Post on 03-Jun-2018
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Research Process, Research Design
and Questionnaires
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RESEARCH PROCESS
Identify and Define Research Problem
Theory / Practice
Hypotheses / Conceptualization
Research Design
Data collection
Data Analysis
Findings
In this workshop we
talk about all of the
steps in the research
process except Data
Analysis and Findings.
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What is a problem?
. . . any situation where a gap exists between theactual and the desired state.
A problem does not necessarily mean that somethingis seriously wrong. It could simply indicate an interestin improving an existing situation. Thus, problemdefinitions can include both existing problems in thecurrent situation as well as the quest for idealistic
states in the future.
RESEARCH PROCESS – Research Problem
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How are problems identified?
1. Observation – manager/researcher senses that changesare occurring, or that some new behaviors, attitudes,feelings, communication patterns, etc., are surfacing in
one‟s environment. The manager may not understandexactly what is happening, but can definitely sense thatthings are not what they should be.
2. Preliminary Data Collection – use of interviews, bothunstructured and structured, to get an idea or “feel” for
what is happening in the situation.
3. Literature Survey – a comprehensive review of the published and unpublished work from secondary sourcesof data in the areas related to the problem.
RESEARCH PROCESS – Problem Identification
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A literature survey ensures that:
1. Important variables likely to influence the problem arenot left out of the study.
2. A clearer idea emerges regarding what variables are
most important to consider, why they are important, andhow they should be investigated.
3. The problem is more accurately and precisely defined.4. The interviews cover all important topics.5. The research hypotheses are testable.6. The research can be replicated.
7. One does not “reinvent the wheel”; that is, time is notwasted trying to rediscover something that is alreadyknown.
8. The problem to be investigated is perceived by thescientific community as relevant and significant.
RESEARCH PROCESS – Problem Identification
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Typical Business Research Problems:
1. Training programs are not as effective as anticipated.2. Sales volume of products/services is not increasing.3. Balancing of accounting ledgers is becoming increasingly
difficult.
4. The newly installed information system is not being used bythe employees for whom it was designed.
5. Introduction of flexible work hours has created more problems than it has solved.
6. Anticipated results of a recent merger/acquisition have notbeen realized.
7. Inventory control systems are not effective.8. Frequent interruptions in production.9. Low employee morale.10. Frequent customer complaints.11. Installation of an MIS keeps getting delayed.12. Ad campaign is not generating new sales prospects.
RESEARCH PROCESS – Problem Identification
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What are some business problemsyou are aware of or have confronted?
RESEARCH PROCESS – Problem Identification
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Problem Definition Steps:
• Understand and define the complete problem. If morethan one problem is identified, separate and prioritizethem in terms of who and when they will be dealt with.
• Identify and separate out measurable symptoms to
determine root problem versus easily observablesymptoms. For example, a manager may identifydeclining sales or lost market share as the problem, butthe real problem may be bad advertising, low salespersonmorale, or ineffective distribution. Similarly, low productivity may be a symptom of employee morale or
motivation problems, or supervisor issues.• Determine the unit of analysis = individuals, households,
businesses, objects (e.g., products, stores), geographicareas, etc., or some combination.
• Determine the relevant variables, including specifyingindependent and dependent relationships, constructs, etc.
RESEARCH PROCESS – Problem Definition
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Examples of Well-Defined problems:
1. Has the new packaging affected the sales of the product?2. How do price and quality rate on consumers‟ evaluation of products? 3. Is the effect of participative budgeting on performance moderated by
control systems?4. Does better automation lead to greater asset investment per dollar of
output?5. Has the new advertising message resulted in higher recall?6. To what extent do the organizational structure and type of information
systems account for the variance in the perceived effectiveness ofmanagerial decision-making?
7. Will expansion of international operations result in an improvement inthe firm‟s image and value?
8. What are the effects of downsizing on the long-range growth patternsof companies?
9. What are the components of “quality of life”? 10.What are the specific factors to be considered in creating a data
warehouse for a manufacturing company?
RESEARCH PROCESS – Problem Definition
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RESEARCH PROCESS – Definitions continued . . .
Measurement = is the process of determining the direction and intensity offeelings about persons, events, concepts, ideas, and/or objects of interestthat are defined as being part of the business problem. As part ofmeasurement, researchers use predetermined rules to assign numbers orlabels to: (1) individuals‟ attitudes, behaviors, characteristics, etc.; (2)objects‟ features or attributes; and (3) any other phenomenon or eventbeing investigated. Rules tell researchers how to assign numbers or labels;
e.g., assign the numbers 1 to 7 to responses based on the intensity of anindividual‟s feelings, beliefs, etc.
Measurement involves two processes: (1) identification/development ofconstructs; and (2) scale measurement. The first process involvesidentifying and defining what is to be measured, while the second processinvolves selecting the scale to measure the construct(s).
Construct = also referred to as a concept, it is a abstract idea formed in themind based on a set of facts or observations. The idea is a combination of anumber of similar characteristics of the construct. Examples of constructsinclude: brand awareness, brand familiarity, purchase intentions,satisfaction, importance, trust, service quality, role ambiguity, etc.
Scale measurement = using a set of symbols or numbers to represent therange of possible responses to a research question.
