What you need to know before shifting methodological approach in your dissertation

Many students contemplate changing their methodological approach midway through their dissertation, either from quantitative to qualitative or vice versa. While some reasons for doing so are valid, others stem from frustration or external comparisons that may not justify such a shift. In this blog I will cover the challenges and issues that come with this decision.

Valid vs. Misguided reasons for changing methodology

A valid reason to reconsider methodology is when a deeper literature review and refined research focus indicate that a shift in paradigm is necessary. This could mean adopting a qualitative approach to explore meanings in depth or moving to a quantitative approach for more structured measurement. It may also be that some of the conditions that led to opt for one type of research are no longer in place, such as access to a large sample no longer being viable.

In the vast majority of cases when students come to me asking for advice about a shift, or even sometimes having made a decision, they do so for misguided reasons. Misguided decisions are usually related to struggling to progress and attributing difficulties to the choice of paradigm rather than tackling the real challenges of research, or to observing their fellow dissertation students using a different approach and perceiving it as faster or easier.

Key challenges when changing methodological

A methodological shift can occur at various stages, but the closer it happens to data collection, the more complex the transition becomes. Whether moving from quantitative to qualitative or qualitative to quantitative, you should be aware of the challenges involved. If you change approach, you will have to:

👉 Redesigning the data collection strategy: If a research design is already well-developed, switching approaches means rebuilding the data collection plan. For instance, shifting from qualitative to quantitative requires revisiting literature and adjusting the conceptual framework to ensure alignment with the paradigm.

👉 Redefining objectives: A methodological change often requires rewriting research questions, as qualitative research tends to be more exploratory, while quantitative objectives focus on examining well defined relationships between variables. Many students find it particularly difficult to frame appropriate objectives when transitioning from quantitative to qualitative research. They’ll either keep the same of objectives thinking they are fine, or if they re-write them they’ll keep too much of the previous approach in the scope or the writing of the objectives. As I often tell them when this happens, "there is still too much of a quantitative mindset in the wording of your revised objectives".

👉 Accept an extended research timeline and possibly seek a new ethical approval: Changing methodologies mid-way extends the dissertation timeline significantly. Additional time is needed to redo previous work, learn new research techniques, and possibly obtain new ethical approval if data collection methods change.

The most difficult challenge: Changing research mindset

From my experience as a supervisor, the most challenging aspect of switching approaches is adapting to a different research mindset. Quantitative and qualitative methodologies require distinct ways of thinking, often in opposing directions. Students eager to change methods frequently underestimate the difficulty of transitioning from objectivity to subjectivity (or vice versa).

A shift in mindset affects multiple aspects of research, notably how aims and objectives should be defined and how the literature review should be conducted, structured and written.  It also affects how the study should be designed, including how the data should be collected, analysed and interpreted. This process is neither quick nor easy. It demands patience, openness to change, and a willingness to let go of previous assumptions, something that many students struggle to accept.

Key take away

As a general rule, I discourage methodological shifts once students have settled on an approach. In most cases, their reasons for wanting to change are driven by frustration rather than necessity. Instead, it is often preferable to work through challenges within the chosen paradigm rather than abandon it entirely.

On rare occasions, when a change is warranted, I ensure students fully understand the practical and psychological implications of their decision. These include:

• Redoing substantial work

• Acquiring new methodological skills

• Most importantly, shifting their mindset away from their previous approach

If, after careful consideration, you still believe that changing methodologies is the best course of action, talk to your supervisor to assess the need for the shift. They can help you to evaluate both desirability and feasibility, ensuring you make an informed choice rather than an impulsive one, and support you to work through the challenges driving your decision.

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To better apprieciate the differences between quantitative and qualitative approaches, I have created two resources focusing on conceptual frameworks (there's one for quantitative and one for qualitative). you can access these resources as part of the Virtual Tutor Resource, where I cover many other topics that will help you to learn how to write a better dissertation. And if you need tailored guidance on your choice of research approach, consider reaching out for direct support!