Dr. Anthony Onwuegbuzie
Distinguished Professor Anthony J. Onwuegbuzie attained a Bachelor of Arts (BA) Joint Honours Degree in Mathematics, Economics, and Statistics from the University of Kent, Canterbury, Kent; a Master’s (i.e., M.S.) degree in Statistics from the University of South Carolina, Columbia, South Carolina; a Master’s (M.Ed.) degree in Testing and Measurement from the University of South Carolina; a Ph.D. degree in Educational Research from the University of South Carolina; and a Postgraduate Certificate in Education (P.G.C.E.) from the University of London’s Institute of Higher Education, which qualified him to be a secondary school teacher in Mathematics and Physical Education. Most notably, he earned a Postgraduate Diploma in Statistics at the University College London, which, at the time, had a QS World University Ranking of ninth in the world (the 2018 QS World University Ranking is 7th). He distinguished himself by being the first student to earn a distinction with this degree at University College London.
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​Currently, Dr. Onwuegbuzie is a Senior Research Associate at the University of Cambridge. In addition, he is Distinguished Visiting Professor at the University of Johannesburg; Honorary Professor at the University of South Africa; Honorary Visiting Scholar at Flinders University, College of Nursing and Health Sciences; Visiting Senior Scholar, St. John’s University, New York; and an Honorary Recognised Supervisor (Online), University of Liverpool. A former secondary school teacher, he teaches doctoral-level courses in qualitative research, quantitative research, and mixed methods research, including program evaluation, as well as teacher education courses and educational psychology courses. His research areas primarily involve social and behavioral science topics, including disadvantaged and under-served populations such as minorities, children living in war zones, students with special needs, and juvenile delinquents. Also, he has conducted numerous research studies on factors that predict educational achievement at the primary, secondary, and tertiary levels. Additionally, he writes extensively on qualitative, quantitative, and mixed methodological topics applicable to multiple disciplines within the field of the social and behavioral sciences.
​In his role as Senior Research Associate for the Research for Equitable Access and Learning (REAL) Centre in the Faculty of Education at the University of Cambridge, Dr. Onwuegbuzie is working to provide rigorous (quantitative and qualitative) evidence that will be used to inform the continued design and implementation of the Leaders in Teaching Initiative, launched by The Mastercard Foundation in Rwanda in 2018, to support the entire life-cycle of secondary school teachers in Rwanda (and other countries in the future), from recruitment, through to training, teacher motivation and educational leadership.
​Dr. Onwuegbuzie has secured the publication of more than 500 works, including more than 350 journal articles, 50 book chapters, and 5 books. His articles have been published in prestigious journals such as The Lancet, Educational Researcher, American Educational Research Journal, Journal of Mixed Methods Research, Educational Administration Quarterly, and Educational and Psychological Measurement. With his works being cited on more than 60,000 occasions and 77 of his articles each receiving more than 100 citations, his current h-index is 94 and his g-index is 243, which indicate sustained impact. According to Hirsch (2005), its developer, the h-index “provides a useful yardstick to compare different individuals competing for the same resource when an important evaluation criterion is scientific achievement, in an unbiased way” (p. 5). Further, Hirsch suggested that, “for physicists, a value for h of about 12 might be typical for advancement to tenure (associate professor) at major research universities. A value of about 18 could mean a full professorship, and 15-20 could mean a fellowship in the American Physical Society.” Moreover, Dr. Onwuegbuzie’s h-index of 94 is approximately two standard deviations higher than for physicists who have obtained Nobel prices in the last 30 years.
