insurance, low work intensity have a direct effect on pref-erences. On the other hand, the time spent at the port, working close to the shore, and the contract duration did not have a significant impact on preferences. This shows that the graduates prefer the

options that they will earn more in the selection of the work area.


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Some of the graduates of the Maritime Faculty prefer to work in TCG, which has relatively low income.

This study investigates the reasons why these people prefer TCG.

Objectives of the study

The general purpose of the research was to investigate the reasons for Engineer and Deck Branch Of-ficer Candidates to choose Turkish Coast Guard Command. In this study, mixed methods was used and formulated in two question forms according to mixed social paradigms, constructivist and positivist questions. Qualitatively, what are the reasons of Engineer and Deck Branch Officer Candidates for

choosing Turkish Coast Guard? The five constructivist questions were formulated as follows:

1. What are the opinions of Officer Candidates regarding the reasons for applying to Turkish Coast Guard?

2. What are the opinions of Officer Candidates about the difficulties they have during the election process?

3. What are the opinions of the Officer Candidates about the effect of the close and distant family members and the people around them in the application process?

4. Is there any difference between the period they applied and their present views on Turkish Coast Guard?

5. What are the opinions of Turkish Coast Guard about the impact of the promotional activities on Officer Candidates’ decision to apply?

Quantitatively, to what extend do Engineer and Deck Branch Officer Candidates choose to become Turkish Coast Guard? This sub five research questions were written based on positivist paradigm as

follows:

1. What is the extent of reasons why Officer Candidates apply for Turkish Coast Guard?

2. What is the extent of difficulties Officer Candidates experience during the election process?

3. To what extent do Officer Candidates are affected by the close and distant family members

and the people around them in the application process?

4. What is the extent of the difference of Officer Candidates’ opinions between the period they

applied and their present views on Turkish Coast Guard?

5. To what extent do promotional activities of Turkish Coast Guard affect Officer Candidates’ de-

cision?

Method

Research model

The exploratory sequential mixed methods design synthesized by a qualitative study in phenomeno-logical design first and survey design in the second phase were employed. In the first phase a qualita-tive study in a phenomenological design was preferred. According to Günbayi & Sorm (2018), the phe-nomenological research focuses on the subjective experiences of individuals about a lived phenome-non. In phenomenological research, the focus is on subjective experience rather than on phenomenon. The main point of the phenomenological study is to reveal the essence of one's perception of the experiences (Creswel, 2005; Patton, 1990). The phenomenological study focuses on the individual's experience of that phenomenon, not the case. Such studies explore and reveal conscious structures in human lives (Polkinghorne, 1989). According to Patton (1990), qualitative research provides detailed and rich data to the conductors of the study, although it works with small groups. The data obtained


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in these studies are used not to make generalizations but to reveal the ex isting phenomenon. As a second phase, OCs were delivered questionnaire and the data collected through the questionnaire were analyzed quantitatively using descriptive statistics. Percentages were calculated with Statistical Package for Social Sciences (SPSS) 18.0. The results were interpreted and described in tables.

Research place and working group

The research was carried out in the in-service training unit of TCG in Antalya. Semi-structured inter-views and focus group studies were conducted with the 32 OCs (4 female and 28 male). The question-naire, which was prepared to triangulate the study and consisted of 19 questions, was applied to 98 OCs (12 female and 86 male).

Data collection

The data collection techniques of the research were individual interview, focus group work, document analysis and delivery of questionnaire. The data were collected by between February and December 2019.

Phase I: Developing and administration of semi-structure interview

For qualitative study, Consent Form prepared by the researcher was used prior to collect the data. The form was given to the participants before the interview and was signed back. During the interviews, a semi-structured interview form including six questions in Table 1 was administered to the participants in order to guide the interview and collect data according to the purpose of the research. During the development of the interview form, the related literature was examined and a conceptual framework related to the subject was established.

Table 1.

Questions in the semi-structured interview form

1. What are your reasons for applying to TCG? 2. What was the most difficult part in the selection process, why, how did you deal with this difficulty? 3. Did you ask your family or acquaintances to apply for TCG? Did these opinions contribute to your decision?

How? Why is that? 4. Is there any difference between your perception of TCG in the application process and the current situation? How? Why is that? 5. Have you participated in TCG promotion activities? How did your participation affect your decision -making

process? Why is that?

Phase II: Developing and administration of questionnaire

The questionnaire was designed in six sections. First one was about demographic information which comprised of contacted information, gender and branch. Second section was suggested OCs to tick in the table of the degree of the reasons for applying to TCG which consists of 7 items. In the third section, it was tried to determine the areas that OCs had difficulty in the selection stages with 5 items. The fourth one, consisted of 5 items, asked about the effect of close and distant family members and the people around OCs in the application process. In the next section, OCs’ opinions between the period they applied and their present views on TCG were questioned with 2 items. Consisted of 2 items, the sixth section tried to determine the effect of advertising activities of TCG affecting OCs’ decision. Ex-cept section one, all sections were in the form of Likert scale which consisted of five scales (1=Strongly disagree, 2= disagree, 3= I don’t know, 4=agree, 5= strongly agree). For actual data collection, the questionnaires were delivered to all participants by researchers’ representative along with informed


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consent letters. The expected time of 1 questionnaire completion was about 10 minutes and con-ducted December 02-20, 2019. Survey questions are presented in Table 2.

Table 2.

Questions in the questionnaire form

N Section Two: Reasons for applying to TCG 1 2 3 4 5

1 TCG meets my expectations about the maritime profession.

2 I'm not going to worry about the future with TCG.

3 TCG will meet my desire to socialize.

4 I'm going to work at the TCG at a certain workload.

5 I applied to the TCG to become a soldier.

6 I applied to TCG because I thought it would give me social security.

7 TCG will provide me with a regular family l ife.

8 I had the biggest difficulty in interviewing during the election

stages.

9 The most difficult part of the selection was the health report.

10 In the selection stages, I had the biggest difficulty in physical com-petence.

11 Body Mass Index phase was the most difficult part of the selection process.

12 I wasn't forced during the election stages.

Section Four: Influence of Relatives 1 2 3 4 5

13 My family had an impact on my decision to apply for TCG.

14 My friends had an impact on my decision to apply for TCG.

15 Neither my family nor my relatives did affect my decision to apply

to TCG.

Section Five: Difference Between Opinions 1 2 3 4 5

16 There is a positive difference between the perception of TCG dur-ing the application process and the current one.

17 There is no difference between the perception of TCG during the

application process and the current one.

Section Six: Effect of Advertising Activities on Application 1 2 3 4 5

18 I used to participate in the TCG promotion activities at our univer-sity.

19 TCG promotional activities had a positive impact on my decision.

Ethical procedure

Before the data collection process, all research ethics were carefully followed at every stage. During the collection and saving of all information regarding the participants, the principle of confidentiality was observed. The participants were informed that the data obtained would be kept for seven years. All participants stated that they volunteered in the study. The study did not carry any risk involving physical and psychological harm. Prior to the interviews, the participants were provided with insightful information about the aims of the research. During the interviews, audio recordings were used with the permission of the participants. During the interview, codes were used instead of real names. The

results were shared with the participants.


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Analysis of data

The sound recordings taken in both face to face interviews and focus group interviews with OCs were analyzed by transcription. The data were analyzed descriptively by using Nvivo 10.0 qualitative re-search package program and Statistical Package for Social Sciences (SPSS) 18.0. The validity of the study was achieved by using multiple data collection methods, individual and focus group interviews, docu-ment analysis and strategies such as participant approval. In order to ensure consistency of the study; In addition to the researcher, the themes were identified by a specialist staff in the field of measure-ment and evaluation, and the suitability of the themes was confirmed by the faculty member in the Faculty of Education. Themes were also subjected to Kappa Conformity Measurement to determine whether the agreement rate between the two evaluators was by chance. There was .81 agreement between the evaluators. Landis and Koch (1977) interpret this as a perfect fit. Therefore, it was decided that the coding key was reliable. The reliability of the study was ensured by interviewing all of the OCs, coding the names of the participants during the analysis phase and confirming the suitability of the interview questions by the field expert. It is also possible to make some numerical analyzes on the data collected by qualitative methods. The data obtained from the interview and document review were first thematically analyzed and then the relationships between these themes were revealed. The find-

ings were interpreted in accordance with the data. Besides, Cronbach alpha was calculated to ensure internal consistency reliability of the questionnaire based on qualitative data. This measure generally is used to indicate a multiple item in Likert scale based on the mean or average correlation of each items in the scale with every other item (Morgan, Leech, Gloeckner & Barrett 2011). As a result, the computation of Cronbach’s alpha for the questionnaire in the quantitative strand of this study revealed that the overall score of Likert scale questionnaire in the four capitals was .81. Thus, the Likert scaled

questionnaire in this study was reliable and acceptable.

Findings

Phase I: Results of qualitative data

The data on the male and female officers who participated in the research are presented in Table 3.

Table 3.

Data on OCs participating in the study

Branch Male Female Total

Machinery n=6 (ME1, ME2, ME3, ME4, ME5, ME6) n=1 (MK1) 7

Deck n=22 (GE1, GE2, GE2, GE4, GE5, GE6, GE7, GE8, GE9, GE10, GE11, GE12, GE13, GE14, GE15, GE16, GE17, GE18, GE19, GE20, GE21, GE22)

n=3 (GK1, GK2, GK3)

25

Total 28 4 32

In this phase of the study, it was tried to put forward the opinions of the OCs who were graduates of maritime faculties about the reasons of choosing TCG. The opinions of OCs were classified as the rea-sons for applying to TCG, their opinions about the stages they had difficulty in the selection process, the effect of the close and distant family members in the application process and the people around them, and whether there was a difference between the current views and TCG in the application pro-

cess.


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1. The opinions of OCs regarding the reasons for applying to TCG

The frequency and percentage distribution of the opinions of OCs regarding the reasons for applying to TCG were identified according to gender and branch. The data obtained are presented in Table 4.

Table 4.

