This paper describes a study which uses quantitative and qualitative methods in determining the relationship between academic, institutional and psychological variables and degree performance for a sample of Jamaican undergraduate students. Quantitative methods, traditionally associated with the positivist paradigm, and involving the counting and measurement of events and statistical analysis of a body of numerical data, constitute the primary research approach to this investigation. At the same time, qualitative methods are also employed to enhance the contextual meaning and to provide insight into the quantitativebased findings. Full account is taken of concerns relating to paradigmatic violations -that of the positivist and interpretivist in particular -and relevant literature is used to carve a clearer path towards an understanding and reconciliation of combining quantitative and qualitative methods. Further, implications for the findings as they relate to mixed-method design and institutional direction are discussed. Background Contesting methodologiesFor over three decades several debates or 'wars' (Gage 1989;Guba and Lincoln 1994;Rossi 1994) have raged in the social and behavioural sciences as to the superiority of one or the other of the two major social sciences research paradigms or models. These two models are known alternately as positivist (empirical-analytic, objectivist, functionalist) and interpretive (subjectivist, constructivist). Quantitative research methods have been traditionally associated with the positivist paradigm and qualitative research with the interpretive.A distinguishing characteristic of the quantitative method is the collection of numerical data (Jack and Clarke 1998) that, in turn, can be subjected to statistical procedures (Carter 2000a). Parahoo (1997) has identified three levels of quantitative research: descriptive, correlational, and causal, with causal referring to experiment as a research design.In descriptive research the overall aim is to 'discover new meaning, describe what exists, determine the frequency with which something occurs and categorize

This paper examines the issue of sustainability in Writing Across the Curriculum (WAC) programmes, focusing on the role of 'bottom up' initiatives in their development and spread. It argues that, although this element is essential for the start up of WAC initiatives, sustainability can only be achieved through institutionalization, a process requiring 'top down' measures. Since both bottom up and top down approaches are essential to successful implementation, it is critical to find the right balance between both approaches. The experience of WAC implementation at the Mona Campus of the University of the West Indies, Jamaica is used as a context within which to examine these issues. This example demonstrates a mix of bottom up and top down implementation approaches, but with insufficient top down commitment to guarantee sustainability. It concludes by looking at lessons learned and areas of continued activism which have borne some fruit. It is suggested that the issue of sustainability in the case of grassroots advocates is perhaps better conceptualized as sustained efforts to establish programmes, rather than programme sustainability per se.

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Abstract. This paper outlines the contextual implications and experiences of a team of practitioners attempting to establish a Writing Across the Curriculum (WAC)/Communication Across the Curriculum (CAC) Program in the Sciences. Largely reflective in nature, it seeks to contextualize the progress and outcomes of this initiative by employing the Anson [2006] and Condon and Rutz [2012] framework for evaluating the positioning of WAC in relation to administration, staff, and students. This framework also helped identify the required steps for the full integration of WAC within the institution. The use of the aforementioned analytical tools revealed an appreciable gap between the current status of WAC/CAC at our institution and full institutional endorsement. A discussion of current initiatives being taken to move the program further ahead is undertaken. It is anticipated that the issues highlighted in this paper will serve to inform similar initiatives, while communicating the potential of WAC/CAC programs to enable students to develop to their full potential via a student-centred, interactive environment that promotes effective teaching and exchange of ideas.