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Dr. Onwuegbuzie has made more than 1,000 presentations that include more than 50 keynote addresses at regional, national, and international conferences. In 2017, he delivered keynote addresses in three continents (i.e., North America, Europe, Africa). In 2016, he delivered numerous keynote addresses, including addresses in China, Nepal, Germany, Mexico, and South Africa. In 2015, he delivered three keynote addresses: at the Mixed Methods International Research Association Caribbean Conference at The University of the West Indies, Mona, Jamaica; at the American Educational Research Association (AERA) conference in Chicago, IL; and at the 10th National Educational Administration Conference, Gaziantep, Turkey. In both December 2011 and July 2012, he presented a 2-day workshop on mixed methods at the University of Munich, Germany. Also, he delivered an invited talk on mixed methods research at the American Association for Cancer Research in Miami, Florida (September, 2010) and a keynote address at the International Mixed Methods Conference in Baltimore, Maryland (July, 2010). As another example, Dr. Onwuegbuzie presented a Distinguished Speaker's address to the members of the Mixed Methods' Special Interest Group at the American Educational Research Association's (AERA) annual meeting (2009). Dr. Onwuegbuzie has made numerous presentations and keynote addresses on the continents of North America (including Canada), Central America (Costa Rica), South America (Brazil, Argentina), Europe, Africa, Asia (including Singapore and Thailand), and Australia. He delivered mixed methods workshops in Kenya in August, 2013 and October 2013, Nigeria in July 2013 and July 2014, Uganda in May 2013, Tanzania in March, 2013 and February-March 2014, Jamaica in March 2015 and March 2016, and Trinidad in April 2014 and April 2015—to name a few countries. In this respect, Dr. Onwuegbuzie has received national and international recognition for his teaching, including being known as the Father of Mixed Methods Research in the Caribbean. Also, over the last decade, he has secured more than 30 grant awards.
Most recently, he delivered a lecture for the Edgar W. Couper Lecture Series in May 2018. Other scholars who had delivered addresses for this series include the following: in 2016, David C. Berliner (Regents’ Professor Emeritus of Education at Arizona State University), Jonathan Zimmerman (2015), Christine E. Sleeter (2014), Maris Vinovskis (2012), Russell Skiba (2011), Daniel T. Willingham (2010), William J. Reese (2009), James A. Banks (2008), Lee Galda (2007), Lisa D. Delpit (2005), Andy Hargreaves (2004), Michelle Fine (2003), Margaret D. LeCompte (2002), Carl Glickman (2001), James Paul Gee (2000), Nel Noddings (1999), Gloria Ladson-Billings (1998), Yvonna S. Lincoln (1997), Ann Lieberman (1996), Maxine Greene (1995), Michael W. Apple (1994), and Vera John-Steiner (1993).
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Dr. Onwuegbuzie is former editor of Educational Researcher (one of the flagship journals of AERA), being part of the Editor team of Educational Researcher (2006-2010) (alongside Patricia B. Elmore, Gregory Camilli, Marla H. Mallette, and Julie P. Combs) that secured a first impact factor of 3.774, which was the #1 in Education and Education Research rankings, out of 177 journals.
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He is currently a co-editor of Research in the Schools (a nationally/internationally refereed journal, wherein he recently co-edited, with Dr. R. Burke Johnson, University of South Alabama, a special issue on mixed methods, whose 9 articles have received more than 3,000 citations). Further, he was guest editor of a special issue on teaching mixed methods research that was published in the April 2010 issue of the International Journal of Multiple Research Approaches, a special issue on education applications that was published in the October 2011 issue of the International Journal of Multiple Research Approaches, and a special issue on mixed methods in education that was published in the December 2012 issue of the International Journal of Multiple Research Approaches. Also, he served as guest editor of another special issue on mixed methods in education that was published in the February 2013 edition of the International Journal of Multiple Research Approaches. Most recently, he has served as guest editor of two special issues on mixed methods that were published in two 2015 issues the International Journal of Qualitative Methods. In addition, since July 2017, he has been serving as guest editor for Education Policy Analysis Archives (EPAA/AAPE) on a special topic entitled, “Rethinking Education Policy and Methodology in a Post-Truth Era.” In addition, he is editor-in-chief of the International Journal of Multiple Research Approaches.
