Assessment item 2 Qualitative research report Task There are two parts of this assessment. Part 1 is theoretical background while Part 2 is an applied case-study. PART 1 (30 marks): 1. What are the main approaches available for collecting qualitative data? Describe each of these methods. (10 marks) 2. What is involved in running an in-depth interview? What techniques can you use in in-depth interviews to help explore people’s attitudes? (10 marks) 3. What is involved in analyzing qualitative data? (10 marks) PART 2 (65 marks): Read Case Study 1: Strawberry Fields Forever and answer questions at the end of the case. For many years, the majority of strawberries produced in Australia were grown in Victoria. However, as a result of the federal government passing the Plant Varieties Rights Act (1985), new higher-yielding Californian strawberry varieties were introduced to Australia. The Californian strawberry varieties were not only larger than the traditional varieties but also had the potential to fruit over an extended period. This meant that berry growers could spread their harvest over a longer period of time. Berry growers responded by doubling their orders for strawberry plants and the area planted to strawberries. At the same time, fruit processors in Australia were increasing their imports of high-quality frozen strawberries from overseas producers where costs of production were lower than in Australia. Faced with the impending oversupply of strawberries and consequential reduced prices because of increased production, the Victorian Strawberry Growers Association lobbied the Victorian government to enable the industry to set up a Statutory Committee – The Victorian Industry Development Committee (VSIDC). This committee would be responsible for collecting funds from its members in the form of a levy. These funds could then be used to carry out domestic promotion of Victorian strawberries, as well as research and development into all aspects of strawberry production. At its inaugural meeting, the VSIDC decided that its key role was to develop strategies that would result in increased per capita consumption of strawberries. This, it was hypothesised, “May in part be achieved by a change in the image of strawberries, from that of a “treat” to that of a fruit which is purchased regularly”. The committee immediately decided to undertake an extensive consumer market research study to assist in the development of marketing and promotional strategies. This activity was to be delegated to a suitably qualified market research company. The committee formulated a tender document, which it then circulated to a number of market research firms in Melbourne. Included in the tender document were requests for the following information: 1. The current image that people have of strawberries and what are the positive and negative aspects of this image. 2. Features/attributes of strawberries respondents consider when choosing whether to purchase strawberries and the relative importance of these features. 3. The situations in which people eat strawberries. 4. Why some people don’t purchase strawberries, and what would motivate them to purchase strawberries. 5. People’s willingness to pay for a punnet of strawberries. 6. The sorts of values that people who eat strawberries have, and given these values ideas on how to better promote strawberries. 7. Any other information you consider to be relevant in helping to answer the management problem. Your tasks: 1. Develop an interviewer’s outline based on the information requirements listed above. An interviewer’s outline is a list of questions that you plan to ask during an interview. (10 marks) 2. Conduct five in-depth interviews with CSU students each lasting at least 20 minutes. Record each of the interviews on a digital voice-recording device (don’t forget to ask permission to do this), and after you have conducted the interviews it is a good idea to transcribe (write out) each of the interviews, or at least the most significant quotes during the interviews. (Interviewing friends and / or family is acceptable). (5 marks) 3. Analyse the information from the interviews using (1) a thematic analysis (25 marks) and (2) a content analysis (25 marks) based on the themes identified in your thematic analysis. (50 marks. Summarise your findings in up to 1500 words. (Refer to mark allocations in the marking Rubric below). Presentation is worth 5 marks (refer to the Rubric below). IMPORTANT NOTES: 1. You are strongly advised to check your interview script against the 'Minimal Risk Review Form (Form 2)' provided on the CSU Ethics website at: http://www.csu.edu.au/research/ethics_safety/human/ehrc_applying Please check the level of 'risk' against the Yes-No checklist provided in the form (especially Sections 2 & 3). The form is also posted under 'Resources' in the subject's Interact site. 2. I have attained Ethical Clearance for this assessment on your behalf since the assessment requires collection of primary data. REMEMBER THAT YOU CAN ONLY INTERVIEW STUDENTS AT CSU. AS PER THE ETHICAL CLEARANCE REQUIREMENTS, YOU CANNOT INTERVIEW ANYONE ELSE. I shall provide more information on this issue via group email and / or online announcements. Rationale This assessment item is designed to assess your knowledge and understanding of the principles and practices of qualitative market research, especially in-depth interviews. You gain a firsthand understanding of how to plan and orchestrate a qualitative research exercise. Marking criteria Fail Pass Credit Distinction HD 1. What are the main approaches available for collecting qualitative data? Describe each of these methods. / 10 Limited description of approaches and/or mostly incorrectly described Approaches partly described but key aspects missing or incorrectly described Describes approaches, including strengths and weaknesses and when each should be used, but lacks detail Competently describes approaches, explaining strengths and weaknesses and when each should be used Accurately and thoroughly describes approaches, explaining strengths and weaknesses and when each should be used 2. What is involved in running an in-depth interview? What techniques can you use to help explore people’s attitudes? / 10 Limited and/or mostly incorrect description of running in-depth interviews. No discussion of techniques to explore attitudes Some steps described but others missing/ incorrectly explained and/or no discussion of techniques to explore attitudes Describes steps involved in running in-depth interviews, including techniques that can be used to explore attitudes, but lacks detail Competently describes the steps involved in running in-depth interviews, including techniques for exploring attitudes Accurately and thoroughly describes the steps involved in running in-depth interviews, including techniques for exploring attitudes 3. What is involved in analysing qualitative data? / 10 Limited and/or mostly incorrect description of what is involved Some steps described but others missing/incorrectly explained; lacking detail Explains steps for analysing qualitative data, focusing on thematic and content analysis, but lacks detail Competently explains steps for analysing qualitative data, focusing on thematic and content analysis Accurately and fully explains steps for analysing qualitative data, focusing on thematic and content analysis 4. Task 1: Carefully prepared interviewer’s outline /15 Poorly worded and/or limited number of questions that do not relate well to research questions Limited development of questions which are not well related to research questions Explains project background, and develops questions which cover most but not all research questions Competent explanation of project background, and development of question which relate to research questions Accurate and thorough explanation of project background, and choice of questions which are well developed and relate well to research questions 4. Task 2: Thematic Analysis /25 Limited and poor identification and explanation of themes with limited use of quotes Analyses themes, uses quotes, and covers most research questions, but lacks detail/explanation Analyses themes, uses quotes, and covers most research questions, but lacks detail/explanation Competent analysis of themes, illustrated using quotes, and relate to research questions Accurate and thorough analysis of themes which are well illustrated using quotes, and relate well to research questions 4. Task 3: Content Analysis /25 Content analysis inadequately completed (eg no tables) or completed incorrectly or with little or incorrect explanation Content analysis completed but tables not completed or described inadequately and/or not well related to thematic analysis Content analysis completed with use of tables. Needs to be more closely related to thematic analysis and lacks detail. Competently completed content analysis, with tables that are explained and relate to thematic analysis. Carefully and thoroughly completed content analysis, tables well used and explained and relate well to thematic analysis. Presentation /5 Disorganised/incoherent Shows some attempt to organise in a logical manner Shows organisation and coherence / presentation quality can be improved Carefully and logically organised / professionally presented / some improvements possible Shows a polished and imaginative approach to the topic / very professionally presented