Hi Gjoko,
I agree with the distinction you make between research design and design research – I teach both to postgrad students in design and education, as it happens!
And good to hear that you see evidence-based research as encompassing qualitative and quantitative methods as well as combinations. I do both actually. As I write on an Australian public holiday, I am analysing open-ended responses to a survey. I am using statistical methods to do this for the first time, tutored by a colleague who is experienced in quantitative analysis. I look forward to seeing how this looks in SPSS. I will then do qualitative analysis (thematic) for the semi-structured interviews I have conducted. Triangulation is a common way to increase validity/credibility depending on where you stand epistemologically.
I suggest Shenton (2004) for four criteria for evaluating quality in qualitative research: credibility (in preference to internal validity), transferability (in preference to external validity/generalisability, dependability (in preference to reliability) and confirmability (in preference to objectivity). Reference below.
cheers, teena
Shenton, A.K. 2004, 'Strategies for ensuring trustworthiness in qualitative research projects', Education for Information, vol. 22, pp. 63–75.
> I am not referring only to quantitative research as an evidence-based research. The work that you do is equally valid form of evidence-based research as long as you collect it and document it correctly. The type of evidence sought after should be based around the context of the work. This is where 'research design' kicks in (not to be confused with 'design research'). Also, a good practice is for researchers to do a triangulation of their finding by using different research methods. That will add a higher validity to your research.
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