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Examples of Construc ts Invest igated in Market ing:
Construc ts Operat ional Descr ipt ion
Brand Aw areness Percentage of respond ents that have heard of a
designated brand; awareness could be ei ther
unaided or aided.
Brand Att i tudes The num ber of respond ents and their intensi ty of
feel ing p osi t ive or n egative toward a sp eci f ic brand.
Purchase Intent ions The num ber of people planning to buy the
speci f ied ob ject (e.g. , prod uct or s erv ice) with in
a desig nated time period .
Imp ortance of Factors To what extent do speci f ic factors inf luence
a person's purc hase choice.
Psycho graphics The att itudes, opin io ns, interests andl i festyle character ist ics of ind ividuals
prov id ing the inform at ion.
Sat is fact ion How people evaluate their post-purch ase
con sum pt ion exper ience with a part icu lar
prod uct , serv ice or com pany.
RESEARCH PROCESS – Constructs
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“Role Ambiguity” Construct
Conc eptual/ theoret ical defini t io n = the dif ference between the info rmationavailable to the perso n (actual knowledge) and that which is required for
adequate perform ance of a role.
Operat ional defini t io n = the amou nt of uncerta inty an indiv idual feels
regarding job role respo nsib i l i t ies and expectat ions from s uperv isors ,
other employees and custom ers.
Measu rement scale = cons ists of 45 i tems assessed using a 5-point scale,with category labels 1 = very certain, 2 = certain, 3 = neutral, 4 =
un certain, and 5 = very unc ertain.
Examples of i tems:
• How m uch freedom of act ion I am expected to have.
•
How I am expected to handle non-rout ine act iv i t ies on the job .
• The sheer amou nt of w ork I am expected to do.
• To what extent my bo ss is op en to hearing my point of view.
• How sat is f ied my boss is wi th me.
• How I am expected to interact with m y cus tomers.
Source: Singh & Rhoads,JMR , August 1991, p. 328.
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“Service Quality” Construct
Conc eptual/ theoret ical defini t io n = the difference between an individual‟sexpectat ion s of servic e and their actual experiences.
Operat ional defini t io n = how indiv id uals react to their actual serv ice
exper ience w ith a comp any relative to th eir expectat ions that a
com pany w i l l possess c ertain serv ice character is t ics.
Measu rement scale = cons ists of 82 i tems assessed using a 7-point scale,
with c ategory labels 1 = not at al l essential to 7 = absolutely essen tial .
Examples of i tems:
• Employ ees of excel lent companies wil l give prompt servic e to cus tomers.
• Excellent companies will have the customers‟ best interests at heart.
• Excel lent companies wil l perform s ervices r ight the f irst t ime.
• Employ ees of excel lent companies wil l never be too busy to respond to
cus tomer requests.
• Excel lent companies wil l give cus tomers ind ividual at tent ion.
• Mater ia ls assoc iated with p roduc ts and services of excel lent companies
(such as pamphlets or s tatements) wi l l be visu al ly appeal ing .
Source: Parasuraman, Zeithaml &Berry, JM , Fall 1985, p. 44.
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RESEARCH PROCESS
Identify and Define Research Problem
Theory / Practice
Hypotheses / Conceptualization
Research Design
Data collection
Data Analysis
Findings
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What is theory ??
RESEARCH PROCESS – Theory/Practice
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Theory = a systematic set of relationships providing a consistent and comprehensive explanationof a phenomenon. In practice, a theory is aresearcher‟s attempt to specify the entire set ofdependence relationships explaining a particular set
of outcomes.
Theory is based on prior empirical research, pastexperiences and observations of behavior, attitudes,or other phenomena, and other theories that provide a
perspective for developing possible relationships.
Theory is used to prepare a theoretical frameworkfor the research.
RESEARCH PROCESS – Theory/Practice
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RESEARCH PROCESS
Identify and Define Research Problem
Theory / Practice
Hypotheses / Conceptualization
Research Design
Data collection
Data Analysis
Findings
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Hypotheses = preconceptions the researcherdevelops regarding the relationships representedin the data, typically based on theory, practice or
previous research.
Examples:
“The average number of cups of coffee students drinkduring finals will be greater than the average theyconsume at other times.”
“Younger, part - time employees of Samouel‟s restaurantare more likely to search for a new job.”
RESEARCH PROCESS – Hypotheses
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Basic Features of a Good Theoretical Framework:
1. The variables/constructs considered relevant to the study areclearly identified and labeled.
2. The discussion states how the variables/constructs are
related to each other, e.g., dependent, independent,moderator, etc.
3. If possible, the nature (positive or negative) of therelationships as well as the direction is hypothesized on thebasis of theory, previous research or researcher judgment.
4. There is a clear explanation of why you expect these
relationships to exist.5. A visual (schematic) diagram of the theoretical framework is
prepared to clearly illustrate the hypothesized relationships.