Frequency and percentage distribution of opinions of OCs about reasons for applying to TCG

Reason for Application Participant Code f %

1 Request Being a Soldier MK1, ME5, ME4, ME2, ME1, GK3, GK2, GK1, GE8, GE3, GE2, GE22, GE21, GE19, GE18, GE17, GE16, GE14, GE11

19 59

2 Fulfi l lment of Expectations ME2, GK2, GE9, GE8, GE5, GE4, GE3, GE2, GE21, GE20, GE1, GE17, GE15, GE14

14 44

3 Regular Family Life Request ME6, ME2, GK3, GE9, GE6, GE5, GE2, GE20, GE19, GE14, GE13, GE12, GE11, GE10

14 44

4 Anxiety About the Future ME4, ME2, GK3, GK2, GE9, GE5, GE4, GE2, GE1, GE16 10 31

5 Workload

ME6, ME1, GK3, GE6, GE5, GE3, GE20, GE1, GE15 9 28

6 Will ingness to Socialize ME1, ME2, GK3, GE2, GE20, GE19, GE17, GE16, GE11 9 28 7 Social security ME6, ME3, GK3, GE7, GE20, GE15 6 19

As seen in Table 4, when we interpreted the reasons for the OCs’ application to TCG, it was seen that the highest value was 59% with the desire to become a soldier. The views of some of the participants are presented as follows:

Here, you have the uniform that beautiful, you are a soldier that beautiful, there is a stance that the profession is very beautiful, prestige is very beautiful, as a female you are very beautiful. (GK2,1,1)

Since I grew up in a military environment, there were always people in white uniforms around me. I can remember that I was seeing my father off as he was in the Navy. Although I was little, an old men who I called uncle, came to

me because my father wasn't with me. He approached me with love. I saw a female officer one day. I w as very im-pressed with that woman, with her uniform. (GK1,1,1)

I wanted to be a soldier, and I entered Naval Academy exams in high school. But I was a little overweight at the time and I couldn’t achieve. I lost about 25 kilos in the last two years. I did sports and prepared. I can say that I realized

my high school dream now. (GE18,1,1)

I had an interest in the military profession. After I graduated from high school, I applied to the Military Academy, but it was not fortune. First of all, I love the profession of officer, I am interested.(GE19,1,1)

I graduated from Maritime High School. At Maritime High School, we already had a sympathy for the Naval Academy. How can I always go here with my friends, how can we get in here? we thought. (ME5,1,1)

Then, during the career voyage of the OCs on commercial ships, the request for regular family life (44%) was not met due to the expectations that were not fulfilled. The views of some of the partici-

pants are presented as follows:

I have a daughter. When I was on the board we talked by phone for 2 to 3 minutes once a week, sometimes every 10 days. I didn't know what they were doing, or what I was doing. Inevitably there was a distance, coldness intervened ... I choose TCG because I want to spend more time with them. (GE19,1,3)

I missed many weddings during the two years I worked on commercial ship. This was important to me. I also missed

a couple of funerals. A staff member on our ship lost her mother. Two days before we get to the harbor. Permissions received. He would arrive three days later, but after three days he didn't go because he didn't want to come and renew the people's pain. (GE21,1,3)


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I was saddened by our captain's longing for his child. I did not want to leave the sea before until I got old. Therefore, I applied to TCG to feel one foot on land and one foot at sea. (GE13,1,3)

I am a family-bound person. When you go to the sea, you stay away from your loved ones and you can learn even the worst or happiest events months later. (GE14,1,3)

Those who could not be on a funeral, who missed the birth of his child, who could not be with his wife during preg-

nancy, who came and left a newborn child. These were the reasons for me.(GE9,1,3)

I can say that I'm here because I prefer to be a place where I can be with my family, where I can land a little bit. (ME6,1,3)

The reason I came was the hard working conditions at sea. I didn't have any social security at sea. (GE15,1,2)

When I got on the civilian ship, I thought the civil navy didn't really appeal to my dreams. (GE21,1,2)

I applied to TCG because I started living two different lives. I was making good money, traveling the world. But at some point, such pleasures began to satisfy me. (GE2,1,2)

Anxiety About the Future was the fourth most common reason for application (31%). Some of the OCs’

opinions on this subject are presented as follows:

I had seen that it would be very difficult to leave it later in the profession. Age is progressing, I have to start from

scratch because I cannot develop ourselves in a certain area on board when I return to land after a certain age. (GE11,1,4)

Nothing is going as planned. You cannot plan ahead. It's not clear when you get off the ship, when you get in it again. (ME2,1,4)

The next two issues, which were given opinion by the OCs as the reason for application, were Workload

and Willingness to Socialize with 28%. The views of some of the participants are presented as follows:

I was working for four months, resting for a month, then going back to the ship. Of course I knew it before, but the

conditions of the chemical tankers were severe. So we worked on busy lines. We were making daily or hourly sails. I worked very hard. There were inspections. We were very tired, both for my mind and my body. (GK3,1,5)

To explain the 6-month period; we all on the board were just 20 people. For a while, time passed by introducing myself and by recognizing the other people. Then chats progressed, then the conversation ended. People started telling

things, sometimes lies again and again. This time it was a mix of lies and I caught these lies. This situation affected me psychologically.(ME2,1,6)

The reason for the application is Social Security with 19%. Some of the OCs’ opinions on this issue are

presented below.

You work in the private sector without insurance, you do not have any security. Nobody stands behind you when

something happens to you. (ME3,1,7)

Since they did not value people in the private sector, people cannot come out in cases of illness or death. There were

moments when I can't find a solution to my own illness. (GE7,1,7)

When we interpreted the reasons for application of OCs in general, it was seen that the desire to be-come a soldier was the most frequently mentioned reason. Apart from this reason, OCs, in turn, met the expectations of TCG from a profession in general, working conditions supported regular family life compared to commercial ships, they felt less worried about the future, TCG had a more specific work routine compared to the work environment, other people had more opportunities to socialize and

social security coverage of the reasons that they chose to provide their opinion.

It was also examined whether there was any difference in the opinions of OCs regarding the reasons

for applying to TCG based on gender. The data obtained are presented in Table 5.


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Table 5.

Percentage distribution of OCs’ views on reasons for applying to TCG

Reason for Application Female Male

f % f %

1 Request Being a Soldier 4 100 15 54

2 Fulfi l lment of Expectations 1 25 13 46 3 Regular Family Life Request 1 25 13 46 4 Anxiety About the Future 2 50 8 29

5 Workload 1 25 8 29 6 Will ingness to Socialize 1 25 8 29 7 Social Security 1 25 5 18

When we examined the opinions of OCs about the reasons for applying to TCG, it was seen that the desire to become a soldier had the highest value (100% and 54%) in both male and female. In addition to this, while female OCs presented the Workload (50%) as the cause, the desire for regular family life

and the desire to socialize (46%) came to the fore in males.

In the scope of the sub-problem sentence, it was also examined whether there was any difference in the opinions of OCs by their branch regarding the reasons for applying to TCG. The data obtained are

presented in Table 6.

Table 6.

Branch based distribution of opinions of OCs on reasons for applying to TCG

Reason for Application Branch Machinery Deck

f % f %

1 Request Being a soldier 5 71 14 56 2 Fulfi l lment of Expectations 1 14 13 52

3 Regular Family Life Request 2 29 12 48 4 Anxiety About the Future 2 29 8 32 5 Workload 2 29 7 28

6 Will ingness to Socialize 2 29 7 28 7 Social Security 2 29 4 16

When we examined the opinions of OCs about the reasons for applying to TCG on branch basis, there were differences in the reason of application between deck and machine branch. While the desire to become a soldier was prominent in both branches (71% and 56%), machine branch OCs gave approxi-mately equal views on other reasons. In the deck branch, the second reason (52%) was given the high-

est opinion among the reasons for Fulfillment of Expectations.

When we interpreted the opinions of OCs about the reasons for applying to TCG based on branch and gender, it was seen that the request to become a soldier took the first place in both branch and gender

based views.

2. The opinions of OCs about the difficulties in the selection process

In order to find an answer to this problem, the percentage distribution of the male and female OCs’ opinions about the stages they had difficulty in the selection process is presented in Table 7.


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Table 7.

Percentage distribution of OCs’ views on the difficulties in the election process

Selection Stage Participant Code F %

1 Interview

MK1, GE10, GE13, GE14, GE15, GE18, GE19, GE1, GE20, GE22, GE3, GE9, GK1, ME4

14 44

2 Health Report

GE11, GE16, GE17, GE4, GK3, ME5, ME6 7 22

3 I was not forced in any

GE12, GE21, GE2,GE7, ME1, ME2, ME3 7 22

4 Physical Competence

GE6, GE8, GK2 3 9

5 Body Mass Index GE5 1 3

As seen from Table 7, OCs stated that they had the most difficulty in the selection stage (44%) during the interview. The views of some of the participants are presented as follows.

In interview, you have to struggle with both the environment and yourself. In a short period of time, I had been dealing with many questions. I couldn't tell if my answer was enough for them. (GE17,2,1)

I've never had an interview like this before. There were five commanders and a psychologist. It was like they were all asking questions. Such an environment, of course, creates stress. I answered the questions in a way, but I don't know if they were right or wrong. (GE8,2,1)

It was seen that the rate of those who were not forced in any of the selection stages and most were forced in the Health Report was the same (22%). The opinions of some of the OCs on the subject are

presented below.

There could be something in the hospital. I might have had a disease, something, something I had never realized before, I didn't know. (GE11,2,2)

When we examined the opinions of OCs about the Difficulties in the Selection Process based on gender,

the results stated in Table 8 were reached.

Table 8.

Percentage distribution of opinions of OCs about the difficulties in the selection process

Selection Stage Female Male f % f %

1 Interview 2 50 12 43

2 Health Report 1 25 6 22

3 I was not forced in any 0 0 7 25

4 Physical Competence 1 25 2 7

5 Body Mass Index 0 0 1 3

When Table 8 examined, it was seen that both female and male OCs had the most difficulty in Interview during the selection stages (50% and 43%). While the second place was the Health Report for men

(22%), none of the women reported that they were not forced.

When the opinions of OCs regarding the difficulties they have in the selection process were interpreted, it was clearly seen that Interview was compelling for both male and female OCs. In addition, while it


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was stated that males were not forced during the election stages, it was observed that some of them

stated that they were forced during the Health Report.

3. The opinions of the OCs about the effect of the close and distant family members and the people around them to the application process

In order to find an answer to this problem, the percentage distribution of female and male OCs’ opin-ions about the effect of the close and distant family members and the people around them to the application process is presented in Table 9.

Table 9.

