Ramanujan, P;
Bhattacharjea, S;
Alcott, B;
(2022)
A Multi-Stage Approach to Qualitative Sampling within a Mixed Methods Evaluation: Some Reflections on Purpose and Process.
Canadian Journal of Program Evaluation
, 36
(3)
pp. 355-364.
10.3138/cjpe.71237.
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Abstract
We share experiences from a mixed methods evaluation in rural India that combines a randomized controlled trial (RCT) of 400 villages with embedded case studies in four villages. Specifically, we present two lessons from the multi-stage sampling approach adopted to select the four case-study villages, which first prioritized key-informant observations regarding intervention status in order to shortlist locations and subsequently used data from the RCT’s baseline survey to select the final sample. In doing so, we highlight how large-scale mixed methods program evaluations in education can go beyond questions of “what works” to answering those of “how,” “why,” and “why not.”
| Type: | Article |
|---|---|
| Title: | A Multi-Stage Approach to Qualitative Sampling within a Mixed Methods Evaluation: Some Reflections on Purpose and Process |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.3138/cjpe.71237 |
| Publisher version: | https://doi.org/10.3138/cjpe.71237 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | India, international development, mixed methods, program evaluation |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10127963 |
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