The purpose of this essay is to discuss the phases and challenges of the explanatory sequential design (ESD hereinafter) of mixed methods research (MMR hereinafter) by reviewing relevant literature. The literature was explored during the design stage of a Ph.D. project that sought to examine the relationship among social capital, education, and employment for foreign students graduating from several Estonian universities. The review finds that the explanatory sequential design of MMR is much more complex than just sequencing how and what kind of data to collect; it also entails selecting how data will be processed and presented using a range of techniques that are often riddled with difficulties. By addressing these ideas, this paper will aid those interested in comprehending the summary of the explanatory sequential design of MMR.

Juggling work, personal responsibilities, and academic obligations can be challenging for many students, who work while studying, potentially leading to difficulties in adapting to the academic demands and compromising academic success. This study aims to evaluate the relationship between life domain (e.g., work, personal, and university) obstacles and academic adaptation among working university students in Estonia. Using the data from the Eurostudent-VII survey, the study estimated quantitative measures of association. The findings suggest that work-related issues negatively affect academic adaptation, while concerns related to childcare and the financial situation did not have any statistically significant impact. In contrast, issues with unsuitable and demanding academic programmes were found to significantly affect academic adaptation for working students. This study sheds light on the challenges faced by working students and the manner in which these obstacles can affect academic experiences, underscoring the need for support for employed university students in Estonia. Such knowledge can be put to further research use, and it can also inform initiatives aimed at assisting students, who are simultaneously working and pursuing higher education.

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Juggling work, personal responsibilities, and academic obligations can be challenging for many students, who work while studying, potentially leading to difficulties in adapting to the academic demands and compromising academic success. This study aims to evaluate the relationship between life domain (e.g., work, personal, and university) obstacles and academic adaptation among working university students in Estonia. Using the data from the Eurostudent-VII survey, the study estimated quantitative measures of association. The findings suggest that work-related issues negatively affect academic adaptation, while concerns related to childcare and the financial situation did not have any statistically significant impact. In contrast, issues with unsuitable and demanding academic programmes were found to significantly affect academic adaptation for working students. This study sheds light on the challenges faced by working students and the manner in which these obstacles can affect academic experiences, underscoring the need for support for employed university students in Estonia. Such knowledge can be put to further research use, and it can also inform initiatives aimed at assisting students, who are simultaneously working and pursuing higher education.

The purpose of this research is to explore whether a lack of interpersonal and institutional trust leads to the prevalence of corruption in Bangladesh. To achieve this, data from the seventh wave (2017-2022) of the World Value Survey (WVS) and the Chi-square automatic interaction detection (CHAID) technique were utilised. The results indicated that interpersonal trust is lower in Bangladesh and it significantly influences the frequency of bribe payments. In addition, the findings revealed that the frequency of paying bribes is less likely when confidence in law enforcement (e.g., the police) is higher.