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E X P L O R A T O R Y R E S E A R C H D E S I G N :Q U A L I T A T I V E R E S E A R C H

Chapter Five



5-2

Qualitative vs. Quantitative Research

Qualitative Research

To gain a qualitativeunderstanding of the

underlying reasons andmotivations

Small number of non-representative cases

Unstructured

Non-statistical

Develop an initial

understanding

Objective

Sample

Data Collection

Data Analysis

Outcome

Quantitative Research

To quantify the data andgeneralize the results from

the sample to the populationof interest

Large number of representative cases

Structured

Statistical

Recommend a final course of

action



5-3

A Classification of Qualitative Research Procedures

AssociationTechniques

CompletionTechniques

ConstructionTechniques

ExpressiveTechniques

Direct (Nondisguised)

Indirect (Disguised)

Focus Groups Depth Interviews

Projective

Techniques

Qualitative ResearchProcedures



5-4

Characteristics of Focus Groups

Group Size 8-12

Group Composition Homogeneous,

prescreened

Physical Setting Relaxed, informal atmosphere

Time Duration 1-3 hours

Recording Use of audiocassettes and videotapes

Moderator Observational, interpersonal, andcommunication skills of the moderator



5-5

K ey Qualifications of Focus Group Moderators

1. Kindness with firmness: The moderator must combine a disciplineddetachment with understanding empathy so as to generate thenecessary interaction.

2. Permissiveness: The moderator must be permissive yet alert to signsthat the groups cordiality or purpose is disintegrating.

3. Involvement: The moderator must encourage and stimulate intensepersonal involvement.

4. Incomplete understanding: The moderator must encouragerespondents to be more specific about generalized comments byexhibiting incomplete understanding.



5-6

K ey Qualifications of Focus Group Moderators

5. Encouragement: The moderator must encourage unresponsivemembers to participate.

6. Flexibility: The moderator must be able to improvise and alter theplanned outline amid the distractions of the group process.

7. Sensitivity: The moderator must be sensitive enough to guide thegroup discussion at an intellectual as well as emotional level.



5-7

Procedure for Planning and Conducting Focus Groups

Determine the Objectives and Define the Problem

Specify the Objectives of Qualitative Research

Develop a Moderators Outline

Conduct the Focus Group Interviews

Review Tapes and Analyze the Data

Summarize the Findings and Plan Follow-Up Research or Action

State the Objectives/Questions to be Answered by Focus Groups

Write a Screening Questionnaire



5-8

V ariations in Focus Groups

y Two-way focus group. This allows one target groupto listen to and learn from a related group.

y Dual-moderator group. A focus group conducted by

two moderators: One moderator is responsible for thesmooth flow of the session, and the other ensures thatspecific issues are discussed.

y Dueling-moderator group. There are twomoderators, but they deliberately take oppositepositions on the issues to be discussed.



5-9

V ariations in Focus Groups

y Respondent-moderator group. The moderator asks selectedparticipants to play the role of moderator temporarily to improvegroup dynamics.

y C lient-participant groups. Client personnel are identified and

made part of the discussion group.

y ini groups. These groups consist of a moderator and only 4 or5 respondents.

y Tele-session groups. Focus group sessions by phone using the

conference call techniqu

e.

y Online Focus groups. Focus groups conducted online over theInternet.



5-10

A dvantages of Focus Groups

1. Synergism2. Snowballing3. Stimulation

4. Security 5. Spontaneity 6. Serendipity 7. Specialization

8. Scientific scrutiny 9. Structure10. Speed



5-11

Disadvantages of Focus Groups

1. Misuse

2. Misjudge

3. Moderation

4. Messy

5. Misrepresentation



5-12

Depth interview

y A n unstructured , direct, personal interview in whicha single respondent is probed by a highly skilledinterviewer to uncover underlying motivation ,

beliefs, attitudes, and feeling on a topic.



5-13

Characteristics of Focus Groups

Size One to One

Respondent probed b

Time Duration 30 minutes to more than 1 hour

Recording Use of audiocassettes, videotapes andwritten form

Interviewer Observational, interpersonal, andcommunication skills of the moderator



5-14

Depth Interview Techniques: Laddering

In laddering, the line of questioning proceeds fromproduct characteristics to user characteristics. Thistechnique allows the researcher to tap into theconsumer's network of meanings.

Wide body aircrafts (product characteristic)

I can get more work done

I accomplish more

I feel good about myself (user characteristic)

A dvertising theme: You will feel good about yourself when flyingour airline. ³You're The Boss.´



5-16

Depth Interview Techniques:Symbolic Analysis

Symbolic analysis attempts to analyze the symbolic meaning of objects by comparing them with their opposites.

