January 5- Qualitative

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Copyright © 2010 Pearson Education, Inc. 5-1

A Classification of Marketing Research Data

SurveyData

Observationaland Other Data

ExperimentalData

Fig. 5 .1

Qualitative Data Quantitative Data

Descriptive Causal

Marketing Research Data

Secondary Data Primary Data




Qu alitative Vs. Qu antitative Research

Qualitative Research

T o gain a qualitativeunderstanding of theunderlying reasons and

motivations

Small number of non -representative cases

Unstructured

Non-statistical

Develop an initialunderstanding

Objective

Sample

Data Collection

Data Analysis

Outcome

Quantitative Research

T o quantify the data andgeneralize the results fromthe sample to the population

of interest

Large number of representative cases

Structured

Statistical

Recommend a final course of action

T able 5 .1




A Classification of Qu alitative ResearchProced u res

AssociationT echniques

CompletionT echniques

ConstructionT echniques

ExpressiveT echniques

Fig. 5 .2

Direct (Non -

disguised)Indirect

(Disguised)

Focus Groups Depth Interviews

ProjectiveT echniques

Qualitative ResearchProcedures




Characteristics of Foc u s Gro up s

Group Size 8-12

Group Composition Homogeneous, respondents,prescreened

Physical Setting Relaxed, informal atmosphere

T ime Duration 1-3 hours

Recording Use of audiocassettes andvideotapes

Moderator Observational, interpersonal, andcommunication skills of themoderator

T able 5 .2




Baltimore Research: Facility Overview.Source http://www.baltimoreresearch.com/marketing_research_facility.php?sPage=Facility




Layout of focus group room andviewing room

One-way mirror




S ource: www.campos.com/focusgs.htm

Viewing room looking into the focus group roomthrough one-way mirror



Copyright © 2010 Pearson Education, Inc. 5- 8

K ey Qu alifications of Foc u s Gro up Moderators

1 . K indness with firmness : T he moderator must combine adisciplined detachment with understanding empathy so asto generate the necessary interaction.

2 . Permissiveness : T he moderator must be permissive yet alert to signs that the group s cordiality or purpose isdisintegrating.

3 . Involvement : T he moderator must encourage andstimulate intense personal involvement.

4 . Incomplete understanding : T he moderator must encourage respondents to be more specific about generalized comments by exhibiting incompleteunderstanding.




K ey Qu alifications of Foc u s Gro up Moderators

5 . E ncouragement : T he moderator must encourageunresponsive members to participate.

6 . Flexibility : T he moderator must be able to improviseand alter the planned outline amid the distractions of the group process.

7 . Sensitivity : T he moderator must be sensitive enough

to guide the group discussion at an intellectual as wellas emotional level.




Proced u re for Planning and Cond u ctingFoc u s Gro up sFig. 5 .3

Determine the Objectives and Define the Problem

Specify the Objectives of Qualitative Research

Develop a Moderator s Outline

Conduct the Focus Group Interviews

Review T apes 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




Variations in Foc u s Gro up s

Two-way foc u s gro up . This allows one targetgroup to listen to and learn from a related group.For example, a focus group of physicians vieweda focus group of arthritis patients discussing thetreatment they desired.

Du al-moderator gro up . A focus groupconducted by two moderators: One moderator isresponsible for the smooth flow of the session,and the other ensures that specific issues are

discussed.

Du eling-moderator gro up . There are twomoderators, but they deliberately take oppositepositions on the issues to be discussed.




Variations in Foc u s Gro up s

Res p ondent-moderator gro up . Themoderator asks selected participants to play therole of moderator temporarily to improve groupdynamics.

Client- p artici p ant gro up s . Client personnelare identified and made part of the discussiongroup.

Mini gro up s. These groups consist of amoderator and only 4 or 5 respondents.

Telesession gro up s. Focus group sessions byphone using the conference call technique.

Online foc u s gro up s. Focus groups conductedonline over the Internet.




Advantages of Foc u s Gro up s

1 . Synergism2. Snowballing3. Stimulation4. Security

5. Spontaneity6. Serendipity7. Specialization8. Scientific scrutiny9. Structure10 . Speed




Disadvantages of Foc u s Gro up s

1 . Misuse

2. Misjudge

3. Moderation4. Messy

5. Misrepresentation




Online Vers u s Traditional Foc u s Gro up s

Table 5 .3

C haracteristic Online Focus Groups Traditional Focus Groups

Group size 4-6 8-12

Group composition Anywhere in the world Drawn from the local area

T ime duration 1-1 .5 hours 1-3 hours

Physical setting Researcher has little control Under the control of the researcher

Respondent identity Difficult to verify Can be easily verified

Respondent attentiveness Respondents can engage in other tasks Attentiveness can be monitored




Online Vers u s Traditional Foc u s Gro up s

T able 5 .3 , cont.

