Unlocking the Potential of an Adapted Extended Pillar Integration Process: Investigating Its Role in Programme Evaluation of Clinical Education in Speech-Language Pathology

Abstract

As evaluation methodologies evolve, there is increasing emphasis on understanding not only whether a programme works but also how and why its outcomes are achieved. Yet existing literature offers limited guidance on integrating multiple qualitative and quantitative data sets. This article introduces the Adapted Extended Pillar Integration Process (Adapted ePIP) as a structured approach for integrating complex mixed methods data. Using an evaluation of inquiry-based learning in speech-language pathology education, the article illustrates how the Adapted ePIP supports systematic integration across more than three data sources, thereby overcoming a key limitation of the original ePIP. This contribution advances mixed methods research by demonstrating a replicable process for developing meta-themes and meta-inferences that strengthen legitimation and enhance the interpretive depth of programme evaluations.