³What would it be like if you could no longer use airplanes?´

³Without planes, I would have to rely on letters and long distancecalls.´

A irlines sell to the managers face-to-face communication.

A dvertising theme: The airline will do the same thing for a manager asFederal Express does for a package.



5-17

Definition of Projective Techniques

y A n unstructured, indirect form of questioning thatencourages respondents to project their underlyingmotivations, beliefs, attitudes or feelings regarding

the issues of concern.y In projective techniques, respondents are asked to

interpret the behavior of others.

y In interpreting the behavior of others, respondentsindirectly project their own motivations, beliefs,attitudes, or feelings into the situation.



5-18

Word A ssociation

Inw ord association, respondents are presented with a list of words,one at a time and asked to respond to each with the first word thatcomes to mind. The words of interest, called test words, areinterspersed throughout the list which also contains some neutral, orfiller words to disguise the purpose of the study. Responses areanalyzed by calculating:

(1) the frequency with which any word is given as a response;

(2) the amount of time that elapses before a response is given; and

(3) the number of respondents who do not respond at all to a test wordwithin a reasonable period of time.



5-19

Completion Techniques

In Sentence completion, respondents are given incompletesentences and asked to complete them. Generally, they are asked touse the first word or phrase that comes to mind.

A person who shops at Sears is ______________________

A person who receives a gift certificate good for Sak's Fifth A venuewould be __________________________________

J. C. Penney is most liked by _________________________

When I think of shopping in a department store, I ________

A variation of sentence completion is paragraph completion, inwhich the respondent completes a paragraph beginning with thestimulus phrase.



5-20

Completion Techniques

In story completion, respondents are given part of astory ± enough to direct attention to a particular topic butnot to hint at the ending. They are required to give theconclusion in their own words.



5-21

Construction Techniques

With a picture response, the respondents are asked todescribe a series of pictures of ordinary as well as unusualevents. The respondent's interpretation of the picturesgives indications of that individual's personality.

In cartoon tests, cartoon characters are shown in aspecific situation related to the problem. The respondentsare asked to indicate what one cartoon character might say

in response to the comments of another character. Cartoontests are simpler to administer and analyze than pictureresponse techniques.



5-22

A Cartoon Test

Lets see if we canpick up some

house wares at Sears

SearsSears



5-23

Expressive Techniques

In expressive techniques, respondents are presentedwith a verbal or visual situation and asked to relate thefeelings and attitudes of other people to the situation.

Role playing Respondents are asked to play the role orassume the behavior of someone else.

Third-person technique The respondent is presentedwith a verbal or visual situation and the respondent isasked to relate the beliefs and attitudes of a third personrather than directly expressing personal beliefs andattitudes. This third person may be a friend, neighbor,colleague, or a ³typical´ person.



5-24

A dvantages of Projective Techniques

y They may elicit responses that subjects would beunwilling or unable to give if they knew thepurpose of the study.

y Helpf ul when the issues to be addressed arepersonal, sensitive, or subject to strong socialnorms.

y Helpf ul when underlying motivations, beliefs, andattitudes are operating at a subconscious level.



5-25

Disadvantages of Projective Techniques

y Require highly trained interviewers.

y Skilled interpreters are also required to analyze theresponses.

y There is a serious risk of interpretation bias.

y They tend to be expensive.

y May require respondents to engage in unusual

behavior.



5-26

Comparison of Focus Groups and Depth Interviews

1. Group synergy and

dynamics2. Group influence3. Client involvement4. Generation of

innovative idea5. In-depth probing ofindividual

6. Uncovering hiddenmotives

7. Sensitive topicdiscussion

8. Amount of information9. Bias in moderation and

interpretation

10.Cost per respondent

+

+++

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-

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+ - +

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+

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FocusGroups

DepthInterviews

Criteria



5-27

A dvantages of Online Focus Groups

y

Geographical constraints are removed and timeconstraints are lessened.

y Unique opportunity to re-contact group participantsat a later date.

y Can recruit people not interested in traditional focusgroups: doctors, lawyers, etc.

y

Moderators can carry on side conversations withindividual respondents.

y There is no travel, video taping, or facilities toarrange; so the cost is much lower.



5-28

Disadvantages of Online Focus Groups

y Only people that have access to the Internet canparticipate.

y V erifying that a respondent is a member of a targetgroup is difficult.

y There is lack of general control over the respondent'senvironment.

y Only audio and visual stimuli can be tested. Productscan not be touched (e.g., clothing) or smelled (e.g.,perf umes).

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