Respondent recruiting Easier. Can be recruited online, e -mail, Recruited by traditional meanspanel, or by traditional means (telephone, mail, mail panel)

Group dynamics Limited Synergistic, snowballing

(bandwagon) effect

Openness of respondents Respondents are more candid Respondents are candid, except fordue to lack of face -to -face contact sensitive topics

Nonverbal communication Body language cannot be observed. Body language and emotions

Emotions expressed by using symbols observed

Use of physical stimuli Limited to those that can be displayed A variety of stimuli (products,on the Internet advertising demonstrations, etc.)

can be used




Online Vers u s Traditional Foc u s Gro up sT able 5 .3 , cont.

T ranscripts Available immediately T ime consuming and expensive toobtain

Observers communication Observers can communicate with the Observers can manually send noteswith moderator the moderator on a split -screen to the focus group room

Unique moderator skills T yping, computer usage, familiarity Observationalwith chat room slang

T urnaround time Can be set up and completed T akes many days for setup andin a few days completion

Client travel costs None Can be expensive

Client Involvement Limited High

Basic focus group costs Much less expensive More expensive : facility rental,food, taping, transcript preparation



Copyright © 2010 Pearson Education, Inc. 5-1 8

Advantages of Online Foc u s Gro up s

Geographical constraints are removed and timeconstraints are lessened.

Unique opportunity to re-contact groupparticipants at a later date.

Can recruit people not interested in traditionalfocus groups: doctors, lawyers, etc.

Moderators can carry on side conversations with

individual respondents.There is no travel, videotaping, or facilities toarrange so the cost is much lower.




Disadvantages of Online Foc u s Gro up s

Only people that have access to the Internet canparticipate.

Verifying that a respondent is a member of atarget group is difficult.

There is lack of general control over therespondent's environment.

Only audio and visual stimuli can be tested.Products can not be touched (e.g., clothing) orsmelled (e.g., perfumes).




De p th Interview Techniq u es: Laddering

In laddering , the line of questioning proceeds from productcharacteristics to user characteristics . This technique allowsthe researcher to tap into the consumer'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 )

Advertising theme: You will feel good about yourself whenflying our airline. ³You're The Boss.´




De p th Interview : Hidden Iss u e Qu estioning

In hidden iss u e q u estioning , the focus is not onsocially shared values but rather on personal ³sorespots;´ not on general lifestyles but on deeply feltpersonal concerns.

fantasies, work lives, and social lives

historic, elite, ³masculine-camaraderie,´

competitive activities

Advertising theme: communicate aggressiveness,high status, and competitive heritage of the airline.




De p th Interview Techniq u es: Symbolic Analysis

Symbolic analysis attempts to analyze the symbolicmeaning of objects by comparing them with theiropposites. The logical opposites of a product that areinvestigated are: non-usage of the product, attributes of an imaginary ³non-product,´ and opposite types of products.

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

³Without planes, I would have to rely on e-mails, lettersand long-distance calls.´

Airlines sell to the managers face-to-face communication.Advertising theme: The airline will do the same thing fora manager as Federal Express does for a package.




Foc u s Gro up s Vers u s De p th Interviews

T able 5 .4

C haracteristic FocusGroups

DepthInterviews

Group synergy and dynamics + -

Peer pressure/group influence - +Client involvement + -

Generation of innovative ideas + -

In -depth probing of individuals - +Uncovering hidden motives - +

Discussion of sensitive topics - +




Foc u s Gro up s Vers u s De p th Interviews

T able 5 .4 , cont.

Note : A + indicates a relative advantage over theother procedure, a - indicates a relative disadvantage.

Interviewing competitors

Interviewing professional respondents

Scheduling of respondents

Amount of information

Bias in moderation and interpretation

Cost per respondent

T ime (interviewing & analysis)

-

-

-

+

+

+

+

+

+

+

-

-

-

-

C haracteristic FocusGroups

DepthInterviews




Definition of Projective Techniq u es

An unstructured, indirect form of questioningthat encourages respondents to project theirunderlying motivations, beliefs, attitudes orfeelings regarding the issues of concern.

In projective techniques, respondents areasked to interpret the behavior of others.

In interpreting the behavior of others,

respondents indirectly project their ownmotivations, beliefs, attitudes, or feelingsinto the situation.




W ord Association

In word association , respondents are presented with a list of words, one at a time, and asked to respond to each with thefirst word that comes to mind. The words of interest, calledtest words, are interspersed throughout the list which alsocontains some neutral, or filler words to disguise the purposeof the study. Responses are analyzed 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 atest word within a reasonable period of time.




W ord Association

EXAMPLESTIMULUS MRS. M MRS. Cwashday everyday ironingfresh and sweet cleanpure air soiledscrub don't; husband does cleanfilth this neighborhood dirtbubbles bath soap and

waterfamily squabbles childrentowels dirty wash



Copyright © 2010 Pearson Education, Inc.5-2

8

Com p letion Techniq u es

In sentence com p letion , respondents are given incompletesentences and asked to complete them. Generally, they areasked to use 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 FifthAvenue would 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 withthe stimulus phrase.




Com p letion Techniq u es

In story com p letion , respondents aregiven part of a story ± enough to directattention to a particular topic but not to hintat the ending. They are required to givethe conclusion in their own words.




