Boundaries and Boundary Objects: An Evaluation Framework for Mixed Methods Research

Abstract

While mixed methods research is increasingly established as a methodological approach, researchers still struggle with boundaries arising from commitments to different methods and paradigms, and from attention to social justice. Combining two lines of work—social learning theory and the Imagine Program at the University of Brighton—we present an evaluation framework that was used to integrate the perspectives of multiple stakeholders in the program’s social interventions. We explore how this “value-creation framework” acts as a boundary object across “boundaries of practice,” specifically across quantitative and qualitative methods, philosophical paradigms, and participant perspectives. We argue that the framework’s focus on cycles of value creation provided the Imagine Program with a shared language for negotiating interpretation and action across those boundaries.

Beyond ‘Crude Pragmatism’ in sport coaching: Insights from C.S. Peirce, William James, and John Dewey: A commentary

“…An upcoming paper in The Journal of Mixed Methods will introduce the VCF as an evaluative framework for mixed methods research. 16 The paper introduces the VCF and goes on to discuss ''how it can act as a boundary object across three types of boundaries significant to the mixed-method community-boundaries across methods, paradigms, and across participant perspectives'' (Wenger-Trayner et al, 16 p. 2). In social learning theory, boundaries are the loci of tensions and learning potential.…”

Assessing the value of SCOTENS as a cross-border professional learning network in Ireland using the Wenger–Trayner value-creation framework

“…Drawing on a value-creation framework based in social learning theory (Wenger-Trayner & Wenger-Trayner, 2015a;B. Wenger-Trayner et al, 2017), the SCoTENS steering committee has been involved for some time now in a shared professional learning journey (Vanassche & Kelchtermans, 2016).…”

“…It should be unsurprising then that we embraced the opportunity presented by the research as a learning one, and that, epistemologically and conceptually, the study we designed builds on professional learning research (Vanassche & Kelchtermans, 2016) in an interpretative tradition, draws on discourse-studies practice (Braun & Clarke, 2006;Krzyżanowski & Forchtner, 2016), and is informed by a social history approach (Evans, 2008). The defining métier is a value-creation framework (Wenger-Trayner & Wenger-Trayner, 2015a;B. Wenger-Trayner et al, 2017) based in social learning theory.…”

“…B. Wenger-Trayner et al (2017) propose a further variation on the original value-creation framework so that it can double as a planning template. They note that although the framework was originally intended to frame retrospective assessments of learning from communities of practice, some communities had also begun to use the framework to prospectively create a vision and plan their activities, setting aspirations, considering conditions, and establishing risks and mitigation strategies.…”

In This Issue: The Performative Paradigm, Pillar Integration, Value Creation Evaluation, Longitudinal Procedures, Gender-Based Violence Mitigation, and Whole Design Integration

“…In the third methodological/theoretical article, Wenger-Trayner, Wenger-Trayner, Cameron, Eryigit-Madzwamuse, and Hart (2019), with affiliations in the social and health sciences, introduce an evaluation framework for mixed methods research. They illustrate the value-creation network as a means for integrating multiple data sources, and they describe the concept of boundary objects.…”