Explanatory Sequential Mixed Methods Research Articles

Responding to the real problem of sustainable resuscitation skills with real assessment. Mixed-methods evaluation of an authentic assessment programme.

The retention of resuscitation skills is a widespread concern, with a rapid decay in competence frequently following training. Meanwhile, training programmes continue to be disconnected with real-world expectations and assessment designs remain in conflict with the evidence for sustainable learning. This study aimed to evaluate a programmatic assessment pedagogy which employed entrustment decision and the principles of authentic and sustainable assessment (SA). We conducted a prospective sequential explanatory mixed methods study to understand and address the sustainable learning challenges faced by final-year undergraduate paramedic students. We introduced a programme of five authentic assessments based on actual resuscitation cases, each integrating contextual elements that featured in these real-life events. The student-tutor consensus assessment (STCA) tool was configured to accommodate an entrustment scale framework. Each test produced dual student led and assessor scores. Students and assessors were surveyed about their experiences with the assessment methodologies and asked to evaluate the programme using the Ottawa Good Assessment Criteria. Eighty-four students participated in five assessments, generating dual assessor-only and student-led results. There was a reported mean score increase of 9% across the five tests and an 18% reduction in borderline or below scores. No statistical significance was observed among the scores from eight assessors across 420 unique tests. The mean student consensus remained above 91% in all 420 tests. Both student and assessor participant groups expressed broad agreement that the Ottawa criteria were well-represented in the design, and they shared their preference for the authentic methodology over traditional approaches. In addition to confirming local sustainability issues, this study has highlighted the validity concerns that exist with conventional resuscitation training designs. We have successfully demonstrated an alternative pedagogy which responds to these concerns, and which embodies the principles of SA, quality in assessment practice, and the real-world expectations of professionals.

Managing Earnings Management: A Framework of Standards, Governance and Ethics

Manipulating earnings to superficially represent financial reports is a flagrant violation of management's assertions about the fairness of financial statements. Therefore, auditors have developed objectives to counter management assertions to ensure that financial reporting is credible and free from earnings management practices (EMP).  This study examines the role of an integrated system of auditing standards and corporate governance surrounded by a framework of ethical values and principles in reducing EMP through the use of a sequential explanatory mixed method. Through this approach, the results obtained from 131 surveys were used as input for the interviews to add a more in-depth understanding of this phenomenon and find fruitful ways to reduce EMP. The results revealed that management's assertion on “accuracy, valuation and allocation” was most involved in EMP, thus, requiring a high degree of exercising professional skepticism. While “objectivity” was the ethical principle most respected by auditors, the results showed that the most serious threat to auditor independence that poses a challenge to the audit profession is the threat of intimidation. Moreover, the study showed that exercising the supervisory role in holding management accountable and following up on the work of auditors to uncover EMP requires real independence of the audit committee from the executive members. The findings have implications for economic policymakers in emerging countries where the sustainability of the audit profession and public companies is critical to economic development and stability. The study provides insights and guidance in mapping corporate governance for the future and benefiting from the experiences of developed countries as outlined in the study’s conclusion.

Examining the Quality of Learning Environment of Sandwich Programmes in Ghana: A Case of Institute of Education

This paper reports on a study that examined the quality of the learning environment of sandwich programmes in Ghana. The study used a sequential explanatory mixed method design and focused on tutors and 400 students of the programme. The Total Quality Management Theory, Expectation Confirmation/Disconfirmation Theory, Context, Input, Process, and Product Evaluation Model underpined the study. A disproportional stratified selection method was used to select 1,000 students and 50 tutors from each of the four teaching centres. While a purposive sampling method was employed to select 12 students and eight tutors involved in sandwich programmes for follow-up interviews. The data were collected using a questionnaire and an interview guide. The quantitative data was analysed using means and standard deviation, while the qualitative data were subjected to thematic analysis. These findings revealed that the tutors show concern for the welfare of the students and offer chances for student-teacher contact. However, big class sizes limit how much faculty can customise the learning environment. Also, students were friendly, helpful, cooperative, and supported one another during activities. The study recommended that the management of the Institute of Education and centre coordinators make every effort to secure spacious classrooms to help reduce large class sizes and increase opportunities for student-teacher interactions, cohesiveness, and students' participation in the classroom. In addition, tutors should foster an atmosphere that invites student interaction and identify students' strengths and weaknesses.