RESEARCH PROCESS – Theory/Practice
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RESEARCH PROCESS – Conceptual Models
PricePurchase
Likelihood
PricePurchase
Likelihood
Independent Dependent
Variable Variable
Independent Dependent
Variable Variable
• Discount Level
• Restrictions
Moderator Variable
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RESEARCH PROCESS – Conceptual Models
PricePurchase
Likelihood
Independent Dependent
Variable Variable
Perceived
Value
Mediator Variable(full mediation)
Price
Perceived
Value
Purchase Likelihood
Mediator Variable
(partial mediation)
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Group Exercise : Use the Samouel‟s and Gino‟s
restaurant database variables to develop atheoretical framework/conceptual model of therelationships that could be examined. Considerand evaluate several models, but be prepared toreport your most interesting or thought
provoking model.
Theoretical Framework – Conceptualization
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Conceptual Models – Samouel‟s Employee Database
Potential Hypotheses:
Commitment is positively related to supervision, work groups and compensation.
Intention to Search is negatively related to supervision, work groups & compensation.
Employee
CommitmentWork Groups
Supervision
Compensation
Intention to
Search
Compensation
Work Groups
Supervision
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Variable Description Variable Type
Restaurant Perceptions X1 Excellent Food Quality MetricX2 Attractive Interior Metric
X3 Generous Portions MetricX4 Excellent Food Taste MetricX5 Good Value for the Money MetricX6 Friendly Employees MetricX7 Appears Clean & Neat MetricX8 Fun Place to Go MetricX9 Wide Variety of menu Items MetricX10 Reasonable Prices MetricX11 Courteous Employees MetricX12 Competent Employees Metric
Selection Factor RankingsX13 Food Quality NonmetricX14 Atmosphere NonmetricX15 Prices NonmetricX16 Employees Nonmetric
Relationship VariablesX17 Satisfaction MetricX18 Likely to Return in Future MetricX19 Recommend to Friend Metric
X20 Frequency of Patronage NonmetricX21 Length of Time a Customer Nonmetric
Classification VariablesX22 Gender NonmetricX23 Age NonmetricX24 Income NonmetricX25 Competitor NonmetricX26 Which AD Viewed (#1, 2 or 3) NonmetricX27 AD Rating MetricX28 Respondents that Viewed Ads Nonmetric
Description of Customer Survey Variables
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Variable Description Variable Type
Work Environment Measures
X1 I am paid fairly for the work I do. Metric
X2 I am doing the kind of work I want. MetricX3 My supervisor gives credit an praise for work well done. Metric
X4 There is a lot of cooperation among the members of my work group. Metric
X5 My job allows me to learn new skills. Metric
X6 My supervisor recognizes my potential. Metric
X7 My work gives me a sense of accomplishment. Metric
X8 My immediate work group functions as a team. Metric
X9 My pay reflects the effort I put into doing my work. Metric
X10 My supervisor is friendly and helpful. MetricX11 The members of my work group have the skills and/or training
to do their job well. Metric
X12 The benefits I receive are reasonable. Metric
Relationship Measures
X13 Loyalty – I have a sense of loyalty to Samouel’s restaurant. Metric
X14 Effort – I am willing to put in a great deal of effort beyond that
expected to help Samouel’s restaurant to be successful. MetricX15 Proud – I am proud to tell others that I work for Samouel’s restaurant. Metric
Classification Variables
X16 Intention to Search Metric
X17 Length of Time an Employee Nonmetric
X18 Work Type = Part-Time vs. Full-Time Nonmetric
X19 Gender Nonmetric
X20 Age Nonmetric
X21 Performance Metric
Description of Employee Survey Variables
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RESEARCH PROCESS
Identify and Define Research Problem
Theory / Practice
Hypotheses / Conceptualization
Research Design
Data collection
Data Analysis
Findings
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RESEARCH DESIGN – Types
Research Design Alternatives – Purpose:
(1) Exploratory – to formulate the problem, develophypotheses, identify constructs, establish prioritiesfor research, refine ideas, clarify concepts, etc.
(2) Descriptive – to describe characteristics of certaingroups, estimate proportion of people in a populationwho behave in a given way, and to make directional predictions.
(3) Causal – to provide evidence of the relationshipsbetween variables, the sequence in which eventsoccur, and/or to eliminate other possible explanations.
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Role of Qualitative Research:
Search of academic, trade and professionalliterature (both traditional & Internet).
Use of interviews, brainstorming, focus groups.
Internalization of how others have undertakenboth qualitative and quantitative research. Use of existing questionnaires/constructs.
Outcome of Qualitative Research:
Improve conceptualization. Clarify research design, including data collection
approach. Draft questionnaire.
RESEARCH DESIGN
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Role of Quantitative Research:
Quantify data and generalize results fromsample to population.
Facilitates examination of large number ofrepresentative cases.
Structured approach to data collection. Enables extensive statistical analysis.
Outcome of Quantitative Research:
Validation of qualitative research findings. Confirmation of hypotheses, theories, etc. Recommend final course of action.
RESEARCH DESIGN
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RESEARCH PROCESS
Identify and Define Research Problem
Theory / Practice
Hypotheses / Conceptualization
Research Design
Data collection
Data Analysis
Findings
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DATA COLLECTION
Approaches:
Observation• Human
•
Mechanical/Electronic Devices
Surveys• Self-Completion
• Mail/Overnight Delivery/Fax• Electronic
• Interviewer-Administered• Face-to-Face – Home, Work, Mall, Focus Groups• Telephone
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DATA COLLECTION
Selection of data collection approach?
