1 survey research nancy whelchel assistant director for survey research university planning and...

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Overview

We’ll cover What is a survey? Sampling Questionnaire development and design Analysis, interpretation, and reporting Using the results

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What is a Survey?

A scientific social research method that involves: Selecting a random sample of people to answer some

questions Designing & administering a standardized questionnaire

to get information about the research questions Analyzing the results to provide descriptions about the

people in the sample and find relationships between different responses

Generalizing the results to the population from which the sample was drawn

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Basic survey formats

Telephone interview Face-to-face interview Computer assisted interview Self-administered “paper & pencil”

survey (scannable or not) Self-administered Web survey Self-administered Email survey

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Why do a survey?

Really bad answer: Why not? Anyone can do a survey.

Slightly less bad answer:My boss told me to.

Better answer:I want to systematically evaluate the extent to which my program is meeting its goals and objectives in order to improve our programs through pro-active, well-informed decision making.*

*Adapted from CUPR FAQ “What is Assessment?” (http://www.ncsu.edu/provost/academic_programs/ FAQ/UAPRFAQwhatisassment.htm)

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But why do a survey?

To collect information not available from other sources

To have comparable information To be able to generalize results to the

population in which you’re interested

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Before you plan to do a your own survey…

Think about alternative sources

Information from non-survey sources Information from existing survey data

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Still think you need to do a survey?

Who is going to Identify the goals and objectives Develop the research design Design the questionnaire Identify the population and select the sample Pre-test the survey Administer the survey Analyze and interpret the results Write up the results Present the findings

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Still think you need to do a survey?

How much TIME do you have ?

Who is going to PAY for it all ?

Who is going to USE the results ?

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So you still want to do a survey …

Helpful hints! Familiarize yourself with survey research ‘best

practices’ and code of ethics (see www.aapor.org)

(Get approval from your Institutional Review Board)

Form an advisory group w/ relevant constituents

Organize a survey team

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So you still want to do a survey …

More Helpful Hints!

Develop a detailed overall research design

What? Why? When? How? Who?

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What is the purpose of the survey?

Explicitly state your objectives

Example:

Enhance employee well-being

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Identify factors related to objectives

Examples of factors related to “well-being”: Pay and benefits Physical work environment Work relationships Etc.

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Make an exhaustive list of everything you want to be able to measure related to your objective.

Examples of dimensions of “work relationships”: Communication of necessary information Feedback on performance Opportunities to provide input in decision-making Etc.

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Who do you need to survey?

Identify your population(s)

Population = The theoretically specified aggregation of all units about which information is collected.

Examples for “work relationship” populations?

Supervisors Employees Unit members Other?

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Survey population can influence Data collection methods you use Questions you ask Analyses you do Information you gather Assumptions you can make Recommendations you can make Action you can take Etc.

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All possible populations?(which technically would be a “census”)

If youMust keep everyone happyHave unlimited timeHave unlimited resources

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Everyone in a specific population?(which would still be a census)

If youHave a relatively small populationHave reason to expect a relatively low response

rateWant to have enough respondents to do sub-

group analyses for small groups

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A sample of the population?

If youUnderstand sampling proceduresCan convince others that it’s okay to sampleWant/need to limit time in the fieldWant to enhance ability for quality control over

entire processWant to keep costs down

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Select the sample

Create a “sampling frame” A list of elements from which the sample will

be selected (i.e. members of the population)

Examples?Company personnel data fileUnit directoryEtc.

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Select the sample

Probability sampling methods Simple random sample

List elements in the sampling frame and use random number chart or computer program to select elements

Systematic sampling List elements in the sampling frame and take every Nth

element, based on how many needed in sample Warning: Be attentive to any inherent patterns in how the

sampling frame is ordered. Stratified sampling

Draw appropriate proportion of elements from homogenous groups interested in

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Select the sample

Sample size? Depends on: Cost Anticipated response rate Number of responses needed per

subgroup interested in

Level of precision want (“margin of error”)

See Appendix A for more information on sampling.