Social connectedness and diabetes self-management across the COVID-19 pandemic: A mixed methods study.

Structural social connectedness is the structure and size of a person's social network, including whether persons live with or have regular contact with others. The COVID-19 pandemic disrupted structures that facilitate social connectedness. This study investigated how a person's structural social connectedness influenced diabetes self-management strategies through the COVID-19 pandemic. The study followed an explanatory sequential mixed methods design. First, quantitative data were collected via surveys of 54 patients living with diabetes (67% female, Mage of 60 [12] years) in 2021. Then in 2022, we interviewed 25 patients (64% female, Mage of 62 [9] years) as a follow-up to the survey to help explain quantitative findings. Longitudinal mixed methods analysis integrated both phases to offer a holistic view of the factors influencing diabetes self-management. A full-factorial analysis of covariance tested home and workplace social connectedness effects onto glycemic control and four self-management measures. In integrated analysis, researchers categorized patients into four groups by level of home and workplace social connectedness. Individuals with home social connectedness were more likely to overcome pandemic-related self-management challenges than those without home social connectedness. Although the workplace provided social connectedness, it imposed structural barriers to self-management. Structural social connectedness influenced how patients navigated diabetes self-management challenges through the COVID-19 pandemic. Results suggest clinicians should consider how home and workplace connectedness interact to facilitate or impede patient self-management. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Science learning STEM-R approach: A study of students' reflective and critical thinking

This study aimed to i) analyse learning problems in science at boarding schools for junior high school students and ii) determine the effectiveness of science learning in the context of Islamic teachings using the science, technology, engineering, and mathematics, -religion (STEM-R) approach to improve reflective and critical thinking skills. The research method applied in this study was a sequential exploratory mixed method. The research design consisted of five stages: i) qualitative data gathering, ii) qualitative data analysis, iii) quantitative data gathering, iv) quantitative data analysis, and v) data interpretation. The subjects of this study were 192 students from boarding schools and were divided into 6 groups. The research results obtained were the school, parents, science teachers and religion teachers’ vision and mission causing students to like or dislike science. An excellent teacher is viewed by students as someone who can make learning enjoyable, exhibit creativity in presenting educational material, possess the ability to motivate, link science and religion, engage in investigative activities, infuse humour, establish connections between science and everyday life, and communicate concepts effectively. Moreover, distinctions in reflective thinking and critical thinking abilities were observed between the experimental group and the control group. Learning that connects science and Islamic religion and examines STEM-R aspects is able to develop students' thinking skills.

Particularity, Engagement, Actionable Inferences, Reflexivity, and Legitimation tool for rigor in mixed methods implementation research.

Implementation science helps generate approaches to expedite the uptake of evidence in practice. Mixed methods are commonly used in implementation research because they allow researchers to integrate distinct qualitative and quantitative methods and data sets to unravel the implementation process and context and design contextual tools for optimizing the implementation. To date, there has been limited discussion on how to ensure rigor in mixed methods implementation research. To present Particularity, Engagement, Actionable Inferences, Reflexivity, and Legitimation (PEARL) as a practical tool for understanding various components of rigor in mixed methods implementation research. This methodological discussion is based on a nurse-led mixed methods implementation study. The PEARL tool was developed based on an interpretive, critical reflection, and purposive reading of selected literature sources drawn from the researchers' knowledge, experiences of designing and conducting mixed methods implementation research, and published methodological papers about mixed methods, implementation science, and research rigor. An exemplar exploratory sequential mixed methods study in nursing is provided to illustrate the application of the PEARL tool. The proposed tool can be a useful and innovative tool for researchers and students intending to use mixed methods in implementation research. The tool offers a straightforward approach to learning the key rigor components of mixed methods implementation research for application in designing and conducting implementation research using mixed methods. Rigorous implementation research is critical for effective uptake of innovations and evidence-based knowledge into practice and policymaking. The proposed tool can be used as the means to establish rigor in mixed methods implementation research in nursing and health sciences.

