Data collection methods

Research methods describe the instruments used to collect and analyse data. Primary instruments – made up of focus groups, semi-structured interviews and an online survey – allowed the researcher to collect empirical data. These instruments assist in providing answers to the research questions that are dependent on gathering data from multiple levels (Creswell, 2008:153). The collection of theoretical data happened through the review of available literature, the secondary research instrument. The decision to use these different data collection methods not only ensured that researcher bias was reduced, but also contributed to the validity of the research.

3.5.1 Desktop review of existing literature

Integral to the research study, the literature review assisted in identifying “what is known” about the research topic, and “how it is known” so that the researcher can develop research questions around “what is yet to be known” (Conrad & Serlin. 2011:83). To enhance the authoritativeness and currency of literature, relevant published information was sourced from books, academic journals, conference papers and Internet-based resources.

In the first stage of the research, the literature review focused on investigating the background to principles of sustainability; the relevance of DfS in communication design practice and education; the potential barriers to teaching DfS; global and local communication design examples that implement DfS; and the presence of DfS within the local design economy. In the fourth stage of the research, the review of up-to-date literature aimed at presenting the current state of DfS within the communication design fraternity.

3.5.2 Focus groups with design students

Focus groups are considered useful when the researcher’s objective is “to explore attitudes and perceptions, feelings and ideas about a specific topic” (Denscombe 2007:178). Of value to the researcher is the opportunity of the focus group to provide an in-depth view of the collective opinion of a particular group on a specific topic (Maree, 2007). The researcher

believed that the empirical data gathered from this qualitative data collection method would provide valid insights into the students’ level of understanding, interest and engagement with DfS.

The researcher conducted three focus groups with third year students from CPUT, RP and Vega. Lecturers from each HEI were contacted via email, at the beginning of the 2014 academic year, to request permission to conduct focus groups with their students. In the email the researcher explained the background to the research, outlined the objective of the focus group, and requested a minimum of five students be made available to participate in the focus group. The lecturers from CPUT and Vega advised the researcher to arrange the focus groups with the assistance of the relevant class representatives. The representatives’ introduction to the researcher and the study topic was first made over the phone. The class representatives were then emailed the following: a background to the study; the objective of the focus group; an overview of the topics to be discussed; the format and expected duration of the focus group; possible dates; and a request for the class representative to select a diverse range of students, as well as a quiet venue. The researcher also highlighted that it was not compulsory for the students to participate, and noted that all informant names would be kept confidential. Except in the case of the RP focus group, the class representatives made the selection of the informants. At RP, where the third year communication design class only consisted of five students, the lecturer arranged for the whole class to participate in the focus group.

According to Denscombe (2007), the key to the success of a focus group depends on establishing a sense of trust within the group. To ensure a level of trust between the informants and the researcher, but also to comply with ethical standards, all informants were asked to complete a consent form. The form stipulated confidentiality, and requested permission to do an audio recording of the focus group (Appendix B). The focus groups were conducted at the respective campuses, not only for the students’ convenience, but also because these were spaces that they were familiar with and comfortable in. A research assistant – who helped with setting up venues, managing the collection of signed consent forms, and capturing the non-verbal leakages during the focus group – accompanied the researcher. At each focus group University Research Funds (URF) were used for the provision of food and beverages.

The researcher took on the role of an active facilitator and informant observer during the focus groups. A discussion guide (Appendix D) was used to assist the researcher in managing the flow of the focus group, as well as to ensure that important topics relating to the research problem were explored.

3.5.3 Semi-structured interviews

Semi-structured interviews assist the researcher to elicit the subjective perspectives of selected informants (Lewin & Somekh, 2012). Such qualitative interviews allow the researcher to understand the key informants’ opinions, feelings and experiences concerning the subject matter being investigated (Denscombe, 2007).

Eight interviews with design educators and five interviews with design professionals were conducted separately. Key informants were contacted via email, with an explanation of the research study and a request for their participation. Interviews were conducted at venues chosen by the informants, ensuring convenience and comfort. The considered selection of key informants ensured that valuable insights relevant to the research topic would be provided.

