Professional Documents
Culture Documents
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© 2007 Prentice Hall
Ch apter O utl ine
1) Overview
2) Primary Data: Qualitative Versus Quantitative Research
3) Rationale for Using Qualitative Research Procedures
4) A Classification of Qualitative Research Procedures
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© 2007 Prentice Hall
Ch apter O utl ine
1) Focus Group (FG) Interviews
i. Characteristics
ii. Planning and Conducting Focus Groups
iii. Telesessions and Other Variations
iv. Advantages and Disadvantages of Focus Groups
v. Applications of Focus Groups
vi. Online Focus Group Interviews
vii. Advantages and Disadvantages of Online FGs
2) Depth Interviews
i. Characteristics
ii. Techniques
iii. Advantages and Disadvantages of Depth
Interviews
© 2007 Prenticeiv.
Hall Applications of Depth Interviews
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Ch apter O utl ine
7) Projective Techniques
i. Association Techniques
ii. Completion Techniques
a. Sentence Completion
b. Story Completion
iii. Construction Techniques
a. Picture Response
b. Cartoon Tests
iv. Expressive Techniques
a. Role Playing
b. Third-Person Technique
v. Advantages and Disadvantages of Projective Techniques
vi. Applications of Projective Techniques
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Ch apter O utl ine
1) Analysis of Qualitative Data
2) International Marketing Research
3) Ethics in Marketing Research
4) Summary
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© 2007 Prentice Hall
A Cl as sif ic ati on of
Ma rketi ng
Res ear ch Da ta
Fig. 5.1
Marketing Research Data
Descriptive Causal
Projective
Depth Interviews Techniques
Focus Groups
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© 2007 Prentice Hall
Proce dure for P lannin g a nd
Co nd uc ting Foc us G roups
Fig. 5.3
1. Synergism
2. Snowballing
3. Stimulation
4. Security
5. Spontaneity
6. Serendipity
7. Specialization
8. Scientific scrutiny
9. Structure
10. Speed
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Disadva ntages o f
Focus Groups
1. Misuse
2. Misjudge
3. Moderation
4. Messy
5. Misrepresentation
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Online Vers us Tr adi ti ona l Foc us
Groups
Table 5.3
Char ac te ris tic Online Fo cus Gr ou ps Trad itio nal Fo cus Gro up s
Group composition Anywhere in the world Drawn from the local area
Physical setting Researcher has little control Under the control of the researcher
Respondent attentiveness Respondents can engage in other tasks Attentiveness can be monitored
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Online Vers us Tra dit iona l Foc us
Gro ups
Table 5.3, cont.
Respondent recruiting Easier. Can be recruited online, e-mail, Recruited by traditional means
panel, or by traditional means (telephone, mail, mail panel)
Openness of respondents Respondents are more candid Respondents are candid, except for
due 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
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Online Vers us Tr adi ti ona l Foc us
Groups
Table 5.3, cont.
Transcripts Available immediately Time consuming and expensive to
obtain
Observers’ communication Observers can communicate with the Observers can manually send notes
with moderator the moderator on a split-screen to the focus group room
Turnaround time Can be set up and completed Takes many days for setup and
in a few days completion
Basic focus group costs Much less expensive More expensive: facility rental,
food, taping, transcript preparation
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Adva nta ges of On line Focu s
Groups
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Dept h Int ervie w Technique s:
Laddering
In lad dering , the line of questioning proceeds from product
characteristics to user characteristics. This technique allows the
researcher to tap into the consumer's network of meanings.
I accomplish more
Advertising theme: You will feel good about yourself when flying
our airline. “You're The Boss.”
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Depth Interv iew Tec hn iqu es:
Symbolic Analysis
Symb oli c an al ys is attempts to analyze the symbolic
meaning of objects by comparing them with their opposites.
The logical opposites of a product that are investigated are:
non-usage of the product, attributes of an imaginary “non-
product,” and opposite types of products.
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Wo rd Associ ati on
In wo rd a sso ciat ion, respondents are presented with a
list of words, one at a time, and asked to respond to each
with the first word that comes to mind. The words of
interest, called test words, are interspersed throughout
the list which also contains some neutral, or filler words
to disguise the purpose of 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 a test word within a reasonable period of time.
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Wo rd Associ ati on
EXAMPLE
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Co mpl etio n Tec hn iqu es
In senten ce comp let ion , respondents are given incomplete
sentences and asked to complete them. Generally, they are
asked to use the first word or phrase that comes to mind.
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Co nstr uc ti on Tec hni qu es
With a pict ure respo ns e, the respondents are
asked to describe a series of pictures of ordinary as
well as unusual events. The respondent's
interpretation of the pictures gives indications of that
individual's personality.
Sea rs
Let’s see if we
can pick up some
house wares at
Sears.
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Exp ress ive Tech nique s
In exp ressi ve tech ni que s, respondents are presented
with a verbal or visual situation and asked to relate the
feelings and attitudes of other people to the situation.
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Gui del ine s fo r U si ng
Pro jec tive Tec hni que s
Projective techniques should be used because the
required information cannot be accurately obtained
by direct methods.
Projective techniques should be used for
exploratory research to gain initial insights and
understanding.
Given their complexity, projective techniques
should not be used naively.
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Co mpariso n of Fo cus G ro ups , D ept h
Int er views , a nd P ro ject ive Te chni que s
Table 5.5
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Inte rn atio na l Ma rke ti ng
Res ea rch
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Inte rn ati ona l MR, con t.
Equivalence of meaning of stimuli across
cultures should be established.
Line drawings subject to fewer problems of
interpretation than photographs.
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Eth ical Iss ues
Ethical issues related to the respondents and the
general public are of primary concern.
Disguise can violate the respondents' right to know
and result in psychological harm.
In debriefing sessions, respondents should be
informed about the true purpose and given
opportunities to ask questions.
The use of qualitative research results for
questionable purposes raises ethical concerns
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Et hi cal I ssue s, cont.
Deceptive procedures that violate respondents’
right to privacy and informed consent should be
avoided
Video- or audio-taping the respondents without
their prior knowledge or consent raises ethical
concerns.
The comfort level of the respondents should be
addressed.
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