Figure 1.
The educational action research and quasi-experimental replication design uses 2 consecutive cohorts with an identical protocol: Cohort 2024 2, with n equal to 43, and Cohort 2025 1, with n equal to 48. The quantitative pathway begins with a pre-test using A M C S with 24 items on a 5-point Likert scale. This is followed by a 90-minute shipwreck simulation. Phase 1 is individual ranking for 15 minutes. Phase 2 is team consensus for 15 minutes. Phase 3 is a strategic decision for 5 minutes. Phase 4 is debriefing 4 F for 55 minutes. A post-test then repeats A M C S with 24 items on a 5-point Likert scale. Quantitative analysis uses the Wilcoxon signed-rank test, effect sizes r and d, and subfactor and cross-cohort comparison. The qualitative pathway uses stratified purposive sampling with n equal to 24, based on performance quartiles and synergy bands. Participants enter the same intervention window and then complete semi-structured interviews with 4 core questions lasting less than or equal to 10 minutes. Reflexive thematic analysis follows Braun and Clarke in 6 phases. The quantitative and qualitative pathways converge in mixed-methods integration using a joint display for convergence, expansion and divergence. The final stage interprets awareness shifts and underlying experiential mechanisms.Methodological process of the convergent parallel mixed-methods design. The two cohorts followed an identical protocol, enabling the second cohort to function as a literal replication of the first. The quantitative and qualitative strands were collected within the same intervention window and analyzed independently using procedures appropriate to each data type, then integrated through a joint display at the interpretation stage. AMCS = awareness of managerial competencies scale; 4F = facts, feelings, findings, future debriefing framework
Source: Authors’ own work