Marketing Techniques and Methods - Research Paper Example

Marketing Research Techniques & Research Methods Table of Contents Marketing Research Techniques & Research Methods 0 Table of Contents 0 1. Introduction: 1 2. The Research Process: 1 2.1 Problem Formation: 3 2.2 Creating the Research Design: 4 2.3 Sampling: 6 2.4 Data Collection: 7 2.5 Data Analysis: 8 2.6 Reporting the Data: 10 3. Validity and Reliability: 10 4. Conclusions: 12 Bibliography 14 1. Introduction: A good marketer is one who uses the insights from others to help improve and interpret the past performance and improve the future performance. Cultural studies and communicational studies is a subject with high need for research and studies, and the secret of any successful study in this field is the type of research method being used. Developing any study or researching into any area need strong research methods to be used. Conducting a research involves a lot of work and requires good planning before executing the research. There are four main steps that need to be followed for a research. These include: a) Defining the research, b) Designing the research, c) Doing the research and d) Describing the research (Jobber, 2004). Since market research plays such an important role in the success of any study, this paper aims at discussing the research process and the various steps that are involved in the entire process. 2. The Research Process: Collis and Hussey explain, ‘Research is a process of enquiry and investigation that is conducted in a systematic and methodical way with a view to increasing knowledge’ (Collis and Hussey, 2009). In simple terms the research process can be understood in four steps, a) Plan Search, b) do the research, c) Collect info, and d) Evaluate and reflect. Figure: The Research Process (Ohio, 2009) However considering the entire process in a more in depth manner, the process includes several steps as seen in the figure below. The process of conducting a research involves several different steps which are present. The development of a research does not only need a problem but a strong 2.1 Problem Formation: A research is a very complex process and it requires the ideas to be clear and well defined. The first step of conducting any research deals with defining the ideas in mind and making notes of all ideas. Development of the problem or the area of research is the first and basic step of the research process, as a question forms the basis of every research. Developing a question is essential as any question which cannot be tested based on empirical evidence then the question cannot be deemed fit for a scholarly research. There are however certain questions that have been classified as quantum mechanics. This is generally referred to as a start of a new paradigm. The development of the goals, objectives and the definition of the questions for the research form the main part of any research and these help the research project remain focused and in place. “The process of goal definition usually begins by writing down the broad and general goals of the study. As the process continues, the goals become more clearly defined and the research issues are narrowed” (Walonick, 1993). 2.2 Creating the Research Design: The second essential step for the success of any research is the designing of the research. Here in this step the researcher plans out the exact methodology that they intend to utilise for the research and the literature review that they intend to use for the research (Berry, 2004). In most cases, a formal research proposal is made at this stage. A well designed problem can provide support to the development of a strong and viable research design. Development of a research design is an essential part of any research, as it involves a clear description of the research approaches and methodology which will be utilised in the proposed research. A paradigm can have various meanings. It refers to “your basic beliefs” and your approach to the world which affects the way you define your research and how you collect and analyse data (Collis & Hussey, 2003, p. 47). The research approaches that can be used in studies comprise of a mixture of both the “phenomenological paradigm” which is also referred to as a “qualitative” approaches and the “positivistic paradigm” also known as the “quantitative” approach (Collis & Hussey, 2003, p. 47). “Phenomenological” is based on the word “phenomenon” which means a fact that happened or an event that was witnessed. With the phenomenological approach the focus is on “understanding the human behaviour from the participant’s own frame of reference” (Collis & Hussey, 2003, p. 53). As this approach is related to an event within a context of time and place, the aim is to investigate an event by carrying out your own research to “construct new theory to explain the phenomenon” (Collis & Hussey, 2003, pp. 56-57) or use existing theory. The aim and focus with this approach is “on the quality and depth of data” (Collis & Hussey, 2003, pp. 56-57). With the positivistic paradigm, the emphasis is on using measurement to find out the relationships between facts and causes of the phenomenon. This is “an essential element of the research process under this paradigm” (Collis & Hussey, 2003, p. 57). This approach is useful when there is a need to conduct statistical analysis (Collis & Hussey, 2003, p. 56). A positivistic approach will be used and the researcher will be independent, will not be influenced by the subject of research, and will take “the role of an objective analyst” (Saunders & Lewis & Thornhill, 2000, p. 85). According to Denzin & Lincoln (cited in Silverman 2005), “qualitative investigators think they can get closer to the actor’s perspective through detailed interviewing and observation” (p. 10). With qualitative researchers, the emphasis is on the close relationship between the subject of research and the researcher where the value is in the social reality and the meaning of the social event or phenomenon. However, in comparison, quantitative researchers focus on the measurement and analysis of facts and causes. The qualitative approach relies on the quality and depth of data and does not focus on the “measured (if measured at all) in terms of quantity, amount, intensity, or frequency” (Denzin & Lincoln, 2000, p. 8). In addition, as Waters (2001) explains, the quantitative approach is based on “simplified representations of reality where real features are depicted by symbols” (p. 8). 