Percentage distribution of opinions of OCs on the application process of near and far family members and people

in their surroundings

Influence of Relatives Participant Code f %

1 My family had an impact GE10, GE11, GE12, GE13, GE14, GE15, GE17, GE18, GE19, GE1, GE20, GE21, GE22, GE2,GE3, GE5, GE6, GE7, GE8, GK1, GK2,

ME1, ME2, ME3, ME6, MK1

26 81

2 My Friends had an impact GE10, GE11, GE12, GE13, GE14, GE15, GE17, GE18, GE19, GE21, GE22, GE2, GE5, GE6, GE7, GE8, GK2,

17 53

3 My family and relatives had no effect GE16, GE4, GE9, GK3, ME4, ME5, 6 19

When Table 9 examined, it was seen that family members had the most influence on the application process of the OCs (81%). This was followed by the opinion that the friends of the OCs had an impact (53%). The percentage of those who stated that neither family nor their relatives had an impact was

19%. The views of some of the participants are presented as follows.

I had been talking to my dad for a long time. I couldn't communicate much because of an expedition in my internship and there was no internet on that ship. As being the first child of the house, they didn't want me to go away. I told my dad a couple times when I was on the ship. He knew I was thinking about armed forces. He called me that in one March, there would be a hiring said. Can I apply if you're not coming? he asked. I researched, I talked to my friends,

it would not be happen again. I'm going to apply. I said. (GE11,3,1)

Since my father loved military service, I first got his opinion. (GE1,3,1)

When I shared my decision of application, they were very happy an I understood that they wanted it very much. (GE18,3,1)

I was on board. My grandfather had seen the news. TCG would be hire, he called and said. My father was also very

interested and curious. We were always talking about going to the armed forces in the family. They led me to apply. (MK1,3,1)

They left me relax for the choice, they said they'd support me in every way. Both my mother and father said they would prefer and decide. Whether you're a soldier or a civilian. they said.(GE22,3,3)

When we examined the opinions of the OCs on the Application Process of Family Members and the

People in Their Surroundings, the results stated in Table 10 were reached.


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Table 10.

Gender based percentage distribution of OCs about effects on the application process of family members and

people in their surroundings

Influence of Relatives Female Male f % f %

1 My family had an impact 3 75 25 89 2 My friends had an impact 1 25 116 57

3 My family and relatives had no effect 1 25 5 17

When Table 10 examined, it was observed that both the male and female OCs were mostly affected by their families (75% and 89%). Approximately (25% and 17%) reported that they were not affected

by either sex.

When we interpreted the opinions of OCs on the application process of close and distant family mem-bers and the people around them, it was clearly seen that OCs were affected by their close environ-

ment, especially their families, and attach importance to their opinions.

4. The difference between the views of the OCs regarding TCG during the application process and the

current one

In order to find an answer to this problem, the percentage distribution of OCs’ opinions about TCG during the application process and whether there was any difference between them and current data

is presented in Table 11.

Table 11.

Percentage distribution of OCs’ opinions on TCG in the application process

Difference Between Opinions Participant Code f %

1 There is a positive difference GE1, GE2, GE4, GE5, GE6, GE7, GE8, GE9, GE10, GE13, GE14, GE15, GE16, GE17, GE19, GE20, GE21, GE22, GK2, GK3, MK1, ME1,

ME2, ME3, ME5, ME6

26 81

2 No difference GE3, GE11, GE12, GE18, ME4, GK1 6 19

Table 11 showed us that the opinions of both male and female OCs on TCG changed positively after starting training in this institution (81%). Although there were those who stated that there was no difference (19%), there was no opinion that there was a negative difference. Some of the OCs’ opinions

on this issue are presented as follows.

I didn't know it was so common. I did not think of TCG as much as the police and gendarmerie. I thought they were doing their ads better, compared to TCG. That's why it's not known much outside. In some people, even on the sea shore, there is a sense of lifeguard.(GE13,4,1)

Before I got into TCG, I heard sentences like they were saving people's lives. I was thinking like advertising these phrases. After entering TCG, I realized it was different and started to feel it. (GE15,4,1)

First of all, I knew TCG only belonged to the Navy. I heard later that he was attached to the Ministry of the Interior but I didn't care much, I learned while I was here. In addition, in terms of a slightly different institution; the governor

and the prosecutor. In my point of view, the military only takes orders from the commander. I knew. When I came here to find out what the law enforcement force means, what an armed law enforcement force meant, it created a different perception for me.(GE17,4,1)


69

First of all, I realized that I didn't have much information during my application. I noticed TCG wasn't advertising well. I didn't think the scope of the mission was so wide. After I started to get into it, I saw it was more extensive. It

looks like a small institution, but it was a plus; everyone knows each other. There is a family atmosphere between the institution, albeit small. In this sense, I would say good for me. (GE24,1)

I was internship on the search and rescue ship, in Istanbul. I had an internship there for a week. I witnessed a lot of events during that time. We have witnessed some inspections. The people I see there, their approach to e vents. I

once again saw that it did not work this way on commercial ships. (GK3,4,1)

Before applying, I thought TCG was softer in terms of hierarchy and discipline. When I came here, I saw it wasn't.

(GE1,4,1)

TCG was always the same in my mind. It is a growing institution, a rapidly growing institution . Both on the perspec-tive of technological and the number of staff. So I think there's no difference. (GE3,4,2)

When we examined the gender based opinions of the OCs about TCG in the application process the

current one, the results stated in Table 12 were reached.

Table 12.

Gender based percentage distribution of OCs’ opinions on TCG in the application process

Difference Between Opinions Female Male

f % f % 1 There is a positive difference 3 75 23 82

2 No difference 1 25 5 18

When Table 12 examined, it was seen that there was a positive difference between the opinions of both male and female Ocs regarding TCG during the application process and at the present time (75% and 82%). The number of respondents who stated that there was no difference in both sexes was quite

low (25% and 18%).

When we interpreted the difference between OCs’ opinions about TCG in the application process and the current situation, it was observed that the participants had gained positive opinions about the organization even though they had been in TCG for a short time. The absence of a change in the views

of some of the participants might be due to their inability to fully adopt the corporate culture.

5. The opinions of TCG about the impact of the advertising activities on OCs’ decision to apply

In order to find an answer to this problem, the percentage distribution of femal e and male OCs’ opin-ions about the effect of the advertising activities carried out by TCG on the decision making of the OCs


Table 13.

Percentage distribution of opinions of OCs on the decision-making application

Effect of Advertising Activities on Application

Participant Code f %

1 I did not participate GE10, GE11, GE12, GE13, GE17, GE18, GE19, GE1, GE20, GE22, GE2, GE4, GE6, GE7, GE9, GK2, GK3,

ME1, ME3, ME4, ME6, MK1

22 69

2 It had a positive effect on me. GE14, GE21, GE3, GE5, GE8, GK1, ME2, ME5, 8 25 3 It had no effect on me. GE15, GE16 2 6


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When Table 13 examined, it was seen that female OCs did not participate in promotional activities due to different reasons (69%). The majority (25%) of those involved in the activities carried out by TCG stated that the activity was effective in their decision-making. Some of the OCs’ opinions on this issue are presented as follows.

I had heard most of the advertising activities from the senior students. Also heard from TCG staff made me believe it was more realistic. (GE14)

When I heard about the projects of TCG, I participated. That day, a lieutenant in Izmir came in. When he begun to

talking,. I was more impressed by his ideas. He talked about the intensity of work, but they didn't affect me nega-tively. We were impressed by his profile, which was important. I was also impressed that he graduated from our school. (ME2)

I could not participate in promotional activities because I was on the ship. (GK3)

When we examined the views of the OCs on the Effect of the Advertising Activities carried out by TCG

on the Decision of the Application based on gender, the results stated in Table 14 were reached.

Table 14.

Gender distribution percentage distribution of views of OCs about effect of advertising activities on application

Effect of Advertising Activities on Application Female Male

f % f %

1 I did not participate 3 75 19 68

2 It had a positive effect on me. 1 25 7 25

3 It had no effect on me. 0 0 2 7

When Table 14 examined, it was seen that the majority of both female and male OCs did not partici-pate in the advertising activities carried out by TCG (75% and 68%). The majority of the participants

stated that this activity had a positive effect on their applications (25%).

When we interpreted the opinions of the OCs about the impact of the advertising activities carried out by TCG on the decision of the application, it was seen that the majority of the participants did not participate in the promotional activities due to various reasons and the participants were affected by the promotional activities. Another point in the table is that TCG has a positive effect on the partici-

pants in these activities.

Phase II. The results of quantitative data

In the second phase of the study, a questionnaire consisting of 19 questions was delivered to OCs. The distribution of the number of OCs participating in the study according to gender and branches is given

in Table 15.

Tablo 15.

Data on OCs participating in the study

Branch Male (n) Female (n) Total (n)

Machinery 10 0 10 Deck 76 12 88

Total 86 12 98

Likert scale consisting of five scales was used: 1=Strongly disagree, 2= Disagree, 3= I don’t know, 4=Agree, 5= Strongly agree. These findings were presented by percentage (%)


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1. The reasons why Officer Candidates applied to Turkish Coast Guard

The frequency and percentage distribution of the opinions of OCs regarding the reasons for applying

to TCG were determined. The data obtained are presented in Table 16.

Table 16.

Reasons for applying to TCG (n=98) (%)

N Reasons for applying

to TCG

Group 1 2 3 4 5 χ2 df p

1 TCG meets my expec-tations about the maritime profession.

Overall 1 9.2 41.8 48

Male 4.7 14 10.5 39.5 31.4 2.817 4 0.589 Female 8.3 8.3 58.3 25

Machinery 20 50 30 2.150 4 0.708

Deck 5.7 12.5 10.2 40.9 30.7

2 I'm not going to worry about the future with

TCG.

Overall 3.1 4.1 6.1 39.8 46.9 Male 10.5 43 46.5 8.966 3 0.03 (*)

Female 8.3 33.3 58.3

Machinery 30 70 2.637 3 0.451 Deck 1.1 10.2 43.2 45.5

3

TCG will meet my de-

sire to socialize.

Overall 1 13.3 57.1 28.6 Male 1.2 9.3 34.9 48.8 5.8 15.366 4 0.004 (*)

Female 25 33.3 41.7 Machinery 70 30 7.204 4 0.125

Deck 1.1 9.1 29.5 48.9 11.4

4 I'm going to work at the TCG at a certain workload.

Overall 1 8.2 13.3 40.8 36.7 Male 2.3 4.7 5.8 40.7 46.5 2.080 4 0.721

Female 8.3 8.3 33.3 50 Machinery 50 50 1.791 4 0.774

Deck 3.4 4.5 6.8 38.6 46.6 5 I applied to the TCG to

become a soldier. Overall 5.1 13.3 9.2 41.8 30.6

Male 1.2 9.3 11.6 43.0 34.9 4.168 4 0.384

Female 25 25 50 Machinery 10 20 60 10 3.711 4 0.446

Deck 1.1 8 12.5 38.6 39.8 6 I applied to TCG be-

cause I thought it would give me social security.