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As lead author, he co-authored an editorial on American Psychological Association (APA) Errors that was posted by APA on APA’s blog post, APA’s Twitter, and APA’s Facebook to more than 135,000 users from 177 countries. Click here for the blog post.
Further, he serves on several editorial boards such as the Journal of Mixed Methods Research and Educational and Psychological Measurement, and he has reviewed articles for more than 20 journals. He received recognition for his role as reviewer by being awarded both the 2004-2005 and 2005-2006 Outstanding Reviewer Award for reviewing articles submitted to the American Educational Research Journal (another flagship journal of AERA). Other notable services for AERA include Chair of the Professors of Educational Research (PER) Special Interest Group (SIG), Program Chair of Division D (Qualitative Research), Distinguished Discussant for the Distinguished Paper Sessions for the State and Regional Education Research Association (SRERA) Special Interest Group (SIG) (2008-2018), and Chair of AERA’s Division D Early Career Award Committee (2015-2016).
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Dr. Onwuegbuzie is equally passionate about both quantitative and qualitative research. Indeed, he is one of the very few researchers who not only has conducted numerous quantitative and qualitative research studies but also written numerous book chapters, encyclopedia chapters, and articles on both quantitative and qualitative methodological topics that represent all phases of the research process. Many of his quantitative and qualitative methodological topics have been published in prestigious quantitative-based (e.g., Educational and Psychological Measurement, Journal of Modern Applied Statistical Methods, Journal of Experimental Education, Understanding Statistics) and qualitative-based (e.g., International Journal of Qualitative Methods, The Qualitative Report) journals, and they have been widely cited.
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Dr. Onwuegbuzie also is passionate about helping to advance the field of mixed methods research (i.e., combining quantitative and qualitative research approaches), writing numerous book chapters, encyclopedia chapters, and articles on this topic across several disciplines. In fact, as lead presenter (with co-presenters Drs. Charles Teddlie and John Slate)—as long ago as 2003—our team likely was the first team formally to deliver a workshop on mixed methods research (that was attended by several of the biggest names in mixed methods research, such as Abbas Tashakkori, John Creswell, and Burke Johnson). Also, Dr. Onwuegbuzie was one of the first to teach officially a mixed methods research, which he first did in 1998. Dr. Onwuegbuzie is lead author of the mixed methods research book entitled: Library anxiety: Theory, research, and applications (Scarecrow Press); and co-editor of the 2010 edited mixed methods book entitled: Toward a broader understanding of stress and coping: Mixed methods approaches (Greenway, CT: Information Age Publishing). Most recently, he co-authored a mixed methods research book entitled Seven Steps to a Comprehensive Literature Review (Sage). Also, he is co-writing several other books, including a book entitled: Mixed research: A Step-by-Step Guide (Taylor & Francis) and a book entitled: Focus Group Research Using a Comprehensive Mixed Methods Approach (SAGE); and another book entitled, An integrated mixed methods approach to nonverbal communication data: A practical guide to collection and analysis in online and offline spaces (Routledge). Further, he is co-editing two mixed research books entitled, The reviewer’s guide to mixed methods research analysis (Routledge) and Routledge handbook for advancing integrating in mixed methods research (Routledge). Notably, Dr. Onwuegbuzie has had the distinction of being a president or chair of national/international organizations that represent quantitative research (Chair of AERA’s PER SIG; Chair of AERA’s Division D Early Career Award Committee), qualitative research (Program Chair of Division D: Qualitative Research), and mixed methods research (Past President of the Mixed Methods International Research Association).
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He has delivered more than 250 workshops and 50 keynote addresses on mixed methods research and its applications worldwide (e.g., North America, Africa, Australia, Europe, Asia), including 9 workshops at AERA. With more than 200 works published in the area of mixed methods research, his contributions have been especially influential in increasing the visibility and reputation of the mixed methods research field. In fact, with more than 30,000 citations of his mixed methods research articles (averaging 137.41 citations per mixed methods research article and 1737.88 citations per year), Dr. Onwuegbuzie’s mixed methods research-based h-index of 53 represents the highest among all mixed methods researchers. Further, his overall h-index of 86 represents the highest overall h-index among all mixed methods researchers. To date, no other mixed methods scholar has had published more mixed methods research works.