• Budget• Knowledge of issues – qualitative vs. quantitative
• Respondent Participation Taste Test; Ad Test Card Sorts; Visual Scaling
• Time Available
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DATA COLLECTION
Types of Data:
• Primary
• Secondary
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PRIMARY DATA
Primary Data Sources:
• Informal discussions; brainstorming•
Focus groups• Observational Methods• Structured & Unstructured Surveys• Experiments
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Primary Data – Focus Groups
Focus Groups = bring a small group of people (10-12)together for an interactive, spontaneous discussion of a particular topic or concept. Discussion is led by a trainedmoderator and usually lasts 1 ½ hours.
Typical Objectives:• To ident i fy and def ine problems .
• To generate new ideas about p roduc ts, services, del ivery
methods , etc.
• To test advert is ing themes, po sit ion ing statements, com pany
and pro du ct names, etc.
• To disco ver new construc ts and measurement methods .
• To un derstand customer needs , wants , att i tudes, behaviors ,
preferences and motives.
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Primary Data
Factors Influencing Overall Mobile Phone Satisfaction2003 2002
• Features 27% 21%
• Durabi l i ty 23% 16%
• Phys ical Design 19% 28%
• Battery Func t ion 16% 16%
• Operation 15% 19%
2004 Wireless Retail Sales Satisfaction Study
• Sales Staff 44%
• Price/Promotion 28%
• Store Disp lay 14%
• Store Facil i ty 14%
Sourc e: J.D. Power and A ssoci ates, 2002, 2003 & 2004.
These factorstypically areidentified in
qualitativefocus groups(exploratoryresearch).
These percentagestypically are determinedin quantitative surveys(descriptive research).
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Hotel Selection Factors:1. Location
2. Past Experience3. Recommendations or Friends and Family4. Brand Reputation
Guest Satisfaction Factors:1. Guest Room
2. Departure Process3. Pre-Arrival/Arrival Experiences4. Hotel Services5. Food & Beverage services
Note: the first three factors account for more than 70 percentof guest satisfaction ratings.
Source: J.D. Power & Associates, August 21, 2001.
Primary Data
What is the construct
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Original Equipment Tire Satisfaction Study:
1. Product Quality 39%
- Number of tires with a problem- Number of problems experienced- Number of original tires replaced
2. Long-Term Performance 22%- Wear ability- Length of warranty- Overall reliability & dependability
- Freedom from pull to left or right3. Situational Performance 19% - Traction on wet roads- Traction at fast starts- Holds road well in emergencies- Lack of vibration at highway speeds- Overall safety- Overall ride at highway speeds
4. Design 14%- Road quietness- Style & appearance of sidewalls- Tread design- Size of tire matches size of vehicle
5. Winter Traction 5%
Source: J.D. Power & Associates, August 27, 2001.
Primary DataWhat is the constructin this study?
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PRIMARY DATA – Focus Groups
Focus Groups:
Some of my “best” experiences?
Some of my “worst” experiences?
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PRIMARY DATA – Observations
CONSIDERATIONS:
• Methods – human/mechanical/electronic.
• Useful where respondent cannot or will notarticulate the answer.
• Cannot be used to measure thoughts, feelings,attitudes, opinions, etc.
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Purpose of Questionnaires:
• To obtain information that cannot be easilyobserved or is not already available inwritten or electronic form.
• Questionnaires enable researchers to measure
concepts/constructs.
PRIMARY DATA – QUESTIONNAIRES
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Steps in Questionnaire Design:
1. Ini t ia l Cons iderat ions – pro blem, object ives,target popu lat ion, samp l ing, etc.
2. Clar i f icat ion of Con cepts – select v ariables,const ructs , measurement app roach, etc.
3. Developing the Quest ionn aire
Leng th and sequence.
Types of quest ions .
Sources of q uest ions.
Wording, coding, layout and inst ruct ion s.
4. Pre-testing the Questio nnaire.
5. Quest ionn aire Adm inistrat ion Plannin g.
QUESTIONNAIRE DESIGN
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Open-ended Questions = place no constraints onrespondents; i.e., they are free to answer in their ownwords and to give whatever thoughts come to mind.
Closed-ended Questions = respondent is given theoption of choosing from a number of predeterminedanswers.
Two Types of Questions:1. Open-ended2. Closed-ended
QUESTIONNAIRE DESIGN
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Examples of Open-ended Questions:
How do you typ ica lly decide wh ich restaurant you w i l leat at?
Which mutual funds have you been invest ing in for thepast year?
How are your investment funds per forming?
Do you th ink airpor t secur i ty is bet ter now than i t
was s ix months ago?
QUESTIONNAIRE DESIGN
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Open-ended Questions
• Typically used in exploratory/qualitative studies.
• Typically used in personal interview surveys involvingsmall samples.
• Allows respondent freedom of response.
• Respondent must be articulate and willing to spend timegiving a full answer.
• Data is in narrative form which can be time consuming anddifficult to code and analyze.
• Possible researcher bias in interpretation.
• Narrative is analyzed using of content analysis. Softwareis available (e.g., NUD*IST).