Overall 8.2 19.4 9.2 45.9 17.3

Male 1.2 14 61.6 23.3 9.808 3 0.02 (*) Female 8.3 25 66.7

Machinery 70 30 1.921 3 0.589 Deck 1.1 14.8 55.7 28.4

7 TCG will provide me with a regular family l ife.

Overall 1 8.2 33.7 46.9 10.2 Male 8.1 19.8 9.3 45.3 17.4 0.117 4 0.998

Female 8.3 16.7 8.3 50 16.7

Machinery 10 20 20 40 10 1.898 4 0.754 Deck 8 19.3 8 46.6 18.2

(*) (p <0.05)

As seen in Table 16, when we interpreted the reasons for the OCs’ application to TCG, the majority of (41.8% agree, 48% strongly agree) OCs believed that TCG would meet the expectations of the profes-sion for the future. The second highest value was 86.7% (39.8% agree, 46.9% strongly agree) with the anxiety about the future. The next two issues, which were given opinion by the OCs as the reason for application, were Willingness to Socialize 85.7% (57.1.8% agree, 28.6% strongly agree) and Workload with 77.5% (40.8% agree, 36.7% strongly agree). It was seen that the fifth highest value was 72.4%


72

(41.8% agree, 30.6% strongly agree) with the desire to become a soldier. The other reason for the application were Social Security (45.9% agree, 17.3% strongly agree) and Regular Family Life (46.9%

agree, 10.2% strongly agree)

It was also examined whether there was any difference in the opinions of OCs regarding the reasons for applying to TCG based on gender. While 89.5% (43% agree, 46.5% strongly agree) of males believed that TCG would meet their expectations about the maritime profession, this rate was 91.6% (33.3% agree, 58.3% strongly agree) for females as a reason for applying to TCG. While 54,6% (48.8% agree, 5.8% strongly agree) of men thought that there would be a regular family life in TCG, 75% (33.3% agree, 41.7% strongly agree) of women had this idea. In terms of desire to socialize, 84.7% (61.6% agree, 23.3% strongly agree) of men indicated this opportunity as the reason, while this rate was 91.7% (25% agree, 66.7% strongly agree) among women. There were three significant distinctions in these three

reasons.

2. The difficulties Officer Candidates experienced during the election process

Table 17.

Difficulties experienced (n=98) (%)

N Difficulties experienced Group 1 2 3 4 5 χ2 df p

8 I had the biggest difficulty in interviewing during the elec-

tion stages.

Overall 17.3 40.8 16.3 22.4 3.1

Male 16.3 40.7 18.6 23.3 1.2 11.169 4 0.025 (*) Female 25 41.7 16.7 16.7

9 The most difficult part of the selection was the health re-port.

Overall 43.9 35.7 7.1 8.2 5.1 Male 41.9 36 8.1 8.1 5.8 2.348 4 0.672

Female 58.3 33.3 8.3

10 In the selection stages, I had the biggest difficulty in physi-cal competence.

Overall 44.9 39.8 10.2 4.1 1 Male 45.3 40.7 10.5 3.5 7.994 4 0.092

Female 41.7 33.3 8.3 8.3 8.3

11 Body Mass Index phase was the most difficult part of the selection process.

Overall 62.2 27.6 7.1 2 1 Male 60.5 27.9 8.1 2.3 46.5 1.785 4 0.775

Female 75 25

12 I wasn't forced during the election stages.

Overall 2 14.3 21.4 35.7 26.5 Male 1.2 14 21.4 35.7 26.5 5.422 4 0.247

Female 8.3 16.7 8.3 25 41.7 (*) (p <0.05)

In order to find an answer to this problem, the percentage distribution of OCs’ opinions about the stages they had difficulty in the selection process is presented in Table 17.

As seen in Table 17, it was determined with 62.2% (35.7% agree, 26.5% strongly agree) OCs had no

difficulty in the election stages. It was also seen that the most difficult part was the interview with

25.5% (22.4% agree, 3.1% strongly agree) and the least difficult was the Body Mass Index (3% (2%

agree, 1% strongly agree). When we examined the opinions of OCs about the Difficulties in the Selec-

tion Process based on gender, 19, 47% (16.3% strongly disagree, 40.7% disagree) of men stated that

they did not have any difficulties during the interview, while this rate was 66.7% (25% strongly disagree,

41.7% disagree) for women. There was only one significant distinction in views about the difficulties

during the selection process.


73

3. The effect of close and distant family members and the people around Officer Candidates in the

application process

In order to find an answer to this problem, the percentage distribution of OCs’ opinions about the effect of the close and distant family members and the people around them to the application process


Table 18.

Influence of relatives (n=98) (%)

N Influence of Relatives Group 1 2 3 4

5 χ2 df p

13

My family had an impact

on my decision to apply for TCG.

Overall 17.3 26.5 13.3 38.8 4.1

Male 15.1 26.7 12.8 43 2.3 10.720 4 0.030 (*) Female 33.3 25 16.7 8.3 16.7

14 My friends had an impact on my decision to apply for

TCG.

Overall 28.6 24.5 10.2 30.6 6.1 Male 24.4 24.4 11.6 32.6 7 7.342 4 3.190

Female 58.3 25 16.7

15 Neither my family nor my relatives did affect my deci-sion to apply to TCG.

Overall 23.5 26.5 10.2 20.4 19.4 Male 24.4 26.7 11.6 19.8 17.4 3.190 4 0.527

Female 16.7 25 25 33.3 (*) (p <0.05)

When Table 18 examined, it was seen that family members had the most influence on the application

process of the OCs (52.1% (38.4% agree, 4.1% strongly agree). This was followed by the opinion that

the friends of the OCs had an impact (36.7% (30.6% agree, 6.1% strongly agree). The rate of those who

said that neither my family nor relatives affected my decision to apply to TCG is 50% (23.5% strongly

disagree, 26.5% disagree). When we examined the opinions of the OCs on the Application Process of

Family Members and the People in Their Surroundings, 4.3% (43% agree, 2.3% strongly agree) of men

stated that their family had an impact on the decision to apply for TCG, while this rate was 25% (8.3%

agree, 17.7% strongly agree) for women. There was only one significant distinction in views about the

influence of relatives.

4. The difference of Officer Candidates’ opinions between the period they applied and their present

views on Turkish Coast Guard

In order to find an answer to this problem, the percentage distribution of OCs’ opinions about the effect of the advertising activities carried out by TCG on the decision making of the OCs is presented in Table

19.


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Table 19.

Difference Between Opinions (n=98) (%)

N Difference Between Opinions

Group 1 2 3 4

5 χ2 df p

16

There is a positive difference between the perception of TCG during the application

process and the current one.

Overall 3.1 3.1 16.3 43.9 33.7

Male 2.3 3.5 17.4 44.2 32.6 2.470 4 0.650

Female 8.3 8.3 41.7 41.7

17

There is no difference be-tween the perception of TCG during the application pro-

cess and the current one.

Overall 42.9 29.6 11.2 11.2 5.1

Male 44.2 29.1 12.8 11.6 72.3 12.602 4 0.013 (*) Female 33.3 33.3 8.3 25

(*) (p <0.05)

Table 19 showed us that the opinions of OCs on TCG changed positively after starting training in this institution (77.6% (43.9% agree, 33.7% strongly agree). Although there were those who stated that there was difference (16.3% (11.2% agree, 5.1% strongly agree)). When we examined the gender based opinions of the OCs about TCG in the application process and current one, we realized that there was a positive difference between the opinions of both male (76.8% (% 44.2 agree, % 32.6 strongly agree) and female (83.4 % (% 41.7 agree, % 41.7 strongly agree) OCs regarding TCG during the application process and at the present time (male). While 83.9% (% 11.6 agree, % 72.3 strongly agree) of men gave opinion that there was no difference between the perception of TCG during the application process and the current one, this rate was 33.3% (% 8.3 agree, % 25 strongly agree) for women. There was only

one significant distinction in the difference between opinions.

5. The effect of advertising activities of Turkish Coast Guard affect Officer Candidates’ decision

In order to find an answer to this problem, the percentage distribution of OCs’ opinions about the effect of the advertising activities carried out by TCG on the decision making of the OCs is presented

in Table 20.

When Table 20 examined, it was seen that female OCs did not participate in promotional activities due to different reasons (56.1% (33.7% strongly disagree, 22.4% disagree). The majority (25%) of those involved in the activities carried out by TCG stated that the activity was no effective in their decision-making (45.9% (28.6% strongly disagree, 17.3% disagree). When we examined the views of the OCs on the Effect of the Advertising Activities carried out by TCG on the Decision of the Application based on

gender, there was no significant distinction in opinions.

Table 20.

Effect of advertising activities (n=98) (%)

N Effect of Advertising

Activities on Application

Group 1 2 3 4

5 χ2 df p

18

I used to participate in the TCG promotion activities at our university.

Overall 33.7 22.4 6.1 18.4 19.4

Male 29.1 23.3 7 19.8 20.9 7.073 4 0.132

Female 66.7 16.7 8.3 8.3

19

TCG promotional activities had a positive impact on my decision.

Overall 28.6 17.3 11.2 21.4 21.4

Male 25.6 17.4 12.8 22.1 22.1 4 0.403

Female 50 16.7 16.7 16.7 4.026


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Discussion

OCs expressed their opinions in interview as the reasons for applying to TCG as the desire to become a soldier, the desire to socialize, the desire for regular family life, the failure to meet expectations, the intensity of work, anxiety about future and social security. These reasons, which were included in the opinion of the OCs, coincided with the reasons listed by Wertsch (1991). In questionnaire delivered to OCs, on the other hand, it was seen that the desire to meet expectations was the most frequently preferred reason. This situation diffeed from what was said in the interviews. Although the salary amounts paid by TCG to newly recruited personnel were relatively low compared to the salaries of-fered by the commercial ships to the graduates of the maritime faculty, the fact that the OCs did not include this opinion in their opinions was incompatible with the reasons of preference determined by Kaya et al. (2018) and supported the ideas of Telman (2002). OCs emphasized that they were aware of the difficulties expressed by Şen (2016) in the occupations in uniforms. As much as the participants' interest in the military profession; The fact that the expectations of the maritime faculty regarding commercial ships were not met for various reasons and in different dimensions, the requests of young participants for regular family life and the fact that a career in commercial ships were ambiguous also

emerged as an important factor in their preferences.

