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dc.contributor.authorAsberg, Rodneyen_US
dc.contributor.authorHummerdal, Danielen_US
dc.contributor.authorDekker, Sidneyen_US
dc.contributor.editorWaldemar Karkowskien_US
dc.date.accessioned2017-05-03T15:58:19Z
dc.date.available2017-05-03T15:58:19Z
dc.date.issued2011en_US
dc.date.modified2012-03-28T22:34:32Z
dc.identifier.issn1464-536Xen_US
dc.identifier.doi10.1080/1464536X.2011.559292en_US
dc.identifier.urihttp://hdl.handle.net/10072/44028
dc.description.abstractThis article is about the comprehensive but meaningless rhetoric encircling the pseudo issue of quantitative-qualitative method. Two questions get clarification in this article. First, what does the term method mean, and second, what constraints should be attached to the term when moving into the theory and practice of science. Based on an examination of these two, we subsequently address the question of what the quantitative-qualitative argument is about. Our reasoning leads to the conclusion that the quantitative-qualitative argument should be removed from the agenda, so that significant and important a priori choices may be given due attention instead.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.languageEnglishen_US
dc.publisherTaylor & Francisen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom408en_US
dc.relation.ispartofpageto415en_US
dc.relation.ispartofissue5en_US
dc.relation.ispartofjournalTheoretical Issues in Ergonomics Scienceen_US
dc.relation.ispartofvolume12en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchHistory and Philosophy of Science (incl. Non-historical Philosophy of Science)en_US
dc.subject.fieldofresearchcode220206en_US
dc.titleThere are no qualitative methods - nor quantitative for that matter: the misleading rhetoric of the qualitative-quantitative argumenten_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.date.issued2011
gro.hasfulltextNo Full Text


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