QUESTIONNAIRE DESIGN
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Content Analysis Software:
TextSmart is a software package that enables users to view,manipulate and automate the coding or categorization of responses tonarative data. The ability to automate the examination andorganization of narrative data is particularly helpful when a „large scale‟ survey is undertaken. It can be used to analyze any textual data,and its output can be exported to SPSS for further analysis. Forexample, you can do correspondence analysis* on a contingency tablefrom a TextSmart analysis. For more information about TextSmart and
related SPSS products visit the WWW site www.spss.com.
QSR NUD*IST stands for Non-Numerical Unstructured DataIndexing and Theorizing. It is a popular computer software packageused by researchers to analyze text from focus group or interviewtranscripts, literary documents and so on. It examines non-textualdata such as photographs, tape recordings, films and so on. Users can
us it to index and link several documents in a structured way toproduce categorical data in a form amenable to further analysis.NUD*IST output can be exported to software programs such as SPSSand Excel. For more information about QSR NUD*IST and its relatedproduct NVIVO visit their website
(http://www.scolari.co.uk/qsr/qsr_n4.htm).
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Closed-end Questions :
Single Answer
Multiple Answer
Rank Order
Numeric
Likert-Type Scales
Semantic Differential
QUESTIONNAIRE DESIGN
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1. Did you check your email this morning? __ Yes __ No
2. Do you believe Enron senior executives should be put in jail? __ Yes __ No
3. Should the U.K. adopt the Euro or keep the Pound?
__ Adopt the Euro
__ Keep the Pound
4. Which countries in Europe have you traveled to in the last six months?
__ Belgium
__ Germany __ France
__ Holland
__ Italy
__ Switzerland
__ Spain
__ Other (please specify) _____________
5. How often do you eat at Samouel‟s Greek Cuisine restaurant?
__ Never
__ 1 – 4 times per year
__ 5 – 8 times per year
__ 9 – 12 times per year
__ More than 12 times per year
Examples of Closed-end Questions:
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Closed-end Questions
• Typically used in quantitative studies.
• Assumption is researcher has knowledge to pre-specifyresponse categories.
• Data can be pre-coded and therefore in a form amenable
for use with statistical packages (e.g., SPSS, SAS) –
data capture therefore easier.
• More difficult to design but simplifies analysis.• Used in studies involving large samples.
• Limited range of response options.
QUESTIONNAIRE DESIGN
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Broad Considerations
• Sequencing of questions.
• Identification of concepts.
• How many questions are required to captureeach concept.
• Question wording.
• Overall length of questionnaire.
• Placing of sensitive questions.
• Ability of respondents.• Level of measurement.
• Open-ended versus closed-end questions.
QUESTIONNAIRE DESIGN
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Questionnaire Sequence
•
Opening Questions• Research Topic Questions
• Classification Questions
QUESTIONNAIRE DESIGN
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Screening or Filter Questions:
. . . are used to ensure respondents included in thestudy are those that meet the pre-determined criteria
of the target population.
“Tonight we are talking with individuals who are 18
years of age or older and have 50 percent or more ofthe responsibility for banking decisions in yourhousehold. Are you that person?” __ Yes __ No
QUESTIONNAIRE DESIGN – Opening Questions
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Rapport Questions:
. . . are used to establish rapport with the respondentby gaining their attention and stimulating their interest
in the topic.
• “Have you seen any good movies in the last month?”
__ Yes __ No
• “What is your favorite seafood restaurant?”
QUESTIONNAIRE DESIGN – Opening Questions
QUESTIONNAIRE DESIGN –
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Concept/construct = an abstract idea formed in the mind. The ideais a combination of a number of similar characteristics/variables thatcollectively define the concept and are used to measure it. Constructsare abstract/intangible and cannot be directly observed or measuredbecause they are the mental images a person attaches to an object,such as attitudes, feelings, perceptions, expectations, or expressions
of future actions (e.g., purchase intentions).
Example Concept: “Customer Service” issues fora B-to-B situation
Reliable delivery
Technical sales Support
Inside sales representatives Field sales representatives
Complaint resolution
Ordering/Invoicing
Website design
QUESTIONNAIRE DESIGN Research Topic Questions
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Concepts
Concept Identification
Conceptual definition – e.g., Service Quality.
As perceived by customers, it is the differencebetween customers‟ expectations or desiresof a vendor and their perceptions of the actualsituation (their experiences).
Working Definition for Concept Decompose definition into components.
Search for items that are measurable .
QUESTIONNAIRE DESIGN
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Service Quality Construct:
Research has shown the service quality construct can be indirectlyrepresented by the following measurable components:
“ The service provider‟s ability to . . . . “
• communicate and listen to consumers;
• sincerely empathize with customers in interpreting their needsand wants;
• be tactful in responding to customers‟ questions, objections, and problems;
• create an impression of reliability in performing services;
• create an image of credibility by keeping promises;
• demonstrate sufficient technical knowledge and competence;
• exhibit strong interpersonal skills in dealing with customers.
QUESTIONNAIRE DESIGN
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Concept Development Exercise:
Concept = “Restaurant Service Quality”
1. What are the components of service quality asthey relate to a restaurant?
2. How do you measure these components?
QUESTIONNAIRE DESIGN
QUESTIONNAIRE DESIGN
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Preparing Good Questions:
• Use Simple Words.
• Be brief.• Avoid Ambiguity.
• Avoid Leading Questions.