OCs gave the opinion that they had difficulty in the interview section most of the selection stages to which they were subjected. Unlike this situation; the majority of the questionnaire respondents said that they did not have any difficulty. But the rest stated that the most difficult part was the interview. Women’s opinion that they had more difficulty in interviewing than men was another remarkable issue in the survey results. The fact that other selection stages (body mass index, physical competence and health report) contained significant characteristics, low probability of differences according to the evaluators, and previous experience of similar applications may be considered as the reason for diffi-culty in the interview phase. TCG looked for the cultural structure of the institution, information about the task, understanding of duty and other conditions specific to the institution in the interviewees. The fact that TCG was different from other professions requires that the questions asked at this stage and the knowledge, attitudes and behaviors to be measured were different. The reasons for the difficulty

of OCs might be interpreted as not being accustomed to interviews arising from these differences.

The participants expressed their views both in interview and questionnaire that they exchanged ideas with their relatives and friends during the application to TCG. One striking point in the survey was that the majority of women were not affected by their relatives. Most of the OCs stated that their families' opinions had an effect on the reasons for applying to TCG. This was in line with Wertsch's (1991) as-

sertion that family tradition had an impact on being a soldier.

Within the scope of the study, when OCs were asked whether there was a difference between their views on TCG and the current ones during the application process; the majority stated that there was a positive difference. The results obtained from the questionnaires confirmed this situation. Looking at the lines between the views of TCG, although they did not fully recognize that they preferred the TCG because it was a public institution that provided security services. It might be concluded that the current opinions of the OCs change positively compared to the past, they liked the institution, as they adopted it, they thought that it overlapped with their own wishes and values and therefore it was in

accordance with the formula determined by Aytaç and Bayram (2003).

It was seen that the advertising activities implemented by TCG for maritime faculties in order to reach qualified human resources had a partial effect on the OCs. Most of the OCs did not participate in these activities for various reasons. OCs stated this opinion in the surveys even though there was slightly difference. The positive impact of those who did this was an example of how these and similar activities were effective at the right time and when they were made to the right target group. When the reasons


76

for not participating in the activities were examined, it was seen that there were those who were not aware of the activity and those who could not participate because they were on the ship as an intern-

ship at the date of the activity.

Conclusion

In this study, the reasons for choosing TCG for civilian machinery and deck branch officers were first understood and then measured through a mixed methods research. Frequency analysis and descrip-tive analysis method were included in content analysis techniques. The sub-problems identified within

the scope of the study were examined based on the gender and branches of the OCs.

Recommendations

We identified the following suggestions in line with the issues obtained in this mixed methods study conducted on the OCs who would be employed in order to meet the need of qualified officers of TCG.

Although the participants stated their primary preference as the desire to become a soldier, the other reasons they expressed their opinions about future concerns and social security issues. It is seen that these are the current problems of maritime profession in terms of social and personal rights (Muslu, 2008). It will be beneficial for the effectiveness of the advertising activities by TCG to highlight these issues in all the advertising activities to be made for the said resource and to emphasize that it provides

them an honorable and saved future among other rights.

The interview and survey were defined as the area where OCs had difficulty during the selection stages. TCG performs clear, transparent and equal practices at all stages of the election. The aim is to deter-mine whether the ability, skills, interests and aspirations of the OCs, which Brown (2002) states, are the basis of the selection stages of each institution. Informing the applicants in advance about the interview phase and mentioning the practices in detail during the advertising activities will i ncrease the effectiveness of the monument activity while decreasing the possible concerns of the OCs and will

enable them to perform better in the interviews.

It was seen that the OCs consulted the people around them during the application to TCG, they cared about their opinions and they were affected. TCG is gaining public interest and appreciation due to its search and rescue activities at sea for irregular migrants in recent years (Gürdeniz, 2018). Developing the perception of Trusted Institution among the public, spreading it to all segments of the society, and

informing about the activities it performs in different areas will increase this interest.

The participants stated that their views on TCG during the application process changed positively after starting the training within the institution. Equipping these people with realistic information about TCG will be beneficial for ensuring their loyalty to the institution, establishing the culture of the institution and having the ability to work selflessly as the organization expects from them (Demagalhaes, Wilde & Fitzgerald, 2011). For this purpose, the content of the information provided about the vision, values and strategic plans of the organization should be improved in addition to the existing structure and

functioning in the orientation trainings conducted within the organization.

In the study, it was also determined that OCs did not participate in advertising activities carried out by universities for various reasons. Publicity activities should not be limited to conferences in order to reach more maritime faculty students or graduates, they should regularly share the activities per-formed on social media which are used extensively by young people. There should be a system by

which TCG can be reached easily and their questions will be answered quickly.


77

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Wertsch, M.E. (1991). Military Brats: Legacies of Childhood Inside The Fortress. New York: Harmony Books. S.17 .


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The Effect of Career Indecision on Wrong Choice of an Occupation: A Mixed Methods Research

Savas Varlik

Cigdem Apaydin


Varlik, S. & Apaydin, C. (2020). The effect of career ındecision on wrong choice of an occupation: A mixed methods research. Journal of Mixed Method Studies, Issue 1, 79-97 [Online]


Abstract. This research method, which aimed to determine the effect of career indecision on the choice of an occupation was carried out as mixed method research which includes quantitative and qualitative research ap-

proaches. In the qualitative part of the research, scale items were identified by interviewing with fifteen teachers, who were selected via purposive sampling method and convenient sampling technique. Scale items were written by analyzing qualitative data with thematic and descriptive analysis. In quantitative part of the resaerch, the research sampling was selected from the teachers working in official schools in Karatay, Meram and Selçuklu

districts located in the center of Konya province. As a result of the survey studies, n=397 valid survey forms were obtained from the teachers. In accordance with the expert judgments, a pilot implementation was initiated. In the study, both the structure validity and scope validity of the scales relating to career in decision and wrong

choice of an occupation were analyzed and the validity was verified. The reliability levels of the scales were also found to be high. Furthermore, it was concluded that career i decision had a significant effect on wrong choice of an occupation by twenty-six percent [β=.26, p<.05].

Keywords: Career indecision, wrong choice of an occupation

Introduction

The concept of career is that the individual advances in his or her preferred occupation and gains a position. Careers are important for both working individuals and businesses. The concept of career is a strategic concept based on the concept of business. A career is that an individual gains experience from the occupation they work for. It is the individual's attitude towards the work he has worked for. A career is a career in which an individual gains more respectability, financial gain, responsibility, suc-cess, experience, position and position in his / her preferred occupation during his / her lifetime. In short, career is a concept that covers the hierarchical levels of the individual has engaged in during his

or her working life and the activities he or she has exhibited (Sabuncuoglu, 2000).

According to another definition, career; it is stated that during the years that a person may spend in labor, he / she will gradually and continuously rise in his / her preferred occupation and gain experience and ability (Tortop, 1992). On the other hand, the world of the Twenty-First Century involves constant and unpredictable changes and requires rapid adaptation to these changes. This causes individuals to make many career transitions throughout their lives. The quality of decisions taken during these tran-sitions is of importance to both the individual and society (Sauermann, 2005). Career decisions have a

Akdeniz University, Department of Educational Sciences, [email protected] ORCID:0000-0001-8894-2649

Akdeniz University, Department of Educational Sciences, [email protected] ORCID: 0000-0002-4457-3199



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significant impact in the long term in terms of individuals ' lifestyles, emotional well-being, economic and social status, feelings of personal productivity, and contributions to society. This leads individuals to engage with career choices at different stages of their lives (Gati and Tal, 2008). However, the choice of career also presents a variety of challenges for many people. These challenges have an effect that negatively influence individuals ' career decisions and makes it difficult for them to make decisions. Therefore, these challenges need to be identified and dealt with carefully (Amir, Gati and Kleiman,

2008).

In the case of a decision-making, the individual may use one of the rational, intuitional and dependent decision-making styles. In the intuitional decision-making style, emotional elements are taken into consideration, and intimate and sudden behaviors are present. In the dependent decision-making style, responsibility is placed on factors other than the individual and treated in accordance with the wishes of others. In both decision-making styles, the individual makes decisions in a non-systematic way, in problem situations and avoids taking responsibility for the decision made. However, rational decision-style, participation, systematic editing, research, realistic, creating choices, and taking re-sponsibility for personal decisions to avoid situations associated with problem (Parker, Bruine & Fich-hoff 2007). Decision-making styles as well as thought production and choice are indispensable parts of the process of creating creative ideas, and combining these two is a very complex and difficult task (Rietzschel, Nijstad and Stroebe 2006). After brainstorming, thought selection or decision making is the second important stage. Research in the literature focuses more on the production of thought rather than deciding thoughts after brainstorming (Girotra, Terwiesch and Ulrich 2010). While the pro-duction of ideas is heavily focused, the selection process of the thoughts produced is often ignored. There is little study on the quality of thought selection or decision making in brainstorming. In recent years, research on this subject has reported that individuals fail to choose thoughts of quality or decide

on quality ones after brainstorming (Rietzschel, Nijstad and Stroebe 2006).

One of the issues not mentioned much in the literature is the effect of indeision or failure in thought selection on later production of thought. Research in the literature indicates that participants experi-enced indecision in choosing their thoughts. Indecision is a condition that occurs when a person has more than one choice. Although people prefer to avoid indecision situations, they often encounter such situations in their lives. What makes the decision-making process most efficient is to do it as a group rather than as an individual (Scholten, Knippenberg, Nijstad & Dreu, 2007). Indecision is the difficulty one experiences in choosing one of several situations, feelings, thoughts, wishes or one an-other. These many options often constitute opposites. The decision-making behavior begins with the individual becoming aware of a situation that needs to be decided and ends with determining when and how to make a decision in such a situation. Ambivalence is more experienced in choosing one of two items that are similar to each other. The more similar one item is to another, the harder the indi-vidual is to choose, on the other hand, if one element is significantly more advantageous than the other

or contains the desired features in its structure, it is more preferred.

The process of making career decisions is a comprehensive process involving many dimensions in itself. There is an individual who has to decide, there are a number of alternatives to choose from, and there are many characteristics or dimensions that are considered when comparing or evaluating different alternatives. In addition to these characteristics, career decisions also have certain distinguishing fea-tures. First of all, the number of potential alternatives is quite high. Second, there is a wide -ranging set of information that can be obtained in relation to each alternative. Third, a number of dimensions are needed to be able to characterize the occupations and preferences of individuals in a detailed and meaningful way and adequately. Fourth, uncertainty has an important role in both the characteri stics of the individual (current and future preferences) and the nature of future career alternatives (Gati,

Krausz and Osipow, 1996).


