Qualitative and Quantitative research-methods are different in some aspects but they complement each other in other aspects, as well. Following widespread criticism of qualitative and quantitative research methods, there is increasing trend in using mixed research methods in social sciences in general and political science in particular. Most advocates of pluralism attempted to fill the gap between qualitative and quantitative methods using the mixed research methods. The present research takes into consideration the introduction and definition of mixed research methods. Then, it tries to discuss different models and paradigms of mixing qualitative and quantitative methods and their advantages and disadvantages. Finally, it considers the outlook and future of mixed research methods in political science.

The mixed methods paradigm is still in its adolescence, and, thus, is still relatively unknown and confusing to many researchers. In general, mixed methods research represents research that involves collecting, analyzing, and interpreting quantitative and qualitative data in a single study or in a series of studies that investigate the same underlying phenomenon.Over the last several years, a plethora of research designs have been developed. However, the number of designs that currently prevail leaves the doctoral student, the beginning researcher, and even the experienced researcher who is new to the field of mixed methods research with the challenge of selecting optimal mixed methods designs. This paper presents a three-dimen -sional typology of mixed methods designs that represents an attempt to rise to the challenge of creating an integrated typology of mixed methods designs. An example for each design is included as well as a notation system that fits our eight – design framework.

In recent decades, the use of mixed methods research has increased in doctoral theses in educational administration and higher education. This study examined the approach, design, and research methods used in these theses. In order to answer the research questions, the abstract and the third chapter of 85 doctoral theses were reviewed. The findings of the study show that nearly three-quarters (73%) of the studies were conducted with the goal of developing a pattern or model. Additionally, 63% of the studies were conducted using a sequential exploratory mixed methods approach. In the qualitative phase of the studies, 60% used a grounded theory approach. In the quantitative phase of the studies, 60% used multiple correlation analysis. The findings of the study, in addition to providing implications for teaching quantitative, qualitative, and mixed methods research methods in doctoral programs, emphasize the need for innovation in research designs used in doctoral dissertations in the fields of behavioral sciences, particularly in the area of pattern development.

Objectives: The purpose of this study is to identify the reasons and factors that will improve the survival of employees in the organization. In other words, we seek the answer to the question “ why don’ t people leave their jobs for another destination? ” For this purpose, this study uses the concept of job embeddedness to examine the factors affecting the survival of employees. Method: In this research, based on a qualitative approach to theme analysis, some semi-structured interviews were initially conducted with some of the managers and experts of the National Bank of Iran (mainly located in Tehran), and five themes (factors) of job embeddedness were extracted based on the coding of the data. Subsequently, a questionnaire was developed about these factors and their sub-components and distributed among 300 employees of the National Bank of Iran. Results: Internal and external communication, separation anxiety, organization compatibility with the individual, comfort and relaxation of working with the organization, and satisfaction with the organization's current conditions are identified as the five factors affecting job embeddedness. Conclusion: The results of confirmatory factor analysis confirmed the five factors and the subcomponents of job embeddedness (reasons for not leaving or staying in the organization), and Bonferroni test also described the convenience and relaxation of working with the organization as the most important aspect of job embeddedness.

The goal of this research was to extract criteria for evaluating technology leaders and it was conducted by mixed method. The research method was descriptive in the qualitative part and survey method in the quantitative part. The research was carried out in smart and semi-smart primary schools in Zanjan province in the academic year of 1398-99. Participants of the qualitative part were fifteen principals from smart schools who were selected using the criterion sampling method considering the principle of theoretical saturation. In the quantitative part, the statistical population included 228 smart and semi-smart school principals in Zanjan province. According to Krejcie and Morgan Table, 139 principals were selected as a research sample by relative stratified random sampling. In the qualitative part, Data collection tools were Semi-structured interviews and in quantitative one, a researcher-made questionnaire was developed. The validity of this questionnaire was confirmed by confirmatory factor analysis. Its reliability was obtained by calculating Cronbachchr('39')s alpha coefficient for 0. 83. . The method of analysis in the qualitative part was content analysis. According to content analysis, 6 main components including planning, organizing, leadership, control, educational and physical factors and 30 criteria for evaluating school technology leaders were identified. The validity of the components was calculated to be 0. 88 using CVR. In quantitative part, descriptive statistics and Kolmogorov-Smirnov test Single group T and T in correlated groups were used to analyze the data. The results showed that the status of the evaluation components of school technology leaders was higher than the average in the planning component and physical factors. It was higher than average in the component of leadership, organization, and control and educational factors. In general, the components were higher than the average. Therefore, criteria can be used to evaluate school technology leaders.