DATA COLLECTION METHODS & FIELD WORK PRACTICE

The primary data collection was undertaken in Cape Town with the relevant informants. Table 3.8 gives a description of the data collection methods used.

Table 3.8: Data collection methods

Methods Description

Literature review Research that critiques, analyses, and extends existing literature and attempts to build new groundwork, e.g. it includes meta-analysis (Maree & Van Der Westhuizen, 2009).

Case study Study of a single phenomenon (e.g., an application, a technology, a decision, an organisation) (Yin, 2009).

Interview Research in which information is obtained by asking respondents questions directly. The questions may be loosely defined and the responses may be open-ended (Tucker & Meyer, 1995).

Secondary Data A study that utilises existing organisational and business data, e.g., financial and accounting reports, archival data, published documents, etc (Maree & Van Der Westhuizen, 2009).

Action research A study that involves a business model/workshop exercise, in which the respondents could select variables/categories that describe their business model and explain how it relates to their day-to-day business.

A valid process of analysing the qualitative data of the research is data triangulation. This will include four types of triangulation such as data, investigator, theory and methodological triangulation (Tucker & Meyer, 1995). The triangulation method will validate the information captured from various sources by means of the 5 data collection methods listed in table 3.8. Triangulation is important, so that the qualitative data collection methods used will inform the research questions in various ways. Table 3.9 indicates the data captured from interviews, case studies, and documentation, in relationship to the research questions.

Table 3.9: Primary methods of data capture in line with the research questions

Research Questions Intervi

ews Literature Case studies Secondary data Action research

What are the different perspectives and conceptions on Design Thinking which practitioners in Cape Town embrace?

What are the features of business models in an applied context of industrial design?

How does Design Thinking give shape (applicable relationships) to industrial design related business models?

3.8.1 Interview procedure

Qualitative data were collected from interview notes; transcripts and answers to open-ended and semi-structured questions. Each interview was carried out at the work place, with the exception of one case. The interview with the participant Nicolson (Thingking) was carried out at his home (at his discretion) after-hours due to his heavy work schedule and with the

intention of avoiding interference in the workplace. The interviewer began with a personal introduction. The subject was introduced at a very general level, allowing the interviewees to speak freely and naturally. As the questions moved through the categories, the interviewer responded with comments or questions that elicited more thought. Some of these questions aimed to encourage the interviewees to elaborate more and give examples of their experience.

After the interview, a sheet was filled out that served as memo for the interview, giving the overall feeling of the interview, key insights and whether the interviewee felt comfortable.

3.8.1.1 Interview with case study respondents

The interview questions started with an open-ended structure aimed at data collection for research sub-question 1. The second part of the interview introduced semi-structured questions directed by the d-school concept (for the purpose of reference see an example of the interview with Mondajem in the Appendix C).

3.8.1.2 Interview with expert respondents

The interviewer began with a personal introduction. In this section, the interview took a different approach: questions were less structured, open-ended and led by a discussion.

3.8.2 Questionnaire construction

3.8.2.1 Addressing sub-question 1

This question started with understanding what the different perspectives of Design Thinking are. The idea of this question was that it should not be grounded by any pre-determined conceptual framework, but was rather aimed at open-ended questions. Therefore, this question takes more of an inductive approach by asking the following questions:

• How do you think you use design approaches in your work practice? What is your association with design?

• What do you think are the key qualities of a designer? • What does Design Thinking mean to you?

• What is Design Thinking in your opinion? We are interested in what you think characteristics of a design thinker are?

These questions were intended to identify commonalities and emergent descriptions shared by the respondents. They were also intended portray and explore interpretations of Design Thinking before the Design Thinking rules were applied in sub-question 3.

3.8.2.2 Addressing sub-question 2

After the interview, the case study respondents were asked to participate in the business model canvas exercise, explained in the literature review. The business model canvas is split into components (such as in the literature review) and has a clear framework (see Figure 3.3) and set of variables to select from. The use of this framework led to a very positive encounter for the respondents and were definite in their description of the variables.

Figure 3.3: Business model canvas used in the workshop exercise (Osterwalder & Pigneur, 2010)

Utilising the business model canvas, meant that it served as a common tool, and the results led to a rapid description of business model. Every case study respondent, each representing one company, participated in the business model canvas activity and secondary data was referred to in the data analysis process if further detail were necessary.

3.8.2.3 Addressing sub-question 3

This sub-question formed the bulk of the main interview and involved asking semi-structured questions. These questions were directed by the Design Thinking rules. Three or four questions were asked based on each category of the Design Thinking rule (see Appendix C to reference the questions). The researcher also added an associative question or asked the respondent to elaborate further when it was necessary.