Cardiogenic Shock Challenges and Priorities: A Clinician Survey

Cardiogenic shock (CS) is common and survival outcomes have not substantially improved. Australia's geography presents unique challenges in the management of CS. The challenges and research priorities for clinicians pertaining to CS identification and management have yet to be described. We used an exploratory sequential mixed methods design. Semi-structured interviews were conducted with 10 clinicians (medical and nursing) to identify themes for quantitative evaluation. A total of 143 clinicians undertook quantitative evaluation through online survey. The interviews and surveys addressed current understanding of CS, status of cardiogenic systems and future research priorities. There were 143 respondents: 16 (11%) emergency, cardiology 22 (16%), 37 (26%) intensive care, 54 (38%) nursing. In total, 107 (75%) believe CS is under-recognised. Thirteen (13; 9%) of respondents indicated their hospital had existing CS teams, all from metropolitan hospitals, and 40% thought additional access to mechanical circulatory support devices was required. Five (5; 11%) non-tertiary hospital respondents had not experienced a delay in transfer of a patient in CS. All respondents felt additional research, particularly into the management of CS, was required. Clinicians report that CS is under-recognised and further research into CS management is required. Access to specialised CS services is still an issue and CS protocolised pathways may be of value.

Green brand identity and B2B channel partners' tactical green marketing orientation: Moderating effect of brand governance

Even though environmental values and sustainable branding have garnered much attention in the B2C context, B2B contexts remain relatively less explored. This study introduces a novel synthesis of Signaling theory and Stewardship theory and examines the moderating impact of brand governance on the relationship between green brand identity, consistent communication and channel partner commitment, leading to tactical green marketing orientation. Distinguishing itself from previous research, our approach embraces a multi-perspective lens, delving into the viewpoints of both channel partners and organizations (i.e., managers). Employing an explanatory sequential mixed method design, the first phase involved an empirical survey with 248 respondents (Study 1). Subsequently, the second phase (Study 2) comprised qualitative interviews with 41 respondents. The findings from both studies converged, revealing a positive association between “consistent communication” and “attitude,” a robust connection between “attitude” and “commitment,” and a favorable correlation between “green brand identity” and “attitude,” ultimately leading to a positive relationship between “attitude” and “green tactical marketing orientation". This research significantly contributes to the comprehension of B2B green brand positioning by demonstrating, that in the B2B context, brand governance influences channel partners' commitment and tactical green marketing orientation.

Is it an abortion: Classification of pregnancy-ending interventions after 24 weeks in the presence of lethal fetal anomalies

ObjectiveTo determine how obstetrician-gynecologists categorize pregnancy-ending interventions in the setting of lethal fetal anomalies. Study DesignWe conducted a sequential explanatory mixed methods study of U.S. obstetrician-gynecologists from May to July 2021. We distributed a cross-sectional online survey via email and social media and completed qualitative telephone interviews with a nested group of participants. We assessed institutional classification as induced abortion versus indicated delivery for six scenarios of ending a pregnancy with lethal anomalies after 24 weeks, comparing classification using McNemar chi-square tests with Benjamini-Hochburg correction for multiple comparisons with false discovery rate of 0.05. We performed thematic analysis of qualitative data and then performed a mixed methods analysis. ResultsWe included 205 respondents; most were female (84.4%), had provided abortion care (80.2%), and were general OB/GYNs (59.3%), with broad representation across pre-Dobbs state and institutional abortion policies. Twenty-one qualitative participants had similar characteristics to the whole sample. Scenarios were classified as induced abortion by the majority of respondents, ranging from 53.2% for 32-week induction for anencephaly, to 82.9% for feticidal injection and 24-week induction for anencephaly. Mixed methods analysis revealed the relevance of gestational age (later interventions less likely to be considered induced abortion) and procedure method and setting (dilation and evacuation, feticidal injection, and freestanding facility all increasing classification as induced abortion). ConclusionThere is wide variation in classification of pregnancy-ending interventions for lethal fetal anomalies, even among trained OB/GYNs. Method, timing, and location of ending a nonviable pregnancy influence classification, though perinatal outcome is unchanged. ImplicationsThe classification of pregnancy-ending interventions for lethal fetal anomalies after 24 weeks as indicated delivery versus induced abortion is reflective of sociopolitical regulatory factors as opposed to medical science. The regulatory requirement for classification negatively impacts access to care, especially in environments where induced abortion is legally restricted.