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Select the sample

Sample Warnings!

BAD SAMPLE = BAD DATA

Survey results are only representative of the sampling frame from which the sample was selected.

Sample survey results are generalizable only if respondents are randomly selected.

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Select the sample

A Warning About Sampling Error!

It’s NOT the ONLY source of survey error!!!

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Select the sample

A Warning About Response Rates!

A high response rate does NOT mean good data

if those who respondedare ‘biased’ in some way

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Select the sample

A Warning about Web Surveys!

If you can not control who

accesses and responds to a web survey

the results are NOT

generalizable to the population.

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Design the questionnaire

REMEMBER YOUR OBJECTIVES!

What do you want to learn? How will you use the information?

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Don’t reinvent the wheel!!

Develop (or borrow*) questions/items to measure your specific outcomes

*In general it is perfectly acceptable to borrow questions from other surveys, but always get permission and/or check for copyright restrictions. See Appendix B for examples of places to find questions.

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To have confidence in your survey results your questions must be

ReliableQuestions consistently convey the same meaning

to all people in the population being surveyed.

ValidQuestions measure what they are intended to

measure

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Warning!Bad Question = Bad Data

The way a question is wordedand the response options offered

determine the nature of the data received.

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Open-end questions Pros

Stimulate free thought Solicit suggestions Clarify positions Richer information

Cons Respondent burden Incomplete, irrelevant, uninterpretable responses Coding, analyzing, reporting

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Suggestion foropen-end questions!

Limit the number of open-end questions BUT always include

at least onefor additional comments.

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“Forced-choice” (closed-ended) questions

Pros Less demanding on respondent Determine levels of intensity, frequency of

participation, etc. Use to form scales Easy to analyze and make comparisons

Cons Limits richness of data

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Good Questions…

1) Are clear and use simple language2) Are concise3) Are specific4) Are possible to answer5) Don’t overly tax the respondent’s memory6) Are not overly sensitive7) Are relevant to the respondent8) Do not use double negatives 9) Avoid biased terms10) Have only 1 part (not “double-barrel”)

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Good Questions…

Most importantly…

Can be connected to your objectivesand Provide usable information

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Good Questions…

Good Questions:Use simple language...

My supervisor gives me clear feedback on my job performance.

Is better than :

My supervisor provides lucid feedback when transmitting her thoughts regarding the feats I have accomplished in the preceding year.

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Good Questions…

Good Questions:Are concise...

How interested would you be in a flexible work schedule in which you could work at home one day a week?

Is better than:

How interested would you be in a flexible work schedule that would still require you to work 40 hours per week, but on one weekday per week you could not physically come in to the office but work from home?

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Good Questions…

Good Questions:Are specific...

In what year did you first start working in a permanent, full-time position at NC State University?

Is better than:

When did you start working here?

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Good Questions…

Good Questions:Are possible for the respondent to

answer...

NO:

The overhead money I bring in on my grants has a direct impact on the pay raises provided by the state legislature.

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Good Questions…

Good Questions:Do not overly tax the respondent’s

memory...

NO:

How many of your colleagues said hello to you within two weeks of you starting to work at NC State?

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Good Questions…

Good Questions:Are not overly sensitive…

NO:

How often do you take time out to pray

during the course of a normal work day?

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Good Questions…

Good Questions:Are relevant...

NO:

My supervisor should get a better haircut.

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Good Questions…

Good Questions:Do not use double negatives...

The lack of flexibility in my work hours makes it difficult for me to spend the amount of time I would like with my family.

Is better than:

The inflexibility in my work hours does not make it difficult for me to spend the amount of time I would like with my family.

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Good Questions…

Good Questions:Do not use biased terms or suggestions...

To what extent do you agree or disagree that all employees need to be in the office during regular business hours?

Is better than:

Don’t you agree with the Chancellor when he says that all employees need to be in the office during regular business hours?

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Good Questions…

Good Questions:Do not ask two questions in one (“double-

barrel”)...

