手法を比較

	評価に焦点を当てた多段階混合研究法	多段階混合研究デザイン
分野	研究デザイン	研究デザイン
系統	Process / pipeline	Process / pipeline
提唱年	2007–2009 (multiphase design formalized 2007; evaluation-focused applications consolidated ca. 2009)	2007 (first edition of Designing and Conducting Mixed Methods Research)
提唱者	John W. Creswell & Vicki L. Plano Clark (multiphase design); Stewart I. Donaldson and colleagues (evaluation-focused framing)	John W. Creswell & Vicki L. Plano Clark
種類	Mixed methods research design — program evaluation variant	Mixed methods research design
原典	Donaldson, S. I., Christie, C. A., & Mark, M. M. (Eds.). (2009). What Counts as Credible Evidence in Applied Research and Evaluation Practice? Sage. ISBN: 978-1412957090	Creswell, J. W., & Plano Clark, V. L. (2018). Designing and Conducting Mixed Methods Research (3rd ed.). Sage. ISBN: 978-1483substitute
別名	evaluation multiphase mixed methods, program evaluation multiphase design, mixed methods program evaluation, evaluative multiphase design	multiphase design, multiproject mixed methods, programmatic mixed methods, multistage mixed methods
関連	6	6
概要	The evaluation-focused multiphase mixed methods design applies the multiphase mixed methods framework explicitly to program evaluation contexts, orchestrating three or more sequential or iterative phases — each drawing on quantitative measures, qualitative inquiry, or both — to assess a program, policy, or intervention from needs assessment through impact evaluation. An overarching evaluation question unifies all phases, and findings from each phase directly shape the evaluation questions and methods of the next.	The multiphase mixed methods design is a sustained research program in which quantitative and qualitative strands are combined across three or more sequential phases — or across multiple related projects — to address a central program objective. Each phase builds on the prior phase's findings, making the design well-suited to long-term evaluation, intervention development, and large-scale program assessment where a single data-collection cycle cannot fully address the complexity of the research problem.