Exploring emotions and sentiments in the Philippine esports industry: A mixed methods approach

The number of participants and viewers in esports is increasing, making it a rapidly growing industry worldwide. In the Philippines, esports elicit a variety of feelings and attitudes. This paper investigates these emotions and sentiments, specifically anger, anticipation, fear, disgust, sadness, joy, surprise, and both positive and negative feelings, using existing research studies and articles. The research adopts the Exploratory Sequential Mixed Methods approach, starting with gathering and analyzing qualitative data, followed by collecting and analyzing quantitative data, and finally, integrating the findings from both data types. The study employs data cleaning techniques such as tokenization, removing URLs, stop words, special characters, and hashtags. Additionally, it uses Latent Dirichlet Allocation (LDA) to explore different topics within journal articles, online news, and various issues related to esports in the Philippines. Opinion mining and sentiment analysis are techniques used to derive meaningful subjective information from text. The findings indicate that many Filipinos hold positive views, including trust, anticipation, joy, and surprise towards the burgeoning esports sector in the country. However, a small percentage of Filipinos still express anger, disgust, fear, sadness, and negative opinions about esports. The discussion on esports in the Philippines has evolved to acknowledge its growth as an industry, its increasing popularity as a sport, and its demands for mental and physical training, among other aspects.

Development of Early Childhood Education Teachers in Information and Communication Technologies for Literacy or Pedagogy

This study aimed to establish how teachers were capacitated to integrate Information, Communication and Technologies (ICT) towards development of 21st century skills among Early Childhood Education level learners, in the Zimbabwean primary schools. This is in the face of a conglomerate of limitations based on teacher capacity, school culture and access to the ICT resources. The study employed an explanatory sequential mixed methods research design. Quantitative data was collected using questionnaires administered to 126 Early Childhood Development teachers drawn from 230 primary schools, followed by qualitative data collection through analysis of documents, focus group interviews and lesson observations with selected teachers. From analysis of quantitative and qualitative data through SPSS and ATLAS.ti respectively, it was found that teacher training colleges were strong in developing ICT literacy. However, they lacked the capacity to empower the teachers to integrate ICTs for instructional purposes. Such findings retard the achievement of the United Nations Sustainable Development Goals and the Zimbabwe Vision 2030. These goals regard ICTs as a cornerstone in the production of knowledgeable workers and qualified human resources for development of 21st skills among learners. Thus, the study recommends adoption of a model characterised by an institutional organisational context with organised internal and external support systems that facilitate sustainable provision of balanced technological, pedagogical and content knowledge for successful ICT integration in line with the national vision and global trends.

Investigating the impact of technology-supported 3E learning model in disaster education

AbstractThis research aimed to investigate the effect of a technology-supported 3E learning model on middle school students’ knowledge of disasters and their attitudes towards disaster preparedness. To this end, it used an explanatory sequential mixed methods design. Quantitative and qualitative data were used to describe how the technology-supported 3E learning model changes the learning environment. A pretest-posttest control group quasi-experimental design was used in the quantitative part of the research, and a case study was used in the qualitative part. The experimental procedure lasted for six weeks. The sample consisted of 33 fifth-grade students attending a public school. The Disaster Preparedness Attitude Scale, an achievement test, and an interview form were used as data collection tools. The analysis results showed that the experimental group achieved statistically significantly higher scores in the posttest and the retention test of the Disaster Preparedness Attitude Scale, and the achievement test compared to the control group. Additionally, according to student views, the technology-supported 3E learning model is more helpful in acquiring skills and values, provides the opportunity to learn by experiencing, increases students’ motivation, and facilitates effective disaster education. These results indicate that conducting activities on a subject that concerns the whole society, such as disasters, using advancing and innovative technological devices, preparing lesson plans, and demonstrating their effectiveness in education will make a significant contribution to the literature.

Learners’ and teachers’ perspectives on the use of code switching in Geography teaching and learning

Language of instruction stands as a crucial element in fostering learners’ comprehension of any subject matter. Prior studies indicate that learners’ limited proficiency in the English language is among the factors influencing their performance in Geography. The present study delved into the impact of code switching in the domain of Lesotho’s geography education, drawing insights from both learners’ and teachers’ viewpoints. Drawing on Hoffmann’s theory of code switching, the study employed explanatory sequential mixed method research design, which involved classroom observations, focus-group interviews as well as in-depth interviews with grade 10 learners and teachers respectively. Findings indicate that code switching in geography education improves learners’ comprehension by improving their proficiency in subject-specific terminology. However, an over-reliance on code switching must be avoided as learners can lose their ability to employ geography vocabulary. This study suggests that the Lesotho Education Language Policy could be revised to include the selective use of mother tongues in teaching and learning.

