Week 7: GATHERING AND ANALYSING DATA Part 1: Gathering data LEARNING OUTCOMES

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Week 7 GATHERING AND ANALYSING DATAPart 1
Gathering dataLEARNING OUTCOMES

• To understand the different aspects and stages in
  the process of data collection
• To know how to prepare for the process and
  procedures involved in actually gathering data
• To recognise the specific research context of
  your study and how to adapt research methods for
  that context

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FIELD ISSUES
Part 1 Gathering data

• Identify respondent(s)/location for study
• Consider accessibility
• How can I contact these people?
• Can I access relevant locations?
• If not, what are the alternatives?
• Numbers of respondents/locations required
• Travel arrangements - time required for travel

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FIELD ISSUES
Part 1 Gathering data

• Consider Timescales
• Time required for setting up each interview/
  observation Time required for each
  interview/observation
• Time required for transcribing interview data/
  first stage/second stage analysis
• Time required for follow up interviews/ final
  data collection

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GATHERING AND ANALYSING DATAPart 1 Gathering
data

• Prepare and organise for going into the field
• Consider your objectives when carrying out -
• in-depth interviews
• surveys
• observation studies
• focus group discussions
• Consider the research protocol for each of the
  above

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Week 7 GATHERING AND ANALYSING DATAPart 2
Analysing dataLEARNING OUTCOMES

• To recognise the various stages of data analysis
  from early organisation of data to the
  presentation of a final analysis
• To understand how to assemble data and recognise
  any gaps in the data collection
• To understand how to code, label and index data

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INTERVIEWS CONSTRUCTION OF PROTOCOL

• Structured interviews
• Follow procedures for questionnaire
  construction
• Identification of questions
• indicators from literature
• indicators from evaluation of research problem
• Sequential order of questions - 3-6 key issues
• Type of interview - personal - self completion
• Number of questions and overall length of time

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INTERVIEWS CONSTRUCTION OF PROTOCOL

• Semi-structured interviews
• Create a question LIST to be covered in any
  order or sequence
• Identify key questions and peripheral questions
• Consider number of questions and length of time

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INTERVIEWS CONSTRUCTION OF PROTOCOL

• Unstructured interview
• Use one or no questions
• Create a list of discussion points
• Present discussion points by DESCRIBING the
  issue
• Prompt responses -
• Tell me more..
• Elaborate on..
• etc.

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OBSERVATION STUDIES

• Construct an observation protocol/instrument
• Structured - using Likert scales and ranking
  scales
• Semi-structured - list key aspects
• Gather literature
• Gather photographic evidence
• Observe people -
• at transaction interaction
• general behaviour
• map/track

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MAP/TRACKING
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FOCUS GROUPS

• Construct discussion protocol - overt/covert
• 3-6 key issues
• Use unstructured interview approach

• Use one or no questions
• Create a list of discussion points
• Present discussion points by DESCRIBING the
  issue
• Prompt responses -
• Tell me more..
• Elaborate on..
• etc.

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ILLUSTRATION CONSUMER OBSERVATIONS
Customer/Staff Interactions
1 2 3 4 5
(A) Willingness to help ...
... (B) Responsiveness to requests (C)
Handling complaints (D) Supervision of other
customers(E) Communication skills
X
X
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ILLUSTRATION CONSUMER OBSERVATIONS
Most Used Facility
Rank 1-5
Cafeteria Restaurant Bar Lounge Shop
2
1
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ILLUSTRATION CONSUMER OBSERVATIONS
Over Time

• Bar/Café
  Beginning During End
• Choice of food
• Range
• Presentation
• Promotion to customer - Visual
• Promotion to customer - Verbal
• Price ranges

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TWO STAGES OF ANALYSING QUALITATIVE DATA

• Stage One
• ensuring all appropriate data are collected
• tracking down of patterns and consistencies
  the detective work

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TWO STAGES OF ANALYSING QUALITATIVE DATA

• Stage Two
• integration of all aspects of analysis
• involves the creative work or creative leap
  (Mintzberg
  1979)

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QUALITATIVE EVALUATION INVOLVES ASPECTS
OF CONVERGENCE AND DIVERGENCE (Guba 1978)

• Convergence
• involves sifting out aspects of data which fit
  together
• this experiential knowledge is used to work
  towards a classification system

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QUALITATIVE EVALUATION INVOLVES ASPECTS
OF CONVERGENCE AND DIVERGENCE (Guba 1978)

• Divergence
• developing categories created in the
  classification system by-
• building on items of information already known
• making connections among different items and
• proposing and justifying new information that
  ought to fit

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TWO STAGES OF ANALYSING QUALITATIVE DATA

• Stage Two involves
• a continuous process of work back and forth
  between data and classification system
• some reflection and intellectual input from
  researcher
• researcher immersion in the data
• in-depth consideration of the categories
  identified in the data
• building upon the categories identified

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CRITERIA FOR ASSESSMENT EXAMPLE - PRODUCTS

• Assessment of the refinement/improvement/developm
  ent process
• Assessment of the number/range/scope of products
• The extent of targeting towards a given market
  nicheQuality in product marketing determined by
  a combination of
• Did any/all of the above happen?
• How proactive was it? Either - - after the
  initial concept/idea - activity maintained in
  following marketing through to conclusion

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USING MODELS FOR THEORY BUILDING
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MODELING IN QUALITATIVE RESEARCH

• Spirals
• Matrices
• Sequential Flows
• Circular
• Positioning Maps
• Continuums

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SEQUENTIAL FLOW MODELS

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SPIRAL MODELS
Changing Environment
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CIRCULAR MODELS
Step 1
Step 4
Step 2
Step 3
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POSITIONING MAP MODELS
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CONTINUUM MODELS
Tangible
Intangible
Balance
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MATRIX MODELS
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QUALITATIVE RESEARCH ANALYSIS
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CRITERIA FOR ANALYSIS
LIKERT SCALE 1. 2. 3. 4. 5.