2.3 Sampling: Every research requires having a set target population. This is not based on any specific rules and regulations however are more of a logical and judgment decision. The population for the study can be defined based on the objectives of the study. For example, a study of the age group of people 18 – 26 and their buyer behavior cannot be learned and targeted on people of a different age group, say for instance, 30 – 50. Hence the main focused set of population need to be recognized and targeted. However in the case of certain types of researches, the entire population can also be considered as the target audience and these types of studies are referred to as a census study. Walonick (1993) explains, “Usually, the population is too large for the researcher to attempt to survey all of its members. A small, but carefully chosen sample can be used to represent the population. The sample reflects the characteristics of the population from which it is drawn” (Walonick, 1993). The process of sampling involves both probability samples as well as non probability samples. A probability sample refers to one where there is a certain amount of probability for every person to be selected. The types of sampling methods that fall into this include, random sampling, systematic sampling, and also stratified sampling. On the other hand the non probability method is one where the audience are chosen in a non random manner and here the most common method used include a convenience sampling, quota sampling, snowball sampling or even the judgment sampling. Walonick (1993) explains, “The advantage of probability sampling is that sampling error can be calculated. Sampling error is the degree to which a sample might differ from the population. When inferring to the population, results are reported plus or minus the sampling error. In nonprobability sampling, the degree to which the sample differs from the population remains unknown” (Walonick, 1993). 2.4 Data Collection: Once the researcher is sure about the style and methodology they plan to use for a research, the researcher can then put the proposal plan into action. In this step the various types of research may be conducted, like qualitative research and quantitative research. There are two basic types of research, namely, qualitative and quantitative research. Hussey and Hussey (1997) consider these two methodologies to be at the two extremes of the research continuum. a) Qualitative Research: Qualitative research takes into account an in-depth view of behavior patterns of people. It aims at finding the reasons behind each aspect of behavior or trend that is displayed. It becomes an answer to the how and what for the decision making unlike quantitative method being results of questions related to the what, when and where aspects (Jobber, 2004). Qualitative or phenomenological methods tend to produce rich intensive data relating to small numbers of people and moreover, they tend to provide more contextual data – which adds value to other data – while acknowledges the fundamental complexity of certain social phenomena (Walker, 1985). Hence, qualitative research need not have a very large sample; however a focused sample is necessary which helps the classification of data into patterns so as to form the basis for interpretation of results and for report making and organizing the results (Saunders, et al, 2000; Housel & Nelson, 2005). b) Quantitative Research: Quantitative research is a systematic method of investigation of quantifiable properties and entities (Jobber, 2004). It is a scientific method used both in social as well as other research forms. Generally, quantitative research is a repetitive process for evaluation of results and hypotheses. It is a positivistic approach that “Seeks the facts or causes of social phenomena, with little regard to the subjective state of the individual” (Hussey & Hussey, 1997, p52). The chief aim of quantitative research is apply mathematical techniques, hypotheses, theories and tools so as to have quantifiable results. The results are measured and scaled indicating the connection between mathematical models and empirical expressions of relationships that are quantitative in nature (Saunders, et al, 2000). 2.5 Data Analysis: Data analysis forms another essential aspect of any successful research. The collected data needs to be studied and to provide the users with the appropriate solutions to the questions. The data collected will be studied using “inductive” and “deductive” approaches to develop and theoretical framework. First of all, with the inductive approach information is put together from the data that has been collected. Then using the deductive approach allows the researcher to “turn away from the data and think rationally about the missing information and form conclusions based on logic” (Collis & Hussey, 2003, p. 73). The research questions will be answered on the basis of “an informed academic judgement, adopting the conceptual world-view of a perspective or theory and evaluating competing perspectives and theories through the ‘lens’ of this world-view” (Redman, 2006, p. 29). The outcome of the study is to formulate a grounded theory, based on the phenomenon being studied, which throws light on the issue of consumer trust in banking. Indeed, Collins & Hussey (2003) confirm that a study “illuminates the area under investigation” (p. 73). They also define grounded theory as “one of the interpretive methods that share the common philosophy of phenomenology” (Collis & Hussey, 2003, p. 73). Hence as understood from the above discussion that the analysis of the data that has been collected forms a major part of the research process as a whole. There have been several modern computer software that have been developed to help assist with the analysis of the quantitative information that is collected in the process. The software includes software like the Statistical Package for Social Studies, and many more. As explained by Walonick, ‘It is no longer incumbent on the researcher to know the formulas needed to calculate the desired statistics. However, this does not obviate the need for the researcher to understand the theoretical and conceptual foundations of the statistical techniques. Each statistical technique has its own assumptions and limitations. Considering the ease in which computers can calculate complex statistical problems, the danger is that the researcher might be unaware of the assumptions and limitations in the use and interpretation of a statistic’ (Walonick, 1993). 