Page 1 Mixed Methods Research a bridge between the Qualitative and Quantitative Dilemma Karl T. Knox, Nottingham Trent University – karl.knox@ntu.ac.uk Abstract After some 20yrs of teaching research methods I still find students contemplating the Qualitative / Quantitative dilemma; seeing the two as being mutuality exclusive or as discrete domains. The use of mixed methods research, specifically template and thematic analysis has been used as a mechanism to raise debate and provide a platform for students to investigate and engage with both qualitative and quantitative research. The aim is not to identify that one is ‘better’ or ‘worse’ than the other but to recognise that students should not be restricted in their approach to data collection. What becomes important, in the research process, is a recognition of the ‘what’ and ‘how’ relationship. That is ‘what’ is being researched will influence ‘how’ data will be collected; this in conjunction with the use of a mixed methods approach has assisted in removing the focus upon the qualitative / quantitative dilemma. Keywords: Qualitative / Quantitative Dilemma – Template Analysis – ‘what’ and ‘how’ The initial impetus for this research case came from student engagement and student discussion of the research process. It was recognised that there was an almost dogmatic approach, by students, to focus upon data collection methods at the expense of the actual research. Often, from historical experience, students rushed head long into how they would collect their data, forgetting the main focus of their research. Not recognising that the research focus dictates and informs the types of questions to ask; the type of data collected and the approach used in analysing their data. This approach to ‘rushing into’ doing something is succinctly identified below: The following questions are taken, roughly, from a selection of student(s) questionnaires: Q1. What is you gender? Q2. What is your age? Q3. How long have you worked for the company? Q4. What is your highest level of qualification? Q5. What do you understand by the term downsizing? Q6. Given the benefits of downsizing how has this changed your view? During the first research meeting with the student(s), in learning sets, a number of student(s) presented a test questionnaire complete with approximately 10 – 15 questions. When asked why they had asked particular questions their responses ranged from: to:  Well I thought that was the best way to start  Don’t all questionnaires ask these types of questions?  Its useful information that they will know the answer to  What do you mean why have I asked these questions, isn’t it obvious!  I don’t understand your question