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Career indecision is a complex and multidimensional problem (Fuqua and Hartman, 1983). Because career indecision can be caused by many reasons. For example, some individuals may experience in-decision because they have different alternatives, while others may experience indecision because they have no hope of achieving the choice they would prefer as a priority. However, some individuals may experience ambivalence because they do not yet feel ready to make decisions, while others may experience ambivalence because they have difficulty deciding on any issue (Vondracek, Hostetler, Schulenberg and Shimizu, 1990). Career indecision in its most general form is a serious problem char-acterized by high levels of uncertainty and anxiety about career choices and choice activities (Lopez and Ann-Yi, 2006), defined as an individual's inability to decide on the occupation he or she wants to pursue (Leong and Chervinko, 1996). This problem covers all the problems and challenges that need to be dealt with before, during and after the decision-making process (Gati, Asulin-Peretz and Fisher, 2012). For this reason, many researchers have tried to explain the factors that can cause career inde-

cision so far.

The ability and interests of the individual in the career decision-making process should be sufficiently diverged. The divergence of abilities and interests depends on the individual's ability to practice in different fields. However, due to the lack of elective courses in schools and very limited extracurricular activities, individuals do not have the opportunity to practice and test themselves in various fields. This situation causes individuals ' real abilities and interests to become unclear. For this reason, individuals may have difficulty in making career decisions by having an approach-approach conflict towards vari-ous professional alternatives (Bacanli, 2008; Kuzgun, 2014). İt is extremely important to have sufficient knowledge of the choices available in the career decision-making process. Lack of awareness of possi-ble career choices, lack of adequate recognition of the characteristics of choices, or lack of adequate knowledge of the consequences of these choices may prevent individuals from making healthy deci-sions (Germeijs and Boeck, 2003). Lack of sufficient knowledge of the individual's decision-making pro-cess reduces the quality of the decision making process and negatively affects the effectiveness of the decision to be made at the end of the process. Lack of resources in obtaining the necessary information about the decision-making process may cause individuals to have difficulty making decisions or to make decisions that are not suitable for them (Gati, 1986). Failure of the individual to do enough of his / her professional development duties such as the lack of attitude, behavior, knowledge and skills for the tasks required by the individual's professional development period makes his / her career decision difficult and leads to his / her inability to make a suitable decision. This type of ambivalence experi-enced by the individual is called developmental ambivalence. Developmental instability refers to a transient instability due to a specific time or situation (Bacanli, 2008). "Chronic ambivalence": chronic ambivalence is not dependent on a particular time or situation, unlike developmental ambivalence. This type of indecision is based on personality traits and occurs in all decision situations encountered, including a career decision. Chronic ambivalence may come from the fact that one does not find any of the available career choices appropriate to the concept of self (Kuzgun, 2014). Failure to reconcile the wishes of the individual with those around him / her such as inconsistency between the develop-ment tendencies of the individual's self-structure and the expectations of his / her parents can lead to negative consequences related to his / her decision-making life. For example, when an individual who is forced to choose a occupation by his parents turns to a occupation he does not want to please them, this situation will cause him to be anxious and unhappy. This anxiety and unhappiness of the individual can lead to an approach- avodiance conflict and a constant feeling of indecision (Bacanli, 2008).

In addition to the explanations of theorists and researchers regarding career indecision and the rea-sons for this indecision, some researchers focused on the difficulties in career decision making and conducted studies to identify these difficulties (Amir and Gati, 2006). It is observed that most people experience indecision when faced with school, occupation and career decision making. The results of studies examining career instability in Turkey and abroad support these phenomena (Cakir, 2003). If a


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person is still unable to finalize his / her decision even though it is time to make his / her career deci-sion, it can be said that he / she is experiencing career indecision. Researchers interested in career indecision states that there are two types of career indecision problems. They refer to these as” devel-opmental ambivalence “and” chronic ambivalence". The roots of chronic ambivalence are associated with a number of negative personality traits that the individual has. It has been found that individuals

with chronic ambivalence problems have particularly high levels of anxiety (Bacanli, 2005).

As a matter of fact, the indecision experienced in career decision has an effect on individuals ' career choices and the individual can make the wrong career choice because of career indecision. Choice of an occupation is one of the main issues to focus on in planning one's life career. Because if an individ-ual's choice of an occupation is not made in accordance with his or her own life choices, the likely consequences of his or her choice of an occupation in later periods will directly affect the individual's life career and quality. Therefore, it is a very difficult and complicated process for the individual to make a decision that is important enough to directly affect his or her life. The complexity of the career selection process and the need to reconcile the individual's personal characteristics and the character-istics of the occupation make career decision-making generally difficult. The individual who is forced

in the decision making process may turn to the wrong occupation.

The choice of an occupation is one of the most important choices among the choices made by people. Because the choice of an occupation has a decisive impact not only on one's personal life, but also on their relationship with the environment. In today's society, the status of the person has a large role in the occupation he or she performs. Changes and developments in technology and industry in our age have led to the emergence of new business groups and occupations in societies, which have increased and complicated the choices in business and professional life. In such a fast-growing process, it is of importance how economic life will take shape in tomorrow's world, to what extent globalisation will succeed and to what extent the situation of those who cannot keep up will be determined. Therefore, the choice of an occupation has become more important than ever (Ozsoy, 2003). Therefore, it is im-portant that people can turn to occupations that they can do willingly and eagerly without having a career indecision and thus do not make the wrong choice of an occupation. Because the career inde-cision experienced by the individual is effective on the wrong choice of an occupation. Career instabil-ity has a significant effect on the wrong choice of an occupation. Thus this study aimed to determine the effect of career indecision on the choice of an occupation and accordingly to test the following hypothesis:Ha= Career indecision has a significant effect on wrong choice of an occupation

(Ŷ=b0+b1X1+b2X2+b3X3+b4X4+ε, p<,05).

Method

In this section, model and paradigm of research, population and sampling, the writing of items and

expert opinion, data analysis are included.

Model and paradigm of research

This research, which aims to determine the effect of career indecision on wrong career choice, was carried out as a mixed method research involving quantitative and qualitative research approaches. Mixed method research is an alternative approach to achieving the goals of “depth and detail” where quantitative research is weak and “generalization and estimation” where qualitative research is weak (Clark and Ivankova, 2018; Teddlie and Tashakkori, 2003). In the study, the exploratory sequential de-sign was used in which mixed research patterns, quantitative and qualitative data were collected at different times, followed by findings from first qualitative data and then analysis of quantitative data. The contribution of qualitative and quantitative data to the research was ensured to be equal. The


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research was also conducted with a descriptive survey model from quantitative research methods. descriptive survey is a study in which the characteristics and attitudes of the subjects included in the research are determined in order to make a general opinion about a population that contains many characteristics. Firstly, relying on subjectivist standpoint, interpretive paradigm was applied to support the first phase of qualitative research and functionalist paradigm, depending on objectivist approach tending to be realist, positivist, determinist and nomothetic (Gunbayi & Sorm, 2018) was used to for the quantitative phase. The theoretical model of the research prepared in this direction is given in Figure 1.

Figure 1. Fictionalized theoretical model of research

Population and Sampling

Research and study population, located in the center of Konya Karatay, Meram and Selçuklu districts

of public schools consisted of teachers. According to the 2018-2019 data from the strategy develop-

ment unit of Konya Provincial Directorate of National Education, the number of teachers employed in

Karatay district was determined as α=3704, the number of teachers employed in Meram district

α=3950 the number of teachers employed in Seljuq district α=7669. The total number of teachers of

these three districts mentioned is α=15,323. Sample size was determined at 95% confidence level

based on descriptive survey model, exploratory Accordingly, it was determined that minimum n=375

subjects should be reached by calculating the sample size formula of the current study population. The

sample size reached is divided into layers with the technique of stratified sampling thus randomly.

N=91 in Karatay District N=97 in Meram district and N = 187 in Seljuq district were sampled. A simple

random sampling technique in which the teachers were given an equal chance to select each sample

was used. As a result of the survey, n=397 valid survey forms were obtained from the teachers. 51.1%

(n=203) of the teachers involved were male and 48.9% (n=194) were female. As for age, 25.2% (n=100)

25-30 years, 25.9% (N=103) 31-40 years 24.9% (N=99) 41-50 years 23.9% (N=95) were 51 years of age

and older. Professional seniority distributions 22.2% (n=88) 1-5 years, 18.6% (n=74) 6-10 years, 20.9%

(n=83) 11-15 years 18.6% (n=74) 16-20 years 19.6% (n=78) 21 years and over. 53.7% (n=213) of the

teachers who participated in the study chose their occupation intentionally, while 46.3% (n=184) chose their occupation unintentionally.

Developing survey items and getting expert reviews: Phase I

For collecting and analsing the qualitative phase of the study, f ifteen teachers from various branches were interviewed using semi-structured interview data collection tool (Creswell, 2003; Robson, 2002; Yin, 2017) commonly used in qualitative research before developing scale items. These interviews were conducted in the form of conversation-style interviews Prior questions were not determined, the in-

Indecision in Occupation

Personal Indecision

Indecision in Career

Preparation and Planning

Career In-

decision

Awareness

Regret

Making Deci-

sion

Dissatisfaction

External Ef-

fects

Wrong Cho-

ice of an Oc-

cupation


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teraction between career indecision and the wrong choice of an occupation was maintained in a nat-ural flow. Interviews with teachers were recorded and subjected to descriptive and content analyses of qualitative data analysis types. Thirty-nine scale items on career indecision and twenty-eight on wrong choice of career were developed and written by descriptive analysis. It was also confirmed that the items written be supported by literature. Concepts and relationships that can explain the data collected were reached by content analysis. In addition, main themes were identified in each section by coding transcripts thematically. These main themes for career indecision scale items were personal indecision, professional indecision, career indecision and preparation and planning; for wrong choice of an occupation scale items; awareness, regret, decision making, dissatisfaction, external effects. Later, expert reviews were got from the faculty members of Akdeniz University, Department of Educa-tional Sciences. As a result of the expert reviews received, the scale items were revised and reor-ganized. The items were written in the form of Likert scale which consists of five scales “1-strongly

disagree, 2-disagree, 3 - No Idea, 4 - agree 5- strongly agree.