2.6 Reporting the Data: The last step of a research is to formally present all the findings of the research and to provide a complete document which includes the theoretical background, the research methodology, research findings and the an analysis of the findings. All these information together form a complete and well rounded research (Black, 1999). An essential aspect that needs to be considered here at this point is the audiences that the research targets. An research is meant to communicate information and therefore, the results of the research need to be reported in a manner which is simple to read and understand for the target readers. There are a few researches which are mainly targeted for researchers, example, dissertations and thesis. These can afford to be technical as the researchers tend to have a basic knowledge on the subject. Also, every research without fail requires having at a minimum, an abstract, the actual problem statement, the methods used for the research, the results and the analysis of the findings. This forms a well rounded and well developed report. 3. Validity and Reliability: The concept of validity of qualitative research has been defined as, ‘.. a contingent construct, inescapably grounded in the processes and intentions of particular research methodologies and projects’ (Winter, 2000, p.1). Maxwell (1992) argues that validity is a goal rather than a product. This goal encounters some threats which are made by evidence, not methods. In order to exclude these threats, validity, as an important component of the research, must consist of a certain strategies. These strategies require the researcher to identify the specific threat in question and to develop ways to attempt to rule out that particular threat. The validity threats and the way they can be dealt with is a key issue in a qualitative research proposal. In dealing with validity threats Maxwell (1992) argues that qualitative researchers usually consider these threats as particular events or processes, rather than as generic variables. Maxwell (1992) discusses two broad types of threats to validity. These two types, according to him, are researcher bias and reactivity. The researcher bias is how certain values of the researcher influence the conduct and conclusion of the study. While the reactivity is to understand this influence and use it productively. Various researchers have over time develop their own concepts for validity and most of them adopt that the most appropriate terms for validity include, quality, rigor and trustworthiness. Miles and Huberman’s (1984) comment on triangulation strategy is instructive, while Mathison argues the same (Miles & Huberman, 1984). Mathison (1988), states that one could be concerned about the quality of the data and the reliability of the data in case of a lack of developed productivity ability. There are various methods used in triangulation. Smith and Klein cited in Mathison (1988) have referred to this as a ‘different images of understanding’. There are four types of triangulation including: a) Data triangulation: refers to using different data sources and settings, b) Investigator triangulation: means to employ more than one investigator, c) Theory triangulation: engages a number of perspectives to interpret a set of data, and d) Methodological triangulation: involves using multiple methods. “Triangulation can overcome the potential bias and sterility of a single-method approach.” (Hussey & Hussey, 1997, p4). Hence triangulation will prove to be most effective here for the research and will also lead to provide the readers with a focused and trustworthy research as well. Triangulation in simple terms is a method of reinforcing the points that have been found in one method and ensuring all methods lead to similar answers thereby making the response insightful and reliable as well. Over the years, Lincoln and Guba (1985) have argued that sustaining the trustworthiness for a research report is dependent on factors like issues, and quantitatively these are referred to as the validity and reliability. Over the years the focus of measuring the reliability and the validity of a research has been replaced by the idea of trustworthiness. This basically refers to establishing a confidence in the findings. Maxwell (1992) argues that methods and procedures do not assure validity to the research in general, but they are critical to the process of excluding validity threats which lead to increasing creditability of the conclusions. 4. Conclusions: Aiming for validity in a research should remain the goal of the researchers and the threats that relate to the validity can be overcome by strategic planning and good design of the paper. As has been clearly understood by the above discussion, validity plays a very important role in any research and hence every researcher requires considering this, to ensure the paper is well received and is recognised to be trustworthy and reliable. Also another very essential aspect that needs to be considered is the triangulation which has a major impact on creating a high level of reliability for the research that is conducted and created a sense of trustworthiness as well. As seen in the above discussion, the research process although looks like a few simple steps, however the amount of thought and efforts that are involved in the entire process is very high. Also, if the base of the research process is strong, i.e. the goals and the objectives of the research are set down effectively, the overall process will also develop well and the answers will be found making the research successful. Bibliography Berry, R. (2004) The Research Project. 5th edn. New York: Routledge. Black, T. R (1999) Doing Quantitative Research in the Social Sciences: An Integrated Approach to Research Design, Measurement and Statistics. London: Sage Publications Ltd. Collis, J. & Hussey, R. (2003) Business Research: A practical guide for undergraduate and postgraduate students. 2nd edn. London: Macmillan Press Ltd. Denzin, N. K. & Lincoln, Y. S. (eds.) (2000) Handbook of Qualitative Research. 2nd edn. London: Sage Publications, Inc. 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(2005) Doing Qualitative Research. 2nd edn. London: Sage Publications. Walonick, D.S., 1993, The Research Process, Accessed on 12th January 2010, Retrieved from http://www.statpac.com/research-papers/research-process.htm Waters, D. (2001) 3rd edn. Quantitative Methods for Business. Harlow: Pearson Education Limited. Read More