1. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Data Collection: Exploratory and Conclusive Research CHAPTER 5 © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

2. Q. 1. In general terms, what are the two kinds of research?

3. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Kinds of Research Qualitative Quantitative

4. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Q. 2. Distinguish between qualitative and quantitative research.

5. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Qualitative vs. Quantitative Qualitative – is an unstructured, exploratory research methodology based on small samples that provides insights and understanding of the problem setting Quantitative – is a research methodology that seeks to quantify the data and typically applies some form of statistical analysis.

6. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Q. 3. What are the three qualitative techniques for exploratory research?

7. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Qualitative Techniques for Exploratory Research Exploratory research involves collecting information in order to provide insight into the problem and identify courses of action. 1. Qualitative research techniques: Association Completion Construction 2. Depth Interviews 3. Focus Groups

8. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Q. 4. What are characteristics of Qualitative Research Techniques?

9. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Characteristics of QRT  Often small convenience samples  Query respondents’ motivations, beliefs, feelings, and attitudes  Intuitive, subjective approach used in gathering data  Data collection format is open-ended  Not intended to provide statistically accurate data, but to guide further investigation  Techniques are primarily depth interviews and focus groups

10. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Q. 5. Define Depth Interviews.

11. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Depth Interview  uses extensive probing to get a single respondent to freely express detailed beliefs and feelings on a topic, in order to discover the more fundamental reasons underlying the respondent’s attitudes and behavior.

12. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Q. 6. What are the advantages and disadvantages of depth interviews?

13. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Depth Interview  advantages:  useful when questions are sensitive or potentially embarrassing  greater depth of insight can be uncovered  ability to associate the response directly with the respondent  higher level of rapport possible  disadvantages:  complete reliance on the interviewer  difficult to average results across different interviewers  enormously demanding and time-consuming  few highly qualified interviewers at high cost  small sample size

14. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Q. 7. Define Focus Groups.

15. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Depth Interview  It is a loosely structured interactive discussion by a trained moderator among a small group of respondents.

16. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Q. 8. What are the advantages and disadvantages of focus groups?

17. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Advantages and Disadvantages of Focus Groups  advantages of focus groups  synergism - wider range of information, insight, and ideas  snowballing - one comment triggers a chain of responses  stimulation for respondents to express their ideas & feelings  security - comfort in the group, more willing to express  spontaneity - responses can be more spontaneous  serendipity - more thinking ‘outside the box’  specialization - more highly trained interviewer  scientific scrutiny  structure - more flexibility regarding depth of questioning  speed  disadvantages of focus groups  cannot use collected evidence in conclusive research  sometimes used to select only statements supporting one view

18. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Q. 9. What are the various uses of focus groups?

19. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Focus Groups  purposes:  help generate hypotheses  generate information for structuring consumer questionnaires  provide overall background information  get impressions on new-product concepts  stimulate new ideas about older products  generate new creative ideas  interpret or understand previously obtained results  understand emotional reactions to brands

20. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Q. 10. What guidelines need to be followed in order to have an effective focus group?

21. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Focus Group Design Issues  homogeneity of group – usually demographically similar  size, duration & number of sessions – generally 8 to 12 people for 1 to 2 hours, once for each segment studied  screening of participants – adequate experience with issue, haven’t participated in focus groups recently, no relationships between group members, no motivated solely by money  environment – should be relaxed  cost – quicker and less expensive than conclusive research  moderator – needs the skills to build respondent rapport  moderator’s guide – detailed outline of issues to discuss

22. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Q. 11. What are the steps in analyzing focus groups?

23. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Analyzing Focus Groups  Step 1. review the research purpose  Step 2. study the group discussions  Step 3. create categories  demographic profile of respondent base, respondent profile, and classifications for comments  Step 4. identify potential relationships  Step 5. write report  executive summary  research purpose  methodology  results, identified hypothesis, implications for further study  appendix

24. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Q. 12. What are the variations in focus groups?

25. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Variations on Focus Groups  mini-groups – moderator and 4 or 5 participants, for probing sensitive issues in greater depth  two-way focus groups – target group listens to a related group before its own discussion  dual-moderator – two moderators share responsibilities  client-participant groups – clients attend and are identified  online focus groups – also use of online social networking to supplement focus groups

26. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Q. 13. Define Conclusive Research.

27. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Quantitative Techniques for Conclusive Research Conclusive research involves a systematic and objective process through which a target market is sampled and responses are measured using a structured data collection technique in order to achieve scientifically valid results.

28. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Q. 14. What are the types of data that can be obtained from respondents that help researchers forecast market behavior?

29. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Quantitative Techniques for Conclusive Research  types of data sought:  past behavior – may gather evidence on past behavior for the purpose of predicting future behavior  attitudinal data – may identify the nature of attitudes, measure them, and connect attitudes and eventual behavior statistically  respondent characteristics – demographic, socioeconomic and psychological variables

30. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Q. 15. What are the two methods of collecting questionnaire data?

31. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Methods of Collecting Respondent Data 1. communication method – direct questioning of respondents through questionnaire  personal (face-to-face) interview  telephone interview  mail interview  internet-based interview 2. observation method – recording behavior  natural vs. contrived environment  disguised vs. undisguised – aware of observation?  structured vs. unstructured – defined set of behaviors?  direct vs. indirect – behavior itself or indicator of past behavior  human vs. mechanical observation

32. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Q. 16. What are the advantages and disadvantages of the communication method?

33. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Communication method  advantages:  Versatility – ability to collect data on a wide range of information needs  Faster and cheaper, compared to observation  disadvantages:  Respondent’s unwillingness to provide data  Respondent’s in ability to provide data  Influence of the questioning process on the responses

34. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Q. 17. What are the types of communication method approaches?

35. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Personal Interview  interviewer asks questions of one or more respondents in a face-to-face situation and records the responses  advantages:  better rapport with respondent – can be freer with responses  more adaptable to respondent  disadvantages:  costly  time consuming  participants less free with responses on sensitive issues  may bias responses

36. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Telephone Interview  interviewer asks questions over the phone and records the responses  advantages:  efficient and economical procedures  application to a wide range of information needs  scalability if project expands  reduced potential for bias compared with face-to-face  disadvantages:  limited amount of data obtainable  impossibility of accurately recording non-verbal information  potential bias from incomplete listing of target population  shorter interview possible relative to face-to-face

37. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Mail Interview  questionnaire sent by post and returned by mail to the research organization  advantages:  respondent can take time in responding to questions  flexible in application  relatively low in cost if response rates are high  less potential for bias than face-to-face  disadvantage: nonresponse error  difficult to ensure that some specified number of total responses is received  impossible to ensure that those who return the questionnaire are representative of the sample or population of interest

38. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Internet-based Methods  advantages  branching prevents exposure to irrelevant questions  flexibility of question rotation (counterbalancing)  compilation of responses is automatic  respondent can take time in responding to questions  disadvantage  selection for internet access could result in sampling error  preferable when:  convenience sample is adequate  email addresses of target population are known  sample size large enough to justify the higher start-up costs  dealing with highly sensitive issues  employing many open-ended questions  survey includes digital interactive elements

39. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Q. 18. What criteria should researchers use when selecting the communication method?

40. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Criteria for Selecting the Communication Approach * exception: mail and web allow the respondent total flexibility as to when and where the interview takes place  web costs more up-front but can save funds in interviewing and data input

41. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Criteria for Selecting the Communication Approach (continued)  response rate = percentage of the original sample that is actually interviewed  methods for estimating nonresponse error:  sensitivity analysis – how different is each successive callback group is from the previous respondent group?  trend projection – if a trend develops on the variables of interest during successive callbacks, it can be used to estimate the characteristics of the nonrespondent group  subsample measurement – a specially designed interview is used to estimate the results of the nonrespondent group  subjective estimate – researcher uses experience and judgment to estimate the degree of nonresponse error

42. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Q. 19. What are the various observation techniques available to researchers today?

43. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Observation techniques  Natural vs. Contrived  Disguised vs. Undisguised  Structured vs. Unstructured  Direct vs. Indirect  Human vs. Mechanical

44. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Q. 20. What are the advantages and disadvantages of the observation method?

45. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Observation Method  advantages  potential bias caused by the interviewer and interviewing process is reduced or eliminated  certain types of data can only be collected by observation  does not rely on respondent’s willingness to provide data  disadvantages  not possible to observe awareness, beliefs, feelings, and preferences  arduous to observe a host of personal activities  behavior patterns to be observed must be of short duration, occur frequently, or be reasonably predictable  substantial ethical issues in the use of any sort of observation

46. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Collecting Data from Children Children are often reluctant to respond to any type of questioning.  essential to secure full parental consent  data collection cannot legally take place on the web for children under a certain age (13 in the U.S.)  techniques to help overcome reluctance of children  observe children’s play  structured questions—very short questionnaires specifically designed for children in a particular age category  in depth interviews, ask for nonverbal responses (such as graphic images) Feature on pg 254 presents legal and ethical issues in collecting data from children.

47. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. International Exploratory Research  substantively similar between countries  differences in implementation resulting from variations in culture and infrastructure among countries:  location of focus groups  size of groups  level of familiarity permissible with participants  separation of genders  age of moderator relative to participants  moderators should be recruited locally to help ensure that prevailing customs are taken into account

48. © 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. International Conclusive Research International marketing research differs from domestic marketing research only in the implementation designed to overcome cultural and infrastructure differences:  communication method  personal interview – used extensively, because infrastructure doesn’t always support other options  telephone interview – wide variation in availability of phones and cultural acceptance of phone interviews  mail interview –where literacy rate is high, postal system well- developed, and listings for target markets available  web-based interview – increasing Internet access, but still selection bias based on differential access  observation method – used similarly to how it is used in the U.S. domestic market. Some restrictions on recording.