Applying Methods Triangulation to Research Quality Assurance in Higher Education
##plugins.themes.bootstrap3.article.sidebar##
##plugins.themes.bootstrap3.article.main##
Abstract
Grounded theory (GT) is widely used in qualitative research to generate theory through constant comparison, memoing, theoretical sampling and category development. However, less attention has been given to how methods triangulation can be operationalised within GT without displacing qualitative analysis as the central source of conceptual development. This article demonstrates how methods triangulation can strengthen qualitative GT analysis. It shows how different data slices can support constant comparison, expose dissonance, guide theoretical sampling, stimulate abductive reasoning, and contribute to category saturation and theory generation. The study was conducted in the context of small higher education institutions (HEIs) and examined the relationship between quality assurance, innovation and performance. Twenty-one in-depth interviews formed the analytical engine of the research and were analysed through iterative coding, memoing and constant comparison. Additional sources, including external quality assurance reports, accreditation data, and audited financial reports were incorporated as comparative indicators within the GT process. These sources were not treated as independent mixed-methods strands, but as analytically useful data slices that informed and refined the sampling strategy, category development, and theoretical saturation. The triangulated process enabled the development of a four-quadrant taxonomy linking quality assurance readiness, institutional performance and innovation activity. The taxonomy was then used to return to the qualitative data, compare institutional groups and deepen the emerging grounded theory explanation. The article contributes to the qualitative research methodology by showing how methods triangulation can be embedded within GT as an analytical rather than merely a validating strategy. It maintains the qualitative interviews as the central engine of theory generation while other qualitative, quantitative, and quantised data sources act as prompts for comparison, dissonance and abductive interpretation.
Downloads
##plugins.themes.bootstrap3.article.details##
How to Cite
Copyright (c) 2026 New Trends in Qualitative Research
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
openAccess
openAccess
Al-Imarah, A. A., Shields, R., & Kamm, R. (2021). Is quality assurance compatible with technological innovation? Case studies of massive open online courses (MOOCs) in United Kingdom higher education. Quality in Higher Education, 27(1), 4–19. https://doi.org/10.1080/13538322.2021.1830474
ALLEA. (2023). The European Code of Conduct for Research Integrity: Revised edition 2023. Retrieved May 24, 2026, from https://allea.org/code-of-conduct/
Antunes, M., Texeira Quirós, J., & Justino, M. D. R. (2018a). Total quality management and quality certification: effects in organisational performance. International Journal of Services and Operations Management, 29(4), 439–461. https://doi.org/10.1504/IJSOM.2018.090452
Antunes, M., Texeira Quirós, J., & Justino, M. D. R. (2018b). Role of Management Control Systems in Quality, Innovation and Organizational Performance in Portugal SMES Companies. International Journal of Innovation and Technology Management, 15, 1850014. https://doi.org/10.1142/S0219877018500141
Baker, C., Wuest, J., & Stern, P. N. (1992). Method slurring: the grounded theory/phenomenology example. Journal of Advanced Nursing, 17(11), 1355–1360. https://doi.org/10.1111/j.1365-2648.1992.tb01859.x
Birks, M., & Mills, J. (2015). Grounded Theory—A Practical Guide (2nd ed.). Sage Publications. https://books.google.pt/books/about/Grounded_Theory.html
Charmaz, K. (2006). Constructing Grounded Theory. Sage Publications.
Creamer, E. G. (2022). Advancing Grounded Theory with Mixed Methods. Routledge.
Creswell, J. W., & Creswell, J. D. (2017). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). SAGE Publications.
Denzin, N. K., & Lincoln, Y. S. (2005). Introduction: The Discipline and Practice of Qualitative Research. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research, 3rd ed (pp. 1–32). Sage Publications Ltd.
Glaser, B. G. (1978). Theoretical Sensitivity: Advances in the Methodology of Grounded Theory. The Sociology Press.
Glaser, B. G. (2003). The Grounded Theory Perspective II: Description’s Remodelling of Grounded Theory. The Sociology Press.