• Avoid Double-Barreled Questions.
• Check Questionnaire Layout.
• Prepare Clear Instructions.
• Watch Question Sequence.
QUESTIONNAIRE DESIGN
QUESTIONNAIRE DESIGN
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QUESTIONNAIRE DESIGN
Recently a survey was conducted by the United Nations using asample from several different countries. The question askedwas:
" Would you please give your opinion about the food shortage in
the rest of the world?"
The survey was a huge failure. Why?
• In Africa they did not know what 'food' meant.• In Western Europe, they did not know what 'shortage' meant.
• In Eastern Europe they did not know what 'opinion' meant.• In South America they did not know what 'please' meant.• And in the U.S., they did not know what 'the rest of the
world' meant.
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Avoid Position Bias:
Position Bias:
• “How important are flexible hours in evaluating
job alternatives?”
• “What factors are important in evaluating
job alternatives?”
No Position Bias:
• “What factors are important in evaluating job alternatives?”
• “How important are flexible hours in evaluating
job alternatives?”
QUESTIONNAIRE DESIGN
QUESTIONNAIRE DESIGN
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QUESTIONNAIRE DESIGN
To what extent do you agree or disagree with thefollowing statements?
• “Harrod‟s employees are friendly and helpful.”
• “Harrod‟s employees are courteous and knowledgeable.”
Double-Barreled Questions:
QUESTIONNAIRE DESIGN
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QUESTIONNAIRE DESIGN
. . . are used to direct respondents to answer the rightquestions as well as questions in the proper sequence.
• “Have you seen or heard any advertisements for wireless
telephone service in the past 30 days?” • “If „No‟, go to question #10.• “If „Yes‟ , were the advertisements on radio or TV or both?” • “If the advertisements were on TV or on both radio and
TV, then go to question #6?• “If the advertisements were on radio, then go to
question #8.”
Following questions #6 and #8 the next question would be:
• “Were any of the advertisements for „Sprint PCS‟?”
Branching Questions:
QUESTIONNAIRE DESIGN
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QUESTIONNAIRE DESIGN
• Introducing and explaining how to answer a series of
questions on a particular topic.
• Transition statements from one section (topic) of the
questionnaire to another.• Which question to go to next (branching or skipping).
• How many answers are acceptable, e.g., “Check only
one response” or “Check as many as apply.”
• Whether respondents are supposed to answer the
question by themselves, or can consult another
person or reference materials.• What to do when the questionnaire is completed, e.g.,
“When finished, place this in the postage paid
envelope and mail it.”
Issues – Self-Completion Instructions:
QUESTIONNAIRE DESIGN
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QUESTIONNAIRE DESIGN
• How to inc rease respon dent part ic ipat ion.
• How to screen ou t respon dents that are not wanted and
st i l l keep them happy.• What to say when respondents ask how to answ er a
part icular quest ion .
• When concepts may not be easi ly understood, how to
def ine them .
• When answer alternat ives are to be read to respon dents
(aided respon se) or not to be read (unaided respon se).• How to fo l low branching or skip pat terns.
• When and how to probe.
• How to end the interview.
Issues – Interviewer-Assisted Instructions:
QUESTIONNAIRE DESIGN
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Identify response bias for below questions:1. “Do you advocate a lower speed limit to save human lives?”
2. “When you visited the museum, how many times did you read the
plaques that explain what the exhibit contained?”
3. “About what time do you ordinarily eat dinner?”
4. “How important is it for stores to carry a large variety of differentbrands of this product?”
5. “Would you favor increasing taxes to cope with the current fiscal
crisis?”
6. “Don‟t you see some danger in the new policy?”
7. “What small appliance, such as countertop appliances, have you
purchased in the past month?”
8. “When you buy „fast food,‟ what percentage of the time do you
order each of the following types of food?”
9. “Do you like orange juice?”
QUESTIONNAIRE DESIGN
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Comments on Questions:
1. A loaded question because everyone wants to save lives. Also, it presumes that lower speed limits saves lives.
2. Too specific because respondents likely cannot remember the
exact number of times.3. Ambiguous because don‟t know if dinner is lunch or evening.
4. Not specific enough about types of stores.
5. Overemphasis because refers to crisis.
6. Leading question because uses “danger” in sentence.
7. Answers likely to relate only to countertop appliances and not allsmall appliances.
8. Over generalization because does not specify time period.
9. Ambiguous because may like orange juice for themselves, or fortheir kids, but really do not know.
QUESTIONNAIRE DESIGN
QUESTIONNAIRE DESIGN
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• Objective: to identify possible shortcomings of questionnaire.
• Approaches – informal or formal.
• Can assess:
• No hard and fast rules.
•ability to perform meaningfulanalyses
• time to complete thequestionnaire
• cost of data collection
• which questions are relevant
• whether key questions havebeen overlooked
• sources of bias
•clarity of instructions
• cover letter
• clarity of questions
• adequacy of codes andcategories for pre-codedquestions
• quality of responses
• likely response rate
Pre-testing Questionnaires:
QUESTIONNAIRE DESIGN
Scale Development
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Scales = the approach used to measureconcepts (constructs).