My supervisor is knowledgeable about performance review policies.

My supervisor takes the time to make sure I understand performance review policies.

Is better than:

My supervisor is knowledgeable about performance review policies and takes the time to make sure I understand them as well.

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Response Options

Make sure your response options: Reflect the concepts you are trying to measure Fit with the question wording Get at level of precision/intensity needed Allow for comparisons between items Use “undecided/don’t know’ sparingly Are used consistently Use balanced scales Are mutually exclusive Are exhaustive

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Response Options

Most importantly

Relate back to your objectives

and Correspond to how want to use the results

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Response Options

Must use

Balanced scales

Example: NOT balanced...Q. How would your rate your supervisor’s leadership

skills? Outstanding

ExcellentVery goodGood

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Response Options

Balanced scales continued

Example: are balanced...Q. How would your rate your supervisor’s

leadership skills?

Excellent

Good

Fair

Poor

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Response Options

Must be: Mutually exclusive

can select only one appropriate answer

Example: NOT mutually exclusive...Q. On most days, what time do you leave your house

for work?6:00 AM or earlier 7:30-8:00 AM6:00-6:30 AM 8:00-8:30 AM6:30-7:00 AM 8:30-9:00 AM7:00-7:30 AM 9:00 AM or later

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Response Options

Mutually exclusive continued

Example: IS mutually exclusive...

Q. On most days, what time do you leave your house for work?

Before 6:00 AM 7:30-7:59 AM

6:00-6:29 AM 8:00-8:29 AM

6:30-6:59 AM 8:30-8:59 AM

7:00-7:29 AM 9:00 AM or later

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Response Options

Must be: Exhaustive

all possible answers are listed (including e.g., “other, “ “don’t know,” etc.)

Example: NOT exhaustiveQ. On most days, what time do you leave your house

for work?6:00-6:29 AM 7:30-7:59 AM6:30-6:59 AM 8:00-8:29 AM7:00-7:29 AM 8:30-8:59 AM

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Response Options

Exhaustive continued

Example: IS exhaustive

Q. On most days, what time do you leave your house for work?

Before 6:00 AM 7:30-7:59 AM

6:00-6:29 AM 8:00-8:29 AM

6:30-6:59 AM 8:30-8:59 AM

7:00-7:29 AM 9:00 AM or later

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Response Options

Some common scales: Excellent, Good, Fair, Poor Strongly agree, Agree, Disagree, Strongly disagree Very useful, Somewhat useful, Not very useful, Not

at all useful Definitely, Probably, Probably not, Definitely Not All of the time, Most of the time, Some of the time,

Seldom, Never Strongly agree, Agree, Neither agree nor disagree,

Disagree, Strongly disagree

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Questionnaire format

As short as possible Spread out & uncluttered Attractive & professional looking Broken into logical sections Have a good flow Uncomplicated & easy to follow Include simple instructions for answering questions Should have clear skip patterns for contingency

questions

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Questionnaire format

Question order Start with interesting, easy, non-threatening

questions

Remember –‘Question order effects’Earlier questions provide information and context that

influences responses to later questions

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Questionnaire

Suggestion!

Before you start collecting datause the questionnaire to

Prepare an analysis plan Outline the final report

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Pre-Test

A pre-test is

VERY VERY important!Test for:

Question clarity Questionnaire format Variance in responses Etc.

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Data collection

Stages (in a perfect world…)1. Preliminary announcement2. Cover letter, questionnaire w/ return

envelope and/or survey URL3. Reminder (with copy of questionnaire and

return envelope and/or survey URL)4. 2nd reminder (with contact info to request

copy of questionnaire and/or URL)5. Thank you card/page

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Cover or “welcome” letter

Include with any self-administered survey (On letterhead) “Signed” by most important person possible Briefly explain

purpose of survey how results will be used why respondent was selected why participation is important (how to access questionnaire)

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Continued

Emphasize confidentiality (if applicable) (Describe/explain incentives) (Follow IRB guidelines) Provide contact information THANK respondent for participating

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Warnings aboutEmail Announcements

Be sure to follow any mass email policies Think about spam filters:

Subject line text? ‘From’ field?