Similar to the focus groups, the researcher made use of an interview guide that was based on the research questions. The guide allowed the researcher to shape the discussion around the main topics that needed to be covered. The guide was tailored for both the educator and design professional interviews (see Appendix E). Open-ended questions were asked, in a flexible order, encouraging detailed responses. This also promoted informal discussions around interesting themes associated with the research topic. All interviewees signed a consent form giving permission to record each interview, and to use the findings in the research (see Appendix C).

3.5.3.1 Interviews with design educators

Interviews were conducted with lecturers who taught theory and those who taught practical subjects. The aim of the interviews with the theory lecturers was to get a better understanding of what content was taught at the different HEIs, and to discover if and when sustainability featured in the curriculum. The aim of the interviews with the practical lecturers, however, was to understand the level of engagement with sustainability in terms of practical application. By interviewing these educators the researcher hoped to find out if the theory and practical components of the courses were in any way aligned. It was also important to ascertain what prevented the incorporation of sustainability principles into their teaching. Overall, the researcher hoped the interviews would provide insights into the educators’ interest, engagement and understanding of sustainability within the communication design discipline.

3.5.3.2 Interviews with design professionals

The aim of the industry interviews was to uncover the significance of DfS within the local design economy; and also to validate the literature relating to the inclusion of DfS within communication design practice.

The researcher compiled a summary document – highlighting any pertinent issues raised and recording any observations – for each of the interviews and focus group discussions. These summaries were referred to several times during the write-up of the findings.

3.5.4 Online survey

After all of the collected data was analysed, the researcher developed a set of tentative guidelines for integrating the principles of sustainability into communication design curricula. Using an online survey that was conducted with design educators from the three selected HEIs, the researcher was able to rank the relevance of the guidelines based on the educators’ input. Denscombe (2007:31) suggests that this data collection method aids in collecting “purposeful and structured” information from targeted informants.

The survey was created in Google Forms. This online platform was chosen not only because it is free and user-friendly, but also because it allows the survey to be embedded into a personalised email, which makes it easy for the recipient to answer and then submit upon completion. Once submitted, Google Forms automatically organises the results into a spreadsheet and provides an analytical summary of the results. A trial survey was first sent to a few people who were outside of the research sample in order to identify and address any glitches. The survey was then emailed to the design educators, who were asked to complete it within five days. A response rate of seventy-five percent was achieved.

The survey, titled Guidelines for Integrating Principles of Sustainability into Communication

Design Curricula, consists of twelve questions. A Likert scale was used for each question, allowing the informant to rank the guideline’s relevance, which in turn helped the researcher to understand which principles are most important to integrate. Using the Google Form platform aided with the speed and accuracy of the data collection process. An example of the online survey and the analytical summary of the responses can be viewed in Appendix F.

3.6 Sampling

3.6.1 Population sample

This study is based in the city of Cape Town, in the Western Cape Province of South Africa. As the host city of the 2014 World Design Capital, and with the design sector driving social and economic change, Cape Town is recognised by the provincial government as a “design

hub” (City of Cape Town, 2014:7). According to a report published by the Western Cape Government, the communication design industry has been identified as having the potential to grow the local economy (Cape Craft and Design Institute, 2012). There are currently sixteen HEIs offering communication design courses in Cape Town (see Table 2.19). Course options range from full-time four-year or three-year degrees to two-year diplomas or one-year certificate programmes. Two of the HEIs are public universities while the rest are private institutions.

Table 3.1 presents information about the three HEIs that feature in this study: CPUT, RP and Vega. These were chosen because they vary in size, cost and focus. For example, Vega focuses on branding, whereas some of the subjects offered at CPUT and RP are similar.

Table 3.1: Three Cape Town HEIs featured in this study (Cape Peninsula University of Technology, n.d.; Ruth Prowes, n.d.; Vega School, n.d.)

HEI /