Exploring Contextual Factors Affecting Student Performance in Mathematics: A Sequential Explanatory Research

This study aimed to explore and characterize the contextual factors that affect academic performance in learning mathematics among high school students. The study employed an explanatory sequential mixed method research design, and primary data were collected with the aid of the adopted questionnaire for quantitative data, and the interview was done for qualitative data. The study used descriptive and inferential statistical methods in analyzing and interpreting the gathered data. In addition, qualitative data were analyzed through a thematic analysis approach. Results showed that the performance of students in mathematics is influenced by different factors such as students' attitudes towards mathematics, self-efficacy, parental support, and the learning environment. In addition, a thematized interview with the students supports the quantitative analysis that their performance in mathematics was governed by the said factors. Conclusively, students must be supported in their learning by providing doable tasks and exciting problems in mathematics to boost their attitude and self-efficacy. Parents are also advised to give them the appropriate support to motivate them in their studies. Moreover, teachers must integrate welfare and positive attitudes towards students to have a conducive learning experience.

Recognizing the opportunity to directly de-label no-risk penicillin allergies in community pharmacy: a mystery shopper experience.

Incorrect labelling of a penicillin allergy can lead to unnecessary use of broad-spectrum, less effective, more harmful, or more costly antibiotics. Community pharmacists are well positioned to educate the public on penicillin allergies, prevent incorrect labelling persisting, and optimize prescribing of antibiotics. This study investigated community pharmacists' capacity to recognize an opportunity to directly de-label a no-risk penicillin allergy. A sequential explanatory mixed methods design using mystery shopping (quantitative) and postvisit reflections (qualitative). Mystery shoppers simulated a case of a previously dispensed prescription (involving nonimmune mediated intolerance 'thrush' as the reported allergy) that provided the opportunity for pharmacists to educate on incorrect penicillin allergy. The main outcomes were proportion of community pharmacists who ascertained the nature of the penicillin reaction, provided education on incorrect penicillin allergy labels and its consequences. Knowledge and practices regarding penicillin allergy were collected. Across two major states in Australia, 265 community pharmacists participated. Only 44.5% (118/265) of pharmacists asked about the nature of the reaction; of those, 91.52% (108/118) indicated that 'thrush' is not an allergic reaction. No pharmacists took the opportunity to educate on how an incorrect allergy label can impact antibiotic prescribing. Postvisit reflection data revealed five probable explanations for the observations viz. outdated knowledge, lack of knowledge, prioritizing management of adverse drug reaction (thrush), variations in duty of care and assumption of true allergy without an assessment. Our findings underscore a concerning knowledge and practice gap among community pharmacists regarding penicillin allergy assessment which warrants more support and education in the community pharmacysector.

Shining a spotlight on the inclusion of disabled participants in clinical trials: a mixed methods study

BackgroundIt is crucial to include a wide range of the population in clinical trials for the outcome to be applicable in real-world settings. Existing literature indicates that under-served groups, including disabled people, have been excluded from participating in clinical trials without justification. Exclusion from clinical trials exacerbates disparities in healthcare and diminishes the benefits for excluded populations. Therefore, this study was conducted to investigate potential obstacles that prevent disabled people from participating in clinical trials in the United Kingdom (UK).MethodsThe study was carried out through an explanatory sequential mixed methods design. The Imperial Clinical Trials Unit devised and implemented an online questionnaire-based survey (with open/closed-ended questions) and an online focus group discussion. The target population were disabled people, family members/carers of disabled people and staff involved in clinical trials, whereupon the sample was recruited by convenience sampling methods via posters and emails through various networks. The Qualtrics XM survey system was used as the host platform for the online survey, and Microsoft Teams was used for an online focus group discussion. The focus group discussion was conducted to gain a deeper understanding of the themes identified from the survey responses. We analysed responses to the survey via descriptive analysis and used thematic analysis to synthesise the free-text answers from the survey and focus group discussion.ResultsWe received 45 responses to the survey questionnaire and 5 disabled people took part in a focus group discussion. Our findings highlighted the differences between the perspectives of researchers and those “being researched” and different types of barriers experienced by disabled people: opportunity barriers (inadequate recruitment strategy and ambiguous eligibility criteria), awareness barriers (perception of disability) and acceptance/refusal barriers (available support and adjustment, and sharing of trial results).ConclusionOur findings support perspectives drawn from the Ford Framework regarding the need to consider all barriers, not just up to the point of enrolment into trials but also beyond the point of inclusion in clinical trials. We support calls for the introduction of legislation on including disabled people in clinical trials, implementation of industry/community-wide participatory approaches and the development of guidelines, a combined public–private approach.