Analyzing data: Phase II

The scales were developed upon the qualitative findings as instrument for collecting empirical quanti-tative data. Thus, exploratory and confirmatory factor analyses were conducted for the data collected in the study. Exploratory Factor Analysis is analysis to identify the underlying relationships between measured variables. Confirmatory Factor Analysis is an attempt to test the accuracy of a relationship previously determined by the researcher (Morgan, Leech, Gloeckner & Barret, 2011). Reliability is re-quired for measurements of each data set. Reliability refers to the consistency of questions on a test or scale, and to what extent the scale used reflects the relevant problem.

Findings

This section contains exploratory and confirmatory factor analysis findings and reliability analysis find-ings and internal comments on the scales of career indecision and wrong career choice.

Career indecision scale exploratory factor analysis and reliability analysis

The results of exploratory factor analysis (EFA) and reliability analysis related to the career indecision scale are shown in Table 1.

Table 1.

Exploratory factor analysis (EFA) and reliability analysis of career insdecision scale

Item Number Preparation and Planning

Indecision in Career

Indecision in Occupation

Personal Indecision

Item Number 5 ,902 Item Number 15 ,865 Item Number 18 ,931

Item Number 20 ,898 Item Number 25 ,934 Item Number 30 ,909 Item Number 37 ,828




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Table 1 Continue

Item Number Preparation

and Planning

Indecision in

Career

Indecision in

Occupation

Personal

Indecision

Item Number 34 ,799 Item Number 9 ,732




Eigen Values 9,276 4,663 2,476 1,685

Variance Explained % 21,960 19,624 14,386 11,071

Total Variance Eplained % 67,040

Cronbach Alfa of Factors (α) ,967 ,927 ,856 ,814

Cronbach Alfa of Scale(α) ,923

In order to measure career indecision, a 39-item scale was developed to measure career indecision in terms of personal indecision, indecision in occupation indecision, indecision in career, preparation and planning as a result of qualitative data collected via interviews with teachers. In order to determine the structural validity of the developed scale, EFA was applied using basic components analysis and Varimax axis rotation technique. As a result of the EFA, the Kaiser-Meyer-Olkin (KMO) sample qualifi-cation value was found to be 911, indicating sample size was appropriately large. The Bartlett globality test was significant [X2 (741)=10398.766, p<.0001], suggesting correlations were substantially enough to justify factor analysis. In EFA, factors were formed with eigenvalues greater than 1. As a result of the EFA analysis, an eight-factor result was obtained. The variances explained by the factors were taken into account and the four-factor structure yielded to be more suitable. In this context, it was decided to remove items 1, 3, 6, 8, 11, 16, 19, 21, 23, 28, 35 and 36. Finally, after performing a series of factor analyses for the scale refinement, the 27-item scale was formed in four-factors, explaining 67,040% of the total variance of factors and factor loads of items. Finally a four factor solution with data based on the items of career indecision emerged as the best solution. The EFA results on this 27-item scale for

İTEMS and their loads in factors of items are shown in Table 1.

Wrong choice of an occupation scale exploratory factor analysis and reliability analysis

The results of exploratory factor analysis and reliability analysis related to the scale of wrong choice of

an occupation are ishown in Table 2.

Table 2.

Results of EFA and reliability analysis of wrong choice of an occupation scale

Item Number Awareness Regret Making

Decision Dissatisfaction

External

Effects

Item Number 1 ,897 Item Number 2 ,920

Item Number 4 ,777


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Table 2 Continue

Item Number Awareness Regret Making

Decision Dissatisfaction

External Effects

Item Number 6 ,590






Item Number 24 ,667

Eigen Values 5,229 2,864 2,148 1,828 1,660

Variance Explained % 15,076 11,890 11,811 10,498 10,414

Total Variance Eplained % 59,688

Cronbach Alfa of Factors (α) ,883 ,779 ,772 ,764 ,762

Cronbach Alfa of Scale(α) ,840

In order to measure the wrong choice of an occupation, a 28-item scale was developed under the main themes of awareness, regret, making decision, dissatisfaction, external effects as a result of qualitative data collected via interviews with teachers. In order to determine the structural validity of the devel-oped scale, EFA was applied using basic components analysis and Varimax axis rotation technique. As a result of the EFA, the Kaiser-Meyer-Olkin (KMO) sample qualification value was found to be 803 in-dicating sample size was appropriately large. The Bartlett globality test was significant [X2 (378) = 3968.337, p<.0001] suggesting correlations were substantially enough to justify factor analysis. In EFA, factors were formed with eigenvalues greater than 1. The variances explained by the factors were taken into account and the five-factor structure yielded to be more suitable. In this context, it was decided to remove items 9, 20, 25, 26 and 27. Finally, after performing a series of factor analyses for the scale refinement, the 23-item scale was formed in five-factors, explaining 59,688% of the total variance of factors and factor loads of items. Finally a five factor solution with data based on the items of wrong choice of an occupation emerged as the best solution. The EFA results on this 27-item scale

for items and their loads in factors of items are shown in Table 2.

Career indecision scale confirmatory factor analysis

The results of the first and second level multifactor model confirmatory factor analysis on the career

indecision scale are shown in Figure 2 and Figure 3.


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Figure 2. Career indecision scale first level multi factor (latent variable) model

As a result of the analysis, the first level multi-factor structure tested to determine whether the model was confirmed by data in Figure 2 were examined, model goodness of fit CMIN / df (2,435), CFI (, 945) GFI (, 875) SRMR (, 072) RMSEA (, 060) indicated that the model was acceptable (Hu and Bentler, 1998; Bentler & Bonet, 1980). In the first level multifactorial model where the observed variables in Fi gure 2 were grouped under more than one implicit variable for the scale tried to be found, the factor load values ranged between .58 and .76 in the personal indecision latent variable, .58 and .81 in the Inde-cision in occupation latent variable, .61 to .85. in indecision in career tatent variable, 78 to .95 Prepa-ration and Planning latent variable. These values showed that the scale had high factor load values under four latent variables. The second level confirmatory factor model was shown in Figure 3 for career indecision scale.


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Figure 3. Career indecision scale second level multifactorial (latent variable) model

As a result of the analysis, the second level multi -factor structure tested to determine whether the model was validated with data in Figure 3 were examined and model goodness of fit values, CMIN / df (2,415), CFI (, 946) GFI (, 875) SRMR (, 088) RMSEA (, 060) indicated that the model was acceptable (Hu and Bentler, 1998; Bentler & Bonet, 1980). In the second level multi-factor model where the observed variables in Figure 3 are collected under more than one implicit variable for the scale tried to be found, the factor load values ranged between .59 and .76 in personal lndecision latent variable, .58 and .82 in indecision in occupation latent variable. .61 and .85 in indecision in career the preparation and .85 to .95 preparation and planning latent variable. These values showed that the scale had high factor load values. When the first and second level confirmatory factor analysis results were taken together, it was seen that the latent variables constituting the observed variables at the first level had high factor load values around the four latent variables, and the latent variables constituting the observed variables at the second level formed the career indecision scale under four latent variables. When data in Table 1 EFA, reliability analysis results, Figure 2 and Figure 3 were evaluated together, it was seen that the construct validity and reliability of the career indecision scale were obtained and this structure was

confirmed.

Confirmatory factor analysis for wrong choice of an occupation scale

The results of the first and second level multifactor model confirmatory factor analysis wrong choice

of an occupation scale are shown in Figure 4 and Figure 5.


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Figure 4. Wrong choice of an occupation scale first level multifactorial (covariate variable) model

As a result of the analysis, the first level multi-factor structure tested to determine whether the model was confirmed by data in Figure 4 were examined, model goodness of fit CMIN / df (2,173), CFI (, 928) GFI (, 904) SRMR (, 036) RMSEA (, 054) indicated that the model was acceptable (Hu & Bentler, 1998; Bentler & Bonet, 1980). In the first level multifactorial model where the observed variables in Figure 4 were grouped under more than one implicit variable for the scale tried to be found, the factor load values ranged between .45 and .93 in awareness latent variable .53 and .75 regret latent variable. .46 and 75 in decision making, .58 and .72 in dissatisfaction latent variable and .64 ile .75 in environmental effects. These values indicate that the scale had high factor load values under five latent variables. The

second level confirmatory factor model is shown in Figure 5 for wrong choice of an occupation scale.


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Figure 5. Wrong choice of an occupation scale second level multi factor (covariate variable) model

As a result of the analysis, the second level multi -factor structure tested to determine whether the model was verified with data in Figure 5 were examined, CMIN / df (2,203), CFI (, 924) GFI (, 901) SRMR (, 040) RMSEA (, 055) indicated that the model was acceptable (Hu & Bentler, 1998; Bentler & Bonet, 1980). In the second level multi-factor model in which the observed variables in Figure 5 were collected under more than one implicit variable for the scale tried to be found, the factor load values ranged between .45 and .97 in the awareness latent variable variable .53 and .75 in regret. .46 and .78 in decision making, .58 and .72 in dissatisfaction latent variable and .63 and .75 in external effects latent variable. These values indicated that the scale had high factor load values. When the first and second level confirmatory factor analysis results were taken together; It was seen that latent variables that made up the observed variables in the first level had high factor load values under the five latent var-iables, and the latent variables that made up the observed variables in the second level constituted wrong choice of an occupation scale under five latent variables. When data in Table 2 EFA, reliability analysis results, in Figure 4 and Figure 5 were evaluated together, it was seen that the structure validity

and reliability of the wrong occupation selection scale was obtained and this structure was confirmed.

The effect of career indecision on wrong career choice

The results of path analysis with implicit variables related to the effect of career indecision on wrong

choice of an occupation are shown in Table 3 and Figure 6.

In order to determine whether the model was verified with data, it was observed that the compliance goodness values such as CMIN/DF (2,706), CFI (,841) GFI (,764) SRMR (,100) RMSEA (,066) were not within acceptable limits. Therefore, modifications were carried out on the model. As a result of the modification procedures, goodness of fit values such as CFI (, 964) GFI (, 857) SRMR (, 065) RMSEA (,


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052) indicated that they were acceptable (Hu & Bentler, 1998; Bentler & Bonet, 1980). The results of

the path coefficients analysis are shown in Table 3.

Table 3.

