Event

As part of the Fourth Regional Mixed Methods Conference, a Distinguished Lecture will be held on July 11, at the School of Education Auditorium at 6 p.m. This lecture will discuss what is referred to as the Seven Pillars of Full(er) Integration and will give insights on how each pillar represents a major avenue for attaining full(er) integration. Register to secure your space.

https://bit.ly/DLJuly 

Although, in recent years, the use of the word “integration” in mixed methods research has increased during the present era of “emerging adulthood” (Onwuegbuzie & Hitchcock, 2019, p. 18), the overwhelming majority of mixed methods research studies continue to involve only partial integration. Such partial integration represents what Fetters and Freshwater (2015) referred to as the “1 + 1 = 3 integration formula” (p. 116). The Routledge Handbook for Advancing Integration in Mixed Methods Research emerged as an attempt to help the field of mixed methods research to move towards full(er) integration. Inspired by the 32 chapters in this handbook, which involve 57 authors—including MMIRA-CC’s Professor Loraine D. Cook and the Late Dr. Vimala Judy Kamalodeen—in our presentation, we will deconstruct further what full(er) integration

means within the context of Onwuegbuzie’s (2017) and Onwuegbuzie and Hitchcock’s (2019, p. 18) “1 + 1 = 1 integration formula.” Our deconstruction has led us to conceptualize what we refer to as the Seven Pillars of Full(er) Integration. In our presentation, we will discuss each of these pillars and outline how each pillar represents a major avenue for attaining full(er) integration. 

Presenters: 

Anthony J. Onwuegbuzie is a Senior Research Associate at Cambridge University, Professor Extraordinarius at the University of South Africa, and Distinguished Visiting Professor at the University of Johannesburg. Also, he is Honorary Visiting Scholar at Flinders University, College of Nursing and Health Sciences; Visiting Senior Scholar, St. John’s University, New York; a Visiting Professor, Federal University of Santa Catarina, Florianópolis, Brazil; a Lecturer, University of Louisville, Counseling and Human Development; and an Honorary Recognised Supervisor (Online), University of Liverpool. His research areas primarily involve social and behavioural science topics, including disadvantaged and under-served populations such as minorities and juvenile delinquents. Additionally, he writes extensively on qualitative, quantitative, and mixed methodological topics. Most notably, Professor Onwuegbuzie is the #1 most cited Educational Research Scientist in the world in terms of the number of citations over the last 5 years. 

John Hitchcock (Ph.D., University at Albany, State University of New York) is an Associate Director at Westat, a firm that offers professional research and technical support services to help clients improve outcomes in health, education, social policy, and transportation. He has co-authored more than 70 pieces of scholarship (peer-reviewed journal articles, national reports, books, and book chapters) and several editorials. He has presented research at conferences more than 150 times and according to Google Scholar his collective works have been cited more than 6,000 times. Prior to joining Westat, Dr. Hitchcock held tenured academic appointments at Ohio University and Indiana University, and he served on a U.S. Department of Education panel that developed standards for assessing the causal validity of single-case experimental designs. He is a mixed methods researcher with 20 years of experience with grant-funded program evaluation, research syntheses, and randomized controlled trials in education. He has been funded by Arnold Ventures to lead two experimental investigations of high school dropout prevention programs. Currently, Hitchcock is the Principal Investigator of the Wallace-Funded National Summer Learning and Enrichment Study and the Director of the Institute for Educational Science's project: "Design and Conduct of An Impact Evaluation of Professional Development for General and Special Education Teachers to Improve Instruction and Academic Outcomes For Students With Disabilities.” Across these roles, Hitchcock’s central purposes are to develop empirical findings that can inform education policy and practice, and advance the conduct of research methods and design 

Registration: http://conferences.sta.uwi.edu/mmiracc/distinguishedlecture.php