Two Options:
1. Use published scales.
2. Develop original scales.
Scale Development
Sources of Published Scales
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Sources of Published Scales
Organizational Behavior and ManagementPrice, James L., Handbook of Organizational Measurement, International Journal ofManpower, Vol. 18, Number 4/5/6, 1997, ISSN 0143-7720, www.mcb.co.uk Has 28 chapters with constructs measuring organizational behavior.
Management Information Systems (MIS)www.ucalgary.ca/~newsted/surveys.html.www.misq.org/archivist/home.html.
MarketingBearden, William O. and Richard Netemeyer, Handbook of Marketing Scales, SagePublications, 2nd ed., 1998. Summarizes over 130 marketing related scales.
Bruner, Gordon Paul Hensel, Marketing Scales Handbook, Chicago, Ill., AmericanMarketing Association, 1992. Includes almost 600 scales.
GeneralRobinson, John P., Phillip R. Shaver and Lawrence S. Wrightsman, Measures ofPersonal and Social Psychological Attitudes, San Diego, CA: Academic Press, 1991.Contains over 150 published scales in 11 different areas.
Buros Institute of Mental Measurement‟s website – has reviews of published testsand measurements. www.unl.edu/buros
Online Questionnaire Design
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Decision Analyst
www.decisionanalyst.com
Decisive Technology
www.decisive.com
Perseus Development
www.perseusdevelopment.com
Socratic Technologies
www.sotech.com
SPSS
www.spss.com
Online Questionnaire Design
Survey Builder www.surveybuilder.com
SurveyProwww.surveypro.com
SurveySezwww.surveysez.com
WebSurveyor www.websurveyor.com
MEASUREMENT SCALES
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Types of Scales:
• Metric (interval & ratio)
• Likert-type
• Summated-Ratings (Likert)
• Numerical
• Semantic Differential
• Graphic-Ratings
• Nonmetric (nominal & ordinal)
• Categorical
• Constant Sum Method
• Paired Comparisons• Rank Order
• Sorting
MEASUREMENT SCALES
MEASUREMENT SCALES Metric
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Examples of Likert-Type Scales:
“When I hear about a new restaurant , I eat there to see whatit is like.”
Strongly Agree Neither Agree Disagree Strongly
Agree Somewhat or Disagree Somewhat Disagree1 2 3 4 5
MEASUREMENT SCALES – Metric
“When I hear about a new restaurant , I eat there to see whatit is like.”
Strongly Strongly Agree Disagree
1 2 3 4 5
MEASUREMENT SCALES – Metric
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Summated Ratings Scales:
A scaling technique in which respondents are asked toindicate their degree of agreement or disagreement witheach of a number of statements. A subject‟s attitude score(summated rating) is the total obtained by summing overthe items in the scale and dividing by the number of items
to get the average.
Example:
“My sales representative is . . . . “ SD D N A SA
Courteous ___ ___ ___ ___ ___Friendly ___ ___ ___ ___ ___Helpful ___ ___ ___ ___ ___Knowledgeable ___ ___ ___ ___ ___
MEASUREMENT SCALES – Metric
MEASUREMENT SCALES Metric
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Alternative Approach to Summated Ratings scales:
“When I hear about a new restaurant , I eat there to see what it is like.”
Strongly Agree Neither Agree Disagree Strongly
Agree Somewhat or Disagree Somewhat Disagree
1 2 3 4 5
“I always eat at new restaurants when someone tells me they are good.”
Strongly Agree Neither Agree Disagree Strongly
Agree Somewhat or Disagree Somewhat Disagree
1 2 3 4 5
MEASUREMENT SCALES – Metric
This approach includes a separate labeled Likert scale with each item(statement). The summated rating is a total of the responses for all theitems divided by the number of items.
MEASUREMENT SCALES Metric
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Numerical Scales:
Example:
“Using a 10 - point scale, where „1‟ is „not at all important‟and ‟10‟ is „very important,‟ how important is ______ inyour decision to do business with a particular vendor.”
Note: you fill in the blank with an attribute, such as reliable
delivery, product quality, complaint resolution, and so forth.
MEASUREMENT SCALES – Metric
MEASUREMENT SCALES Metric
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Semantic Differential Scales:
A scaling technique in which respondents are asked tocheck which space between a set of bipolar adjectives or
phrases best describes their feelings toward the stimulus
object.
Example:
“My sales representative is . . . . “
Courteous ___ ___ ___ ___ ___ Discourteous
Friendly ___ ___ ___ ___ ___ UnfriendlyHelpful ___ ___ ___ ___ ___ Unhelpful
Honest ___ ___ ___ ___ ___ Dishonest
MEASUREMENT SCALES – Metric
MEASUREMENT SCALES Metric
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Graphic-Ratings Scales:
A scaling technique in which respondents are asked to indicate their
ratings of an attribute by placing a check at the appropriate point
on a line that runs from one extreme of the attribute to the other.
“Please evaluate each attribute in terms of how important theattribute is to you personally (your company) by placing an “X”
at the position on the horizontal line that most reflects yourfeelings.”
Not Important Very Important
Courteousness _____________________________________Friendliness _____________________________________
Helpfulness _____________________________________
Knowledgeable _____________________________________
MEASUREMENT SCALES – Metric
MEASUREMENT SCALES Nonmetric
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Categorical scale:
Categorical scales are nominally measured opinion
scales that have two or more response categories.