Try to have identifiable name/title in ‘from’ field

Keep track of undelivered/unopened emails

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A Word about Web Surveys….

LOTS of software to choose fromConsider:

Extent of involvement/control over administration Flexibility of survey design Population/sampling options Data collection capabilities non-response follow-ups Data management and analysis options Reporting capabilities Cost

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A Word about Web Surveys….

Warning!

Even if using web survey software you still need the skills to design and

administer a good, useful survey and to analyze the results!!!

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Clean, analyze, & interpret the data

Get input from your advisory committee

Remember your objectives Remember your report outline Remember your audience

Keep it simple… You can always do more analyses…

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Interpreting the results

Everything is relative!Suggestions for what to look for:

Do responses/ratings meet pre-defined goals? (e.g., % giving a positive rating)

How do responses/ratings for individual items compare to each other?

What factors/characteristics are related to ratings? How do responses/ratings from one group of respondents

compare to another? (How have ratings changed over time?)

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Prepare written report(s)

Get input from your advisory committee

Think about the intended audience What do they need to know? How they are going to use the report? How they like to get information…

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Prepare written report(s)

Generally include What you did (methods) Why you did it What you learned How it can be used

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Using the results

Take action: Some suggestions…

Spread the word!! Institute policies/changes to address

problem areas identified by ratings that were lower than predefined set goals.

Gear policies towards specific groups as needed.

Do follow-up research

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Want to learn more about surveys?

American Association of Public Opinion Research, “Best Practices for Survey and Public Opinion Research.” http://www.aapor.org/ethics/best.html

Babbie, Earl (2002), The Basics of Social Research 2nd ed. Wadsworth Thomson Learning: CA.

Dillman, D.A. (2000), Mail and Internet Surveys 2nd ed. Wiley: NY.Fink, Arlene and Jacqueline Kosecoff (1998), How to Conduct Surveys. Sage:

CA.Fowler, Floyd J. (1993), Survey Research Methods. Sage: CA.Fowler, Floyd J. (1995), Improving Survey Questions. Sage: CA.National Council on Public Polls, “20 Questions a Journalist Should Ask About

Poll Results.” http://www.ncpp.org/qajsa.htmSudman, Seymour and Bradburn, Norman (1982), A Practical Guide to

Questionnaire Design. Jossey-Bass: San Francisco.Tourangeau, R., and Smith, T.W. (1996), “Asking Senstive Questions: The

Impact of Data Collection Mode, Question Format, and Question Context, “ Public Opinion Quarterly, 60:275-304.

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Appendix A

Response Rate

# surveys completed and returned

net sample size*

*net sample size = sample size - undeliverable surveys

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Appendix A

Margin of ErrorBased on

# people in the sample (or population) # people who respond the response distribution

e.g., 75% said yes, 25% said no how sure you want to be of you data (“confidence

interval”) e.g., a 95% confidence interval means that you can be

sure that 95 out of 100 times the responses to a given question would be within some calculable percentage points of the actual number you got.

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Appendix A

Margin of Error Examples (at 95% confidence interval)

Population Size # Respondents Margin of Error

100 75 + 2.8

40 30 + 4.5

10 7 + 11.1

E.G. If 50% of the 7 respondents (from your population of 10) said “yes,” you can be sure that 95 out of 100 times between 38.9% and 61.1% of those in your population would say “yes.”

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Appendix B

Survey Question ‘Banks’ Eagleton Poll Archives

http://www.scc.rutgers.edu/eagleton/ The Roper Center (fee based)

http://www.ropercenter.uconn.edu/ The Odum Institute

http://www.irss.unc.edu/data_archive The Gallup Poll

http://poll.gallup.com/ ICPSR

http://www.icpsr.umich.edu/

1 survey research nancy whelchel assistant director for survey research university planning and...

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