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Many of Dr. Onwuegbuzie’s articles on topics pertinent to conducting mixed methods research have been evaluated as being among the most cited articles in their respective journals. For example, the article on mixed research by Dr. Onwuegbuzie and a colleague that was published in Educational Researcher (Johnson, R. B., & Onwuegbuzie, A. J. [2004]. Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33[7], 14-26.) not only has been the most read article in the American Educational Research Association’s (AERA’s) Flagship journal, Educational Researcher (ER), for virtually every month for the past 12 years (i.e., since 2004), but it currently is the third most cited ER article ever, with more than 10,000 citations. Similarly, the article on mixed research by Dr. Onwuegbuzie and a colleague that was published in Journal of Mixed Methods Research (Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. [2007]. Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1, 112-133.) is the most cited article in the history of Journal of Mixed Methods Research. Also, a mixed research study written by Dr. Onwuegbuzie and colleagues that was published in American Educational Research Journal (Onwuegbuzie, A. J., Witcher, A. E., Collins, K. M. T., Filer, J. D., Wiedmaier, C. D., & Moore, C. W. [2007]. Students’ perceptions of characteristics of effective college teachers: A validity study of a teaching evaluation form using a mixed methods analysis. American Educational Research Journal, 44, 113-160.)—was the most downloaded article from 2007 to 2011. Further, the mixed research article by Drs. Onwuegbuzie and Leech published in the International Journal of Social Research Methodology: Theory & Practice (Onwuegbuzie, A. J., & Leech, N. L. [2005]. On becoming a pragmatist researcher: The importance of combining quantitative and qualitative research methodologies. International Journal of Social Research Methodology: Theory & Practice, 8, 375-387.) currently is the second most cited article published in International Journal of Social Research Methodology. This article has been cited in more than 1,000 works. Also, it has been consistently in the top 10 of the most downloaded articles. Another mixed research article by these authors (Onwuegbuzie, A. J., & Leech, N. L. [2005]. Taking the “Q” out of research: Teaching research methodology courses without the divide between quantitative and qualitative paradigms. Quality & Quantity: International Journal of Methodology, 39, 267-296.) is the most downloaded article of all articles published in Quality & Quantity: International Journal of Methodology.
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Dr. Onwuegbuzie has received more than 20 outstanding paper awards, including the Literati Club Award for Excellence 2003, an International Award. As a member of AERA, he has received numerous awards from the organization. Interestingly, in a booklet recently published by AERA celebrating the last 30 years of AERA-affiliated conferences, it was indicated that Dr. Onwuegbuzie had received more outstanding paper awards over this period than had any other scholar. He also received an AERA Distinguished Scholar Award from the Stress and Coping Special Interest Group for his contribution to the field of stress and coping. Also, every year since 2008, he has served as a Distinguished Mentor for the Community of Interest on Mixed Methods Research for Division D. Further, he participated in an invited Fireside Chat for the Division D Mentoring Luncheon.
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Dr. Onwuegbuzie also has published dozens of research articles in the area of statistics anxiety. His contribution to this area was documented by Dr. Adam R. Hafdahl, University of Missouri-Columbia, who concluded that Dr. Onwuegbuzie is the most published researcher on this very important topic, authoring or co-authoring 12.2% of all published articles in this area. Consistent with this conclusion, in a paper that was presented at the Joint Statistics Meetings, in San Francisco, in August 2003, Candace Schau, lead developer of the popularized Survey of Attitudes Toward Statistics© (SATS©)—among many other distinctions—declared that “Anthony Onwuegbuzie does a prodigious amount of research on the correlates of statistics anxiety” (p. 36). Undoubtedly, the best evidence of his reputation and prestige in the field of social and behavioral science can be gleaned from the fact that a tribute was paid to his contribution and that of his co-researcher, Qun Jiao, in the area of library anxiety, which was published in Library Review. According to the abstract of this article:
“This paper reviews the major publications by Qun G. Jiao and Anthony J. Onwuegbuzie that chronicles the development of empirical research conducted on the construct of library anxiety among college students in the United States during the past decade. It also examines the sizeable contribution that these two researchers have made to the body of knowledge of this emerging field of study in library and information science. The paper concludes by encouraging more researchers to continue the work of Jiao and Onwuegbuzie by examining further this widespread and pervasive phenomenon” (p. 177)
The citation of this article is: Cleveland, A. (2004). Library anxiety: A decade of empirical research. Library Review, 53, 177-185.