Glaser, B. G. (2007). All Is Data. Grounded Theory Review, 6(2), 1–22. https://groundedtheoryreview.org/index.php/gtr/article/view/353
Glaser, B. G., & Strauss, A. L. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. AldineTransaction.
Holton, J. A., & Walsh, I. (2017). Classic Grounded Theory: Applications With Qualitative and Quantitative Data. SAGE Publications, Inc.
Idris, I. (2019). Exploring organizational culture, quality assurance, and performance in higher education. Management and Economics Journal (MEC-J), 3(2), 166–181. https://doi.org/10.18860/mec-j.v3i2.7529
Jonsen, K., & Jehn, K. A. (2009). Using triangulation to validate themes in qualitative studies. Qualitative Research in Organizations and Management: An International Journal, 4(2), 123–150. https://doi.org/10.1108/17465640910978391
Kettunen, J. (2008). A conceptual framework to help evaluate the quality of institutional performance. Quality Assurance in Education, 16(4), 322–332. https://doi.org/10.1108/09684880810906472
Leiber, T. (2018). Impact evaluation of quality management in higher education: A contribution to sustainable quality development in knowledge societies. European Journal of Higher Education, 8(3), 235–248. https://doi.org/10.1080/21568235.2018.1474775
Mello Silva, M. F. de, & Vargas, E. R. de. (2022). Quality assurance systems: enemies or allies of innovation in higher education institutions? Quality Assurance in Education, 30(1), 1–18. https://doi.org/10.1108/QAE-09-2020-0116
Newton, J. (2010). A Tale of Two ‘Qualitys’: Reflections on the Quality Revolution in Higher Education. Quality in Higher Education, 16(1), 51–53. https://doi.org/10.1080/13538321003679499
Owlia, M. S., & Aspinwall, E. M. (1997). TQM in higher education ‐ a review. International Journal of Quality & Reliability Management, 14(5), 527–543. https://doi.org/10.1108/02656719710170747
Patton, M. Q. (1999). Enhancing the quality and credibility of qualitative analysis. Health Services Research, 34(5 Pt 2), 1189–1208.
Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Sage.
Psomas, E., & Antony, J. (2017). Total quality management elements and results in higher education institutions. Quality Assurance in Education, 25(2), 206–223. https://doi.org/10.1108/QAE-08-2015-0033
Riccomini, F. E., Cirani, C. B. S., Carvalho, C. C. de, & Storopoli, J. E. (2021). Educational innovation: Trends for higher education in Brazil. International Journal of Educational Management, 35(3), 564–578. https://doi.org/10.1108/IJEM-07-2019-0245
Rizzo, A., Aquilina, R., & Falzon, R. (2024). The Efficacy of Grounded Theory as a Methodology to Map the Strategic Behaviour of Small Organisations: A Reflexive Practitioner Evaluation. Journal of Enterprising Culture, 32(1), 35-66. https://doi.org/10.1142/S0218495824500031
Roffe, I. M. (1998). Conceptual problems of continuous quality improvement and innovation in higher education. Quality Assurance in Education, 6(2), 74–82. https://doi.org/10.1108/09684889810205723
Schneckenberg, D. (2009). Understanding the real barriers to technology-enhanced innovation in higher education. Educational Research, 51(4), 411–424. https://doi.org/10.1080/00131880903354741
Sciarelli, M., Gheith, M. H., & Tani, M. (2020). The relationship between soft and hard quality management practices, innovation and organizational performance in higher education. The TQM Journal, 32(6), 1349–1372. https://doi.org/10.1108/TQM-01-2020-0014
Seyfried, M., & Pohlenz, P. (2018). Assessing quality assurance in higher education: quality managers’ perceptions of effectiveness. European Journal of Higher Education, 8(3), 258–271. https://doi.org/10.1080/21568235.2018.1474777
Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63–75. https://doi.org/10.3233/EFI-2004-22201
Strauss, A., & Corbin, J. (1990). Basics of Qualitative Research: Grounded Theory Procedures and Techniques. SAGE Publications, Inc.
Venkatraman, S. (2007). A framework for implementing TQM in higher education programs. Quality Assurance in Education, 15(1), 92–112. https://doi.org/10.1108/09684880710723052