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Creswell (2013) states qualitative and quantitative techniques can be combined. Integrating both forms of data can provide a better and more complete understanding of the problem than a single approach. That said, Bryman (1984) suggests that using multiple approaches may not always be applicable, and is not to be considered superior to using a single approach. Ideally, using a combination of both qualitative and quantitative methods and procedures should provide the best answer for research questions (Johnson & Onwuegbuzie, 2004). Invariably, by combining methodologies (Triangulation) can be conducted through different stages: method, strategy, time, space, investigator, and theoretical (Johnson & Onwuegbuzie, 2004; Oates, 2013).

97

Strength Weakness

Qualitative _{* It is useful for studying a limited number of cases in-depth.}

* It is useful for describing complex phenomena. * Provides individual case information.

* Can conduct cross-case comparisons and analysis.

* Provides understanding and description of people's personal experiences of phenomena (i.e., the "emic" or insider's viewpoint). * Can describe, in rich detail, phenomena as they are situated and embedded in local contexts.

* The researcher can study dynamic processes (i.e., documenting sequential patterns and change).

* The researcher can use the primary qualitative method of "grounded Theory" to generate inductively a tentative but explanatory Theory about a phenomenon.

* Qualitative researchers are responsive to changes that occur during the conduct of a study.

* It is more difficult to test hypotheses and theories.

* It generally takes more time to collect the data when compared to quantitative research.

* Data analysis is often time consuming.

* The results are more easily influenced by the researcher's personal biases and idiosyncrasies.

Quantitative _{* Testing and validating already constructed theories.}

* Can generalize a research finding when it has been replicated on many different populations and subpopulations.

* Provides precise, quantitative, numerical data. * Data analysis is relatively less time consuming.

* The research results are relatively independent of the researcher.

* The researcher may miss out on phenomena occurring due to the focus on Theory or hypothesis testing rather than on Theory or hypothesis generation (referred to as the confirmation bias).

* Knowledge produced may be too abstract and general for direct application to specific local situations, contexts, and individuals.

98 * It may have higher credibility with many people in power (e.g.

politicians, people who fund programs).

* It is useful for studying large numbers of people.

Mixed _{* Words, pictures, and narrative can be used to add meaning to}

numbers.

* Can provide quantitative and qualitative research strengths * Researcher can generate and test a grounded Theory.

* Can answer a broader and more complete range of research questions because the researcher is not confined to a single method or approach.

* Can provide stronger evidence for a conclusion through convergence and corroboration of findings.

* Can add insights and understanding that might be missed when only a single method is used.

* Can be used to increase the generalisability of the results.

* Qualitative and quantitative research used together produce more complete knowledge necessary to inform Theory and practice.

* Can be difficult for a single researcher to carry out both qualitative and quantitative research, especially if two or more approaches are expected to be used concurrently; it may require a research team.

* Researcher has to learn about multiple methods and approaches and understand how to mix them appropriately.

* More time consuming.

Table 4. 2: Strength and weakness of research approaches

99 Inductive versus deductive approaches

Deductive and inductive approaches are two strategies used to represent the relationship between research and theory:

“Theory is something that guides and influences the collection and analysis of data. In other words, research is done in order to answer questions posed by theoretical considerations” (Bryman, 2012; p. 24).

A deductive approach has more constraints as an approach and can be used to test a theory or hypothesis with which the researcher commences with the research strategy designed for this testing (Myers, 2013; Saunders et al., 2009, 2016). Comparatively, the inductive approach involves development of theory that emerges through data collection and observation, and is in effect a more exploratory and open-ended approach (Myers, 2013; Saunders et al., 2016). Oates (2013) defined these approaches through data analysis as:

“Existing theories you have found in the literature or have developed yourself. This is known as a deductive approach. Categories observed in the data, such as those used by your respondents or the authors of the documents you are studying, or that occur to you as you read the material. This is known as inductive approach. The idea is that you have a completely open mind and just allow the data to 'speak' to you” (Oates, 2013: p. 269).

Collis & Hussey (2009) and Saunders et al. (2016) outlined major differences between both deductive and inductive approaches (See Table 4.3).

Deductive Inductive Current research

A study in which a conceptual and theoretical structure is developed and subsequently tested by empirical observation; thus particular instances are deduced from general inferences.

A study in which Theory is developed from the observations of empirical reality; thus general inferences are induced from particular instances, which is the reverse of the deductive method.

The current research is exploring the relation between PG student satisfaction and academic staff satisfaction. It does not aim to test either the Balance theory or Herzberg's Motivation-Hygiene Theory. In effect the research is using both theories to explore the relation and develop a new theory.

100 relationships between

variables.

of the meanings that humans attach to events.

relations between PG student and academic staff, it needs better understanding of their perception of the service provided and the effect on their satisfaction and feedback.

The highly structured approach.

A more flexible structure to permit changes as the research progresses.

Using semi structure interviews, I was able to change and add more questions according to the conversation to elicit further details.

The collection of quantitative data.

The collection of qualitative data.

Qualitative data was collected.

Researcher independence of what is being researched.

A realisation that the researcher is part of the research process.

I was a part of the research, interacting with the interviewees.

The necessity to select samples of sufficient size in order to generalise conclusions.

Less concern with the need to generalise.

This research generalises to the theory.

Table 4. 3: Differences between deductive and inductive approaches to research

Source: Adapted from Research methods for business students (Saunders et al., 2016);

Business research: A practical guide for UG and PG students (Collis & Hussey, 2009). Original work modifications are italicised

Despite the classification of deductive as a quantitative approach, and inductive as a qualitative approach, Myers (2013) argued that both approaches can be used for qualitative research, even though the inductive is more common in qualitative research.