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As a chair/supervisor or methodologist serving on numerous mixed methods doctoral dissertation committees, several of his students have written dissertations that received national or international distinction. Most notably, as the chair/supervisor of Dr. Cindy Benge, her dissertation was first runner-up of AERA Mixed Methods Special Interest Group (SIG) Dissertation of the Year Award in 2013. Most recently, as methodologist of Dr. Shannon Williams, her dissertation was winner of the 2018 MMIRA MAXQDA Dissertation Award.
Finally, as a Distinguished Visiting Professor at the University of Johannesburg, Dr. Onwuegbuzie was a recipient of the 2018 National Research Foundation (NRF) top honors awards in the science and research field—receiving an “A” rating (cf. http://www.nrf.ac.za/media-room/news/leading-south-african-researchers-recognised-2018-nrf-awards). This rating, which is based on peer evaluation and according to international best practice, recognizes Dr. Onwuegbuzie as a top researcher in South Africa. His work was assessed by the NRF for its contribution to the field of study focusing on quality and impact, among other criteria. This award also is aimed at inspiring and encouraging the continued culture of advancing South Africa's knowledge economy and technological innovativeness by rewarding those who make use of research for the advancement and betterment of humanity. Dr. Molapo Qhobela, Chief Executive Officer of the NRF, stated: "The NRF awards recognise and celebrate the efforts of these outstanding women and men who, through their work, are advancing knowledge, transforming lives and inspiring a nation. These are the men and women whose work are helping transform South Africa into a knowledge-intensive society where all derive equitable benefit from science and technology. They are crucial in achieving the NRF's commitment to advancing Science for Societal Benefit." The NRF Rating System, which is used to evaluate researchers, is a world-respected benchmark based on peer reviews that assess the quality and impact of the work of researchers seeking an NRF rating. The annual NRF Awards, therefore, highlight and celebrate the work of those who, according to their peers, have distinguished themselves in their fields. A-Rated researchers are unequivocally recognized by their peers as leading international scholars in their field for the high quality and impact of their recent research outputs.
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​He is a recipient of the 2018 National Research Foundation (NRF) top honors awards in the science and research field—receiving an “A” rating (cf. http://www.nrf.ac.za/media-room/news/leading-south-african-researchers-recognised-2018-nrf-awards). This rating, which is a world-respected benchmark that is based on peer evaluation and international best practice, recognizes Distinguished Professor Onwuegbuzie as a leading international scholar for the high quality and impact of his research outputs
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As a scholar of color with an extensive publication record and, as an active member of the Mixed Methods International Research Association (MMIRA)—wherein he recently served as President—AERA, and other professional associations, Dr. Onwuegbuzie is in a unique position to pursue his overall goal, which is to be a role model for early career researchers and students worldwide—especially those who characterize underrepresented populations (e.g., minorities).
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Dr. Onwuegbuzie on Research Methods
Dr. Onwuegbuzie on cross-cultural mixed research meta-framework
Dr. Onwuegbuzie's Short Curriculum Vitae
Dr. Onwuegbuzie's Google scholar profile: https://scholar.google.com/citations?user=r4bGn_wAAAAJ&hl=en&oi=ao
Some of Dr. Onwuegbuzie's books