Experience-based considerations for investigating complex and evolving issues using a longitudinal mixed methods approach

In our modern and interconnected society, research topics can be complex and multifaceted (Creswell and Plano-Clark, 2017). Engaging with them can provide valuable insights into lesser-researched phenomena and lay the foundations for a successful academic career. However, it can be challenging for researchers to organise their research when focusing on sophisticated and multilayered topics. The powerful forces of mainstreaming in most academic fields tend to emphasise and normalise narrow and cautious research questions to steer research towards established methods, such as qualitative or quantitative approaches (Alvesson and Sandberg, 2013). On the other hand, consolidated approaches may not be suitable for conveying a deep understanding of every phenomenon (Flick, 2018). In recent years, a third approach has emerged, namely mixed methods research, which combines quantitative and qualitative approaches to provide a more complete picture of complex phenomena (Johnson and Onwuegbuzie, 2004). Though effective, mixed methods approaches leave design decisions open and require considerable effort and expertise to work with two strands of data simultaneously. Furthermore, unlike the two traditional methods, mixed methods approaches cannot rely on specific guidelines for data collection and analysis (Plano-Clark et al., 2014). The complexity increases when researchers seek to investigate a topic over an extended period. In such cases, they may employ a longitudinal mixed-methods approach, which typically involves multiple rounds of data collection, often three or more (Pettigrew, 1990). This article describes the process of conducting a longitudinal mixed methods study from the researcher’s perspective. It emphasises methodological considerations that may be useful to other researchers, particularly early career researchers and doctoral students. To this end, it focuses on a study reporting on videoconferencing for educational purposes during the pandemic, the results of which have already been published (Giacosa, 2021, 2023). Consistent with previous research (Meyer, 2001; Searight, 2023; Streiner and Sidani, 2010), this paper uses first-hand research as an illustrative example to discuss the broad range of decisions associated with research design, data collection procedures, data analysis, validity, reliability, and ethical considerations.