Sustaining Undergraduate Students’ Metacognitive Regulatory Actions During Online Flipped Programming Course

This research explores how metacognitive strategies influence the metacognitive awareness of undergraduate students enrolled in an online flipped programming course. It specifically focuses on regulatory actions crucial for success in programming instruction and distance education settings. The primary objective is to contribute to the existing literature by investigating the implementation of online flipped programming courses that integrate metacognitive-oriented approaches to support students' metacognitive regulatory actions. The study employed an explanatory sequential mixed methods design. A total of 29 university students enrolled in programming courses participated in the study, engaging with instructional videos provided before each 10-week lesson. They were administered the Metacognitive Awareness Scale and supplementary forms designed to assess their metacognitive awareness and regulatory actions. A detailed coding scheme was developed to analyze students' metacognitive regulation activities during programming lessons. The study also evaluated the impact of supportive activities on students' metacognitive awareness. While no statistically significant difference was found in the students' metacognitive awareness through quantitative analysis, qualitative data revealed that activities supporting metacognition significantly enhanced students' comprehension of the programming content.

Chinese and non-Chinese parents’ perceptions of school counselling in Hong Kong: a mixed-methods cross-cultural comparison

ABSTRACT Little is known about parents’ perceptions of school counselling in Hong Kong. We adopted an explanatory sequential mixed methods design to investigate Chinese and non-Chinese parents’ perceptions. In phase one, 287 parents in Hong Kong were surveyed. Results suggested that Chinese parents had a poorer understanding of counsellors’ roles, more negative perceptions of counselling, and were less likely to perceive counselling as beneficial than did non-Chinese parents. In phase two, we interviewed 27 parents. Our findings suggested that cultural stigma and school-related factors accounted for the findings of the phase one study. Schools may consider proactive engagement with parents, and establishing communication which is sensitive to cultural norms to promote a better understanding of and willingness to participate in counselling.

Tricks of the trade: Understanding and utilizing influencer tactics to improve retailer performance

Despite their impact on contemporary purchase decisions, academic research has given little attention to how social media influencers are impacting the retail ecosystem. This paper sets out to change this by contributing a better understanding of the impact of influencers on retailing activities. Using an explanatory sequential mixed method, we first conduct a survey of consumers’ use of influencers in their purchase decisions. Specifically, we map and compare consumer perceptions of how influencers and retailers perform on different retailing activities. To better understand the differences found, we then conduct focus groups that explore how consumers use and derive value from influencers in their purchase decisions. Our findings highlight how influencers create retail value, and that, in many cases, they are doing so better than retailers themselves. We summarize our findings in terms of learnings for retailers and discuss how influencers may even challenge our notion of retail. We provide strategies that retailers can employ to both work with and mitigate the effect of influencers and call for more research on influencers from a retail perspective.

Exploring teacher educators’ challenges in the context of digital transformation and their self-reported TPACK: a mixed methods study

ABSTRACT The ongoing digital transformation requires teachers and teacher educators to re-conceptualise their roles and tasks. The purpose of the present study is to examine teacher educators’ challenges in the context of digital transformation, their technological pedagogical content knowledge (TPACK) and the role of personal and contextual characteristics. To this end, this study employed an exploratory sequential mixed methods research design. Data were collected from individual semi-structured interviews (N = 8) and an online questionnaire (N = 179). Findings reveal that teacher educators experience challenges on the lecturer and institutional level. However, they rate their TPACK rather high. Results of multiple linear regression analysis indicate that frequency of digital technology use and perceived challenges are significant predictors of TPACK. Findings of the study shed light on teacher educators’ digital upskilling needs and relevant personal and contextual factors which need to be considered in the design of professional development curricula.