Model path coefficients analysis results

Yol Standardized β Standart Error t p

Career Indecision→ Personal Indecision +.72 .132 5.454 .000* Career Indecision → Indecision in Occupation +.59 .104 7.063 .000* Career Indecision → Indecision in Career +.80 .250 7.914 .000*

Career Indecision → Preparation and Planning +.39 .104 3.750 .000* Wrong Choice of an Occupation → Awareness +.36 .109 3.302 .000* Wrong Choice of an Occupation → Regret +.58 .202 2.871 .000* Wrong Choice of an Occupation → Decision Making +.62 .180 3.444 .000*

Wrong Choice of an Occupation → Dissatisfaction +.32 .097 3.298 .000* Wrong Choice of an Occupation → External Effects +.51 .226 2.256 .000*

Career Indecision → Wrong Choice of an occupation +.26 .061 4.262 .000*

*p<0.05

According to Path Coefficients Analysis Results, while the variable career indecision significantly af-fected personal indecision variable [β=.72, p < 0.05] occupation indecision variable [β=.59, p<0.05], indecision in career [β=.80, p < 0.05] and preparation and planning variable [β=.39, p < 0.05], the vari-able wrong choice of an occupation significantly affected the awareness variable [β=.36, p<0.05], re-gret variable [β=.58, p < 0.05], decision making variable [β=.62, p < 0.05] , dissatisfaction variable [β=.32, p < 0.05] and external effects variable [β=.51, p < 0.05] . On the other hand, inconsisted with the aim of the study, it was found that career indecision significantltly affected wrong choice of an

occupation [β=.26,p<0.05].

In the light of these findings, the zero (null) hypothesis was rejected and the alte rnative hypothesis

was accepted as follows:

H null = career instability had no significant effect on the wrong choice of an occupation

(Ŷ=b0+b1X1+b2X2+b3X3+b4X4+ε, p>05).

Ha= career instability had a significant effect on the wrong choice of an occupation

(Ŷ=b0+b1X1+b2X2+b3X3+b4X4+ε, p<,05).


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Figure 6. Hidden Variable Multifactor Model Path Analysis

Conclusion and Discussion

This research, which aimed to determine the effect of career indecision on the choice of an occupation was carried out as mixed method research which includes quantitative and qualitative research ap-

proaches.

In the qualitative part of the research, scale items were identified by interviewing with fifteen teachers, who were selected via purposive sampling method and convenient sampling technique. Scale items were written by analyzing qualitative data with thematic and descriptive analysis. In quantitative strand of the research, the research sampling was selected from the teachers working in official schools in Karatay, Meram and Selçuklu districts located in the center of Konya province. According to 2018-2019 data, Karatay α=3704 Meram α=3950 Selçuklu α=7669 total α=15,323 teachers were identified. With the sample size formula, it was determined that minimum n=375 teachers should be reached by calculating the number of teachers in the population. The sample size reached was determined by stratified sampling technique. N=91 in Karatay district N=97 in Meram district and N=187 in Selçuklu district were taken from a sample of teachers. The determined teachers were also tried to reach out with simple random sampling techniques in which equal chances were given for selecting each sample randomly. As a result of the survey studies, n=397 valid survey forms were obtained from the teachers. For the written scale items, the expert judgments were taken from the faculty members of Akdeniz University Faculty of Education. In accordance with the expert judgments, a pilot implementation was

initiated.

Reliability analysis for the scale of wrong choice of an occupation were for scale-wide α=923, for sub-factors of Preparation and planning α=.967 indecision in career α=.927 indecision in occupation α=.856


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and personal indecision α=.814. Additionally, Reliability analysis for the scale of career indecision re-sults were for scale-wide α= .840. for sub- factors of awareness α=.883, regret α=.779, decision making α=.772, dissatisfaction α=.764 and external effects α.762. These values have shown that the overall

and sub-dimensions of the scales had high reliability (Christensen, Johnson and Turner, 2015).

EFA and CFA for both career indecision scale and wrong choice of an occupation. For career indecision scale in EFA analysis a four factor solution with data based on the items of career indecision emerged as the best solution as seen in Table 1. For wrong choice of an occupation scale in EFA analysis a five

factor solution with data based on the items emerged as the best solution in Table 2.

After exploratory factor analysis (EFA), the first level multifactor confirmatory factor analysis of the four dimensions was conducted for career indecision scale. When the first-level EFA results given in Figure 2 were examined, goodness of fit values such as CMIN / df (2,435), CFI (, 945) GFI (, 875) SRMR (, 072) RMSEA (, 060) indicated that the model was acceptable (Hu and Bentler, 1998; Bentler & Bonet, 1980). The factor load values of the first level model were also high. A second-level multifactor con-firmatory factor analysis was then performed to form career indecision scale. When the second level CFA results given in Figure 3 were examined, goodness fit values CMIN / df (2,415), CFI (, 946) GFI (, 875) SRMR (, 088) RMSEA (, 060) indicated that the model was acceptable (Hu & Bentler, 1998; Bentler

& Bonet, 1980). Accordingly, the factor load values of the second level model were also high.

After exploratory factor analysis (EFA), the first level multifactor confirmatory factor analysis of the five dimensions was conducted. When the first-level EFA results given in Figure 4 were examined, goodness of fit values such as CMIN/df (2,173), CFI (,928) GFI (,904) SRMR (,036) RMSEA (,054) indi-cated that the model was acceptable (Hu & Bentler, 1998; Bentler & Bonet, 1980). The factor load values of the first level model were also high. A second-level multifactor confirmatory factor analysis was then performed to form wrong choice of an occupation scale. When the second level CFA results given in Figure 5 were examined, goodness fit values CMIN/DF (2,203), CFI (,924) GFI (,901) SRMR (,040) RMSEA (,055) indicated that the model was acceptable (Hu & Bentler, 1998; Bentler & Bonet,

1980). Accordingly, the factor load values of the second level model were also high.

The effect of career indecision on wrong choice of an occupation verified with EFA, CFA, relability anal-ysis and related literature was tested with path analysis. When examining model goodness of fit values such as CMIN/DF (2,706), CFI (, 964) GFI (, 857) SRMR (, 065) RMSEA (, 052) indicated that they were acceptable. When the significance of the standardized path coefficients was examined, it was con-cluded that career indecision had a significant effect on the wrong choice of an occupation 26% [β=.26,p<0.05]. Thus consisted with the studies done so far (Daniels, Stewart, Stupnisky, Perry & Verso, 2011; Vignoli, 2015; Gianakos, 1999; Sax, 1194). Hypothesis Ha= career indecision had a significant

effect on the wrong choice of an occupation (Ŷ=b0+b1X1+b2X2+b3X3+b4X4+ε, p<,05) was confirmed.

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Appendix

Appendix I. Questionnaires of career indecision and wrong choice of an occupation

Dear Teachers; This research aims to investigate”the effect of career indecision on wrong choice of an occupation. The data

obtained through the survey will be used for scientific purposes and all personal information will be kept confi-dential under the terms of the Privacy Policy. It is important that you answer all questions in order to achieve the purpose of the study. The questions is subjected to be marked “1 - strongly disagree, 2-disagree, 3- No Idea, 4- agree 5- strongly agree.

Please Mark "X" in the box with the most appropriate answer for you when answering the questions. Thank you for your interest and contribution. 1.Your age:………

2.Gender: Male ( ) Female ( ) 3.Occupational Seniority :........... 4.Did you choose your occupation will ingly? Yes ( ) No ( )

Questionnaires of career indecision 1 2 3 4 5

1. I know how to improve career awareness professionally.

2. I know the importance of the role that career plays in human life.

3. I know how to pursue career awareness professionally.

4. I make my career decision based on the saying that the worst decision is better than in-decision.

5. Increased sense of external focus of control complicates my career decision-making pro-cess.

6. I experience career indecision as I have superior potential in more than one field.

7. My failures in decision-making have led to my career indecision.

8. I experience career indecision because my interests and abilities do not become identi-cal.

9. I do not eagerly go to my work because of my professional career indecision.

10. I prepare a career action plan to avoid being undecided.

11. I personally choose the option where I can get result fast so as not to experience career

idecision.

12. I plan all my steps to achieve my goals.

13. I know how to use the trainings I received during my education life in professional l ife

14. People should make their own decisions in the career process

15. I experience career indecision because of my extreme need for other people's approval.

16. I do research on options in my career decisions.

17. I experience career indecision due to difficulties in clarifying my personal preferences.

18. I am professionally closed to learning about my occupation because of my career indeci-sion.

19. My anxiety level in making career decisions is quite high.

20. I make a l ist of the occupations that suit me as career planning

21. I do not know exactly what I aim for in my career.

22. I believe I have chosen a career that suits me as a skill.

23. In my career decision, I cannot reconcile my own wishes with those of close family members.

24. I believe I have chosen a close career that appeals to me as self-sufficient.

25. I know where to gather information so as not to experience indecision in my career.

26. I can personally assess the degree to which the characteristics of the occupation and my own qualifications are consisted.

27. I do not know what to do because it is so complicated to decide on a career.


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Questionnaire of wrong choice of an occupation 1 2 3 4 5

1. After choosing an occupation, a change of direction for choosing one another occupa-tion is a difficult thing.

2. I cannot connect who I am and what I do because of the wrong choice of an occupation

3. Instead of continuing this choice, I want to pursue a different choice of an occupation.

4. I cannot find what is right for myself because of my wrong choice of an occupation

5. I am thinking about making a career change because of the wrong choice of an occupa-tion.

6. Although I want a career change from my choice of the wrong occupation, I cannot take action.

7. My decision to choose the wrong occupation has been influenced by the people I have

consulted in my assessment of choices.

8. I cannot be satisfied because of the wrong choice of an occupation.

9. I cannot determine what I really want to do about my occupation.

10. My decision on my choice of an occupation is a decision made without consideration

11. My parents have had an impact on my wrong choice of an occupation.

12. I learned that every decision has a consequence in my wrong choice of an occupation

13. I saw that there was no compensation for the decision I made by choosing the wrong oc-cupation.

14. I made my choice of an occupation in order to guarantee my future.

15. I wish I was someone with another choice of an occupation.

16. Psychologically, I cannot establish a satisfactory relationship between my choice of an

occupation and myself.

17. My circle of friends has had a big impact on my choice of wrong occupation 18. Sociologically, I cannot establish a satisfactory relationship between my choice of an oc-

cupation and myself.

19. I have physical difficulties due to the wrong choice of an occupation

20. I have mental problems because of the wrong choice of an occupation

21. My decision to choose the wrong occupation affects not only me but also my family rela-tionships.

22. The idea that everyone chooses this option made me choose the wrong occupation in my choice

23. I do not enjoy my occupation because of the wrong choice of an occupation

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