Abstract
Introduction
Over the past 15–20 years, students and researchers in the social sciences whose native language is Spanish have increasingly become more proficient in English. As a result, methodological textbooks written in Spanish are no longer as necessary as they were 20 or 30 years ago. The handbook by Molina Azorín, Fàbregues Feijóo, and Escalante Barrios titled Métodos mixtos de investigación: Integrando métodos cuantitativos y cualitativos (in English, Mixed Method Research: Integrating Quantitative and Qualitative Methods) has been published in this changing context. One might wonder whether a handbook like this is still necessary for the Spanish-speaking audience. The answer is clearly yes. This is because Molina Azorín et al.’s textbook is not merely a translation of content previously published by other authors in English, but rather a comprehensive and up-to-date handbook that compiles and systematises material not yet available even in the most recent mixed methods textbooks written in English.
Summary of the Media Content
The handbook is structured into 10 chapters. Chapters 1 to 3 present the basic ideas, concepts, and rationales for using mixed methods, including the historical development and philosophical foundations of this research methodology. Chapters 4 to 6 delve into mixed methods designs, covering everything from basic principles to advanced designs. Chapters 7 and 8 focus on integrating quantitative and qualitative components. Chapter 9 examines the quality of mixed methods research, and Chapter 10 addresses controversies and offers recommendations to researchers. Each chapter includes pedagogical elements such as introductions, summaries, key terms, activities, and recommended readings, all of which are very useful for researchers and students new to mixed methods research. Nevertheless, the content of chapters 6 to 9 will also interest experienced researchers, as these chapters incorporate the latest discussions on the integration process and the quality criteria of mixed methods research.
Contributions to the Field and the Readership of Mixed Methods Research
As the authors indicate, the handbook is aimed at both undergraduate and postgraduate students, as well as more experienced researchers and scholars. These more experienced researchers and scholars will particularly enjoy Chapters 6 through 9. In these chapters, the authors develop and engage in a strong dialogue with the most recent publications on mixed methods methodology written in English. Not only is this literature well-covered, but it is also systematised in a clear and concise manner. Furthermore, in Chapters 8 and 9, the authors discuss in detail two outstanding topics on which important journal articles have recently been published, such as the use of joint displays and the quality of mixed methods research. The review of the use of joint displays across different stages of the research process – sampling, data collection, analysis, and reporting – is particularly insightful.
On the other hand, the character of Chapters 1 through 5 is quite elementary and could have more detail and depth, even though their aim is to provide a basic introduction to mixed methods research. This part of the book adheres to a rather simplified version of the historical development of mixed methods research, omitting well-recognised contributors like Denzin (1970) or Miles and Huberman (1994). Although these authors did not use the term ‘mixed methods’, they were forerunners of the methodological proposals and reflections later developed by those who did. Since the book is primarily an introductory text aimed at readers who may not be familiar with the history of methodological integration, acknowledging seminal contributions – such as those of the above-mentioned authors – would enhance its scope. In addition, this part of the book suggests that all research begins from a ‘paradigmatic position’. While it notes that some scholars argue methods need not be aligned with paradigms in the traditional sense, this assumption could potentially confuse novice researchers, who may feel compelled to choose a ‘paradigm’ as they navigate everyday research practice.
Regarding Spanish-speaking readers, it would have been helpful to include more literature published in Spanish than that cited. This would have enriched the handbook by allowing these readers to delve into the mixed methods literature written in their own language. The authors mention only one book (Bericat, 1998) published in Spanish on methodological integration. Yet, a considerable number of articles and handbooks published in Spanish have addressed methodological integration, starting with the works of Alvira Martín (1983) or Ibáñez (1986) – two well-known Spanish methodologists who published in the 1980s.
Conclusion
Métodos mixtos de Investigación: Integrando métodos cuantitativos y cualitativos offers an up-to-date and comprehensive contribution to the mixed methods literature written in Spanish. Readers will find clear explanations of the key characteristics that constitute rigorous mixed methods research and a wide range of useful recommendations for successfully applying this methodological approach. One of the strengths of the handbook is its emphasis on the importance of meaningfully integrating quantitative and qualitative data, as well as the various ways in which this integration can be made explicit. The reference list in the handbook demonstrates a deep knowledge of the literature published in English and, as stated above, the content even goes beyond that found in the latest textbooks published in English. Although references to authors writing in Spanish could be more prominent, this does not detract from the overall quality of the book by Molina Azorín et al.
