Mixed methods approaches have become increasingly relevant in social sciences research over the last few decades. Nevertheless, we show that these approaches have rarely…
Mixed methods approaches have become increasingly relevant in social sciences research over the last few decades. Nevertheless, we show that these approaches have rarely been explicitly applied in higher education research. This is somewhat surprising because mixed methods and empirical research into higher education seem to be a perfect match for several reasons: (1) the role of the researcher, which is associated with strong intersections between the research subject and the research object; (2) the research process, which relies on concepts and theories that are borrowed from other research fields; and (3) the research object, which exhibits unclear techniques in teaching and learning, making it difficult to grasp causalities between input and results. Mixed methods approaches provide a suitable methodology to research such topics. Beyond this, potential future developments underlining the particular relevance of mixed methods approaches in higher education are discussed.
In constructing a model of interaction among ethnic groups in multicultural societies we adopt a humanistic sociological perspective. This is the name given to that orientation in sociology which in Poland and the United States has been associated with the names of Florian Znaniecki, William I. Thomas and Robert M. MacIver. This school has emphasised the need ‘to accept human values and activities as facts, just as human agents themselves accept them’ (1), and stressed the need to interpret all social and cultural activities from the standpoint of the actors themselves, and not merely that of the outside observer.