Constr u ction Techniq u es

With a p ict u re res p onse, the respondents areasked to describe a series of pictures of ordinary as well as unusual events. Therespondent's interpretation of the picturesgives indications of that individual'spersonality.

In cartoon tests , cartoon characters areshown in a specific situation related to theproblem. The respondents are asked toindicate what one cartoon character might sayin response to the comments of anothercharacter. Cartoon tests are simpler toadminister and analyze than picture responsetechniques.




A Cartoon Test

Let s see if wecan pick up somehouse wares at

Sears.

Figure 5 .4

SearsSears




Ex p ressive Techniq u es

In e x p ressive techniq u es , respondents are presented witha verbal or visual situation and asked to relate the feelingsand attitudes of other people to the situation.

Role p laying. Respondents are asked to play the role or

assume the behavior of someone else.

Third- p erson techniq u e. The respondent is presented witha verbal or visual situation and the respondent is asked torelate the beliefs and attitudes of a third person rather than

directly expressing personal beliefs and attitudes. This thirdperson may be a friend, neighbor, colleague, or a ³typical´ person.




Advantages of Projective Techniq u es

They may elicit responses that subjects wouldbe unwilling or unable to give if they knew thepurpose of the study.

Helpful when the issues to be addressed arepersonal, sensitive, or subject to strong socialnorms.

Helpful when underlying motivations, beliefs,and attitudes are operating at a subconsciouslevel.




Disadvantages of Projective Techniq u es

Suffer from many of the disadvantages of unstructured direct techniques, but to a greaterextent.

Require highly-trained interviewers.Skilled interpreters are also required to analyzethe responses.

There is a serious risk of interpretation bias.They tend to be expensive.May require respondents to engage in unusualbehavior.




Gu idelines for Using Projective Techniq u es

Projective techniques should be usedbecause the required information cannot beaccurately obtained by direct methods.

Projective techniques should be used forexploratory research to gain initial insightsand understanding.

Given their complexity, projective techniques

should not be used naively.




Com p arison of Foc u s Gro up s, De p thInterviews, and Projective Techniq u es

1. Degree of Structure2 . Probing of individual

respondents

3.

Moderator bias4 . Interpretation bias5 . Uncovering

subconsciousinformation

6 . Discovering innovativeinformation

7 . Obtaining sensitiveinformation

8 . Involve unusual behavioror questioning

9 . Overall usefulness

Relatively highLow

Relatively mediumRelatively lowLow

High

Low

No

Highly useful

Relatively mediumHigh

Relatively highRelatively mediumMedium to high

Medium

Medium

To a limitedextentUseful

Relatively lowMedium

Low to highRelatively highHigh

Low

High

Yes

Somewhatuseful

FocusGroups

DepthInterviews

ProjectiveTechniques

C riteria

T able 5 .5




Analysis of Qu alitative Data

1)Data red u ction ± Select which aspects of thedata are to be emphasized, minimized, or setaside for the project at hand.

2)Data dis p lay ± Develop a visual interpretationof the data with the use of such tools as adiagram, chart, or matrix. The display helps toilluminate patterns and interrelationships in thedata.

3)Concl u sion drawing and verification ±Consider the meaning of analyzed data andassess its implications for the research questionat hand.



Copyright © 2010 Pearson Education, Inc.5-3 8

Respondent: (a) Past Communications (b) Most

Effective

(c) Why

A y E-mail

y Infor mal

i nterch a nges

y T e l ephone

y E-mail y N ews i s

co mmu n i c a ted i n

alm ost ³ re al

t im e´

B y E-mail

y S t u dent newsp a per

y C am p u s web p a ge

y E-mail

y C am p u s

web p a ge

y Ea sy to k eep a

record of the

news for f u tu re

reference

C y Infor mal

i nterch a nges

y T e l ephone

y C am p u s mail

y C am p u s

mail

y W or k on c am p u s

y D o not h av e

Internet a ccess a t

ho m e




International Marketing Research

Qualitative research is crucial

The moderator should be familiar with thelanguage, culture, and patterns of socialinteraction

Nonverbal cues (voice intonations, inflections,gestures) are important

The size of the focus group could vary acrosscultures

Focus groups may not be appropriate in somecultures




International Marketing Research

Equivalence of meaning of stimuli acrosscultures should be established.

Line drawings subject to fewer problemsof interpretation than photographs.




E thical Iss u es

Ethical issues related to the respondents andthe general public are of primary concern.

Disguise can violate the respondents' right toknow and result in psychological harm.

In debriefing sessions, respondents should beinformed about the true purpose and givenopportunities to ask questions.

The use of qualitative research results forquestionable purposes raises ethical concerns




E thical Iss u es

Deceptive procedures that violaterespondents¶ right to privacy andinformed consent should be avoided.

Video- or audio-taping the respondentswithout their prior knowledge or consentraises ethical concerns.

The comfort level of the respondentsshould be addressed.







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States of America.

Copyright © 2 010 Pearson Education, Inc.

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