PhD Courses in Denmark

Welcome to Mixed methods and interdisciplinary inquiry (2025)

Description: Mixed-method research combines qualitative and quantitative approaches, allowing researchers to gain a more comprehensive understanding of their research problem. For PhD students by offering a balanced, comprehensive, and versatile toolkit for Ph.D. students, mixed-method approaches not only enhance the quality and impact of their work but also broaden their methodological expertise, making them well-rounded researchers capable of tackling diverse and complex research challenges.    

The course intends to support participants in developing interdisciplinary inquiry skills by analyzing the needs for mixed-method research and designing mixed-method research using diverse strategies. It adopts a problem?and project-based learning approach, involving participants working in groups on real-life issues identified on their own, which provides opportunities for students to have practical application of mixed methods.

Prerequisites: It is recommended that participants experience or will experience empirical research.

Learning objectives: 

1. Identify needs for mixed methods research in relevant research fields  

2. Analyze various approaches to mixed-method research design, including research questions, data collection, data analysis relating to theories and literature, ethical considerations, and presentation of results  

3. Design a mixed-method research approach, including the use of different strategies  

4. Evaluate how a mixed-method research approach can contribute to specific disciplinary research fields and interdisciplinary research fields  

5. Self-reflect on how one?s engagement with a mixed-method research approach may contribute to and challenge one?s research identity and profile.

Teaching methods: 

The course employs several teaching methods, namely:   

1. Self-study activities (reading recommended literature, pre and post-course assignments)  

2. Lectures with practical exercises (in face-to-face mode) and panel discussion   

3. Team-based project work  

4. Reflective team exercises  

5. Peer and written feedback

Criteria for assessment: 

1. One individual assignment before the course starts  

2. A collaboratively written mixed methods research proposal   

3. Active participation in the course sessions by, for example, carrying out assignments and exercises, contributing to group work and discussions, provide constructive peer feedback.

Key literature: 

1. Creswell, J. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Sage.  

2. Punch, K., & Onacea, A. (2014). Introduction to research methods in education. Sage.  

3. Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational researcher, 33(7), 14-26.  

4. Brown, S. R., Durning, D. W., & Selden, S. (1999). Q methodology. Public Administration and Public Policy, 71, 599-638.   

5. Stenner, P., Watts, S., & Worrell, M. (2008). Q methodology. The SAGE handbook of qualitative research in psychology, 215-239.   

6. Du, X., Lundberg, A., Ayari, M. A., Naji, K. K., & Hawari, A. (2022). Examining engineering students' perceptions of learner agency enactment in problem?and project?based learning using Q methodology. Journal of Engineering Education, 111(1), 111-136.  

7. Markman, A. O., & Du, X. (2024). Career Orientation of First-Year Students in STEM Education: AQ Methodology Study. International Journal for Educational and Vocational Guidance.  

8. Sabah, S., & Du, X. (2018). University faculty?s perceptions and practices of student-centered learning in Qatar: Alignment or gap? Journal of Applied Research in Higher Education, 10(4), 514-533. 

9. Litchfield, K., & Javernick?Will, A. (2015). ?I am an Engineer AND?: a mixed methods study of socially engaged engineers. Journal of Engineering Education, 104(4), 393-416.  

10. Ivankova, N. V., & Stick, S. L. (2007). Students? persistence in a distributed doctoral program in educational leadership in higher education: A mixed methods study. Research in Higher Education, 48, 93-135.

Organizer: Xiangyun Du

Lecturers: Xiangyun Du

ECTS: 3.0 

Time: 4 - 6 November 2025

Place: Aalborg University

Zip code: 9220

City: Aalborg

Maximal number of participants: 30

Deadline: 14 October 2025