“How satisfied are you with your current job?”
[ ] Very Satisfied
[ ] Somewhat Satisfied
[ ] Neither Satisfied nor Dissatisfied
[ ] Somewhat Dissatisfied
[ ] Very Dissatisfied
Note: Some researchers consider this a metric scale when coded 1 – 5 .
MEASUREMENT SCALES – Nonmetric
MEASUREMENT SCALES – Nonmetric
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Constant-Sum Method:
A scaling technique in which respondents are asked to divide
some given sum among two or more attributes on the basis of
their importance to them.
“Please divide 100 points among the following attributes in
terms of the relative importance of each attribute to you.”
Courteous Service ____
Friendly Service ____Helpful Service ____
Knowledgeable Service ____
Total 100
MEASUREMENT SCALES Nonmetric
MEASUREMENT SCALES – Nonmetric
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Paired Comparison Method:
A scaling technique in which respondents are given pairs of stimulus objects and asked which object in a pair they prefer most.
“Please circle the attribute describing a salesrepresentative which you consider most desirable.”
Courteous versus Knowledgeable
Friendly versus Helpful
Helpful versus Courteous
MEASUREMENT SCALES – Nonmetric
MEASUREMENT SCALES – Nonmetric
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Sort ing:
A scaling technique in which respondents areasked to indicate their beliefs or opinions by
arranging objects (items) on the basis of
perceived importance, similarity, preference
or some other attribute.
MEASUREMENT SCALES – Nonmetric
MEASUREMENT SCALES – Nonmetric
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Rank Order Method: A scaling technique in which respondents are presented
with several stimulus objects simultaneously and asked
to order or rank them with respect to a specific
characteristic.“Please rank the following attributes on how important each isto you in relation to a sales representative. Place a “1” besidethe attribute which is most important, a “2” next to theattribute that is second in importance, and so on.”
Courteous Service ___
Friendly Service ___
Helpful Service ___
Knowledgeable Service ___
MEASUREMENT SCALES Nonmetric
Scale Development
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Practical Decisions When Developing Scales:
• Number of items (indicators) to measure a concept?
• Number of scale categories?
• Odd or even number of categories?
(Include neutral point ?)
• Balanced or unbalanced scales?
• Forced or non-forced choice?
(Include Don‟t Know ?)• Category labels for scales?
• Scale reliability and validity?
Scale Development
Scale Development
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Balanced vs. Unbalanced Scales?
Balanced:
• “ To what extent do you consider TV shows with sex andviolence to be acceptable for teenagers to view?”
__ Very Acceptable __ Somewhat Acceptable __ Neither Acceptable or Unacceptable __ Somewhat Unacceptable __ Very Unacceptable
Unbalanced:
__ Very Acceptable
__ Somewhat Acceptable
__ Unacceptable
Scale Development
Scale Development
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Forced or Non-Forced?
• “How likely are you to purchase a laptop PC in the next six months?”
Very Very
Unlikely Likely
1 2 3 4 5 6 __ No Opinion
Scale Development
Scale Development
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Category Labels for Scales?
Verbal Label:
• “How important is the size of the hard drive in selecting a laptop PC to purchase?”
Very Somewhat Neither Important Somewhat Very
Unimportant Unimportant or Unimportant Important Important
1 2 3 4 5
Numerical Label:
• “How likely are you to purchase a laptop PC in the next six months?”
Very Very
Unlikely Likely
1 2 3 4 5
Unlabeled:
• “How important is the weight of the laptop PC in deciding which brand
to purchase?”
Very Very
Unimportant Important
___ ___ ___ ___ ___
p
MEASUREMENT SCALES
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Choosing a Measurement Scale:
• Capabilities of Respondents.
•
Context of Scale Application.• Data Analysis Approach.
• Validity and Reliability.
MEASUREMENT SCALES
MEASUREMENT SCALES
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Assessing Measurement Scales:
• Validity
•
Reliability
MEASUREMENT SCALES
Measurement Error = occurs when thevalues obtained in a survey (observed values)
are not the same as the true values(population values).
RESEARCH DESIGN
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Types of Errors:
• Nonresponse = problem definition, refusal, sampling, etc.• Response = respondent or interviewer.• Data Collection Instrument:
Construct Development. Scaling Measurement. Questionnaire Design/Sequence, etc.
• Data Analysis.• Interpretation.
SECONDARY DATA
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Data that has been gathered previously for other purposes.
SECONDARY DATA
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Secondary Data Issues:
• Availability
• Relevance
• Accuracy
• Sufficiency
RESEARCH PROCESS
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Identify and Define Research Problem
Theory / Practice
Hypotheses / Conceptualization
Research Design
Data collection
Data Analysis
Findings
Data Analysis
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Methods:
Dependence
• Multiple Regression
•Discriminant Analysis
• ANOVA/MANOVA
Interdependence
• Factor Analysis
• Cluster Analysis
Research Design & Data Collection
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Learning Checkpoint:
• Define a research problem to be studied.
• Identify the topics /concepts that will be covered
to answer research questions.
• Identify the types of questions and/or scaling
you will use.
• How will you evaluate the questions/scales you use?
• Determine the best way to collect the data.
• Present group suggestions; defend.