Fisher (2010) highlights there are two possibilities for developing a framework for research: early on within the research process for those researchers undertaking a more structured approach, or towards the end of the research, the latter is the approach taken here. Therefore, themes have been developed to guide the primary research, but without preliminary conceptual thoughts about what may be discovered. It is important to note that the critical review of models in chapter three, and discussion of stages/themes within models in chapter four, highlighted that whilst there is substantial existing research within HE around most of the stages/themes within existing HE models, the gap concerns the approach/use of stages/themes by Millennials in a contemporary media environment. The approach was not to assume that stages/themes were or were not relevant, but to consider them as a possible part of their course selection decision process.
Two stages of research were undertaken, and the following themes were used to guide stage one (focus groups):
Early thoughts (pre-search behaviour): an understanding of why they start to think about postgraduate study, and how far in advance.
Information searching behaviour: exploring their approach to searching for information.
Application: their approach to this.
Decision: understanding how they approach making a decision.
Post purchase evaluation: views about their decision, and any use of WOM/eWOM Linear and rational: an understanding of how they progress to making a decision Influencers: understanding the role any influencers might have
Online/social media: understanding the role of a more contemporary media environment within decision making
94 | P a g e Stage two of research (interviews) involved one further theme that was highlighted during models published after the initial literature review stage:
Engagement: exploring any engagement activities during their decision journey The next chapter considers the methodology adopted for the research within this thesis.
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5. Methodology
5.1 Introduction
The previous chapters have explored a range of themes, relevant to the aim of this thesis. This can be summarised as follows:
The context of this study, postgraduate higher education, has seen a number of developments in recent years. Marketisation of the HE sector is resulting in students behaving more like consumers (Wedlin, 2008; Jongbloed, 2003; Maringe, 2006; Petruzzellis and Romanazzi, 2010). As competition increases between universities (Dorweiler and Yakhou, 1994), postgraduate students are now an important and potential growth area and revenue stream (Taylor 2002). However, as the UK is starting to be seen as a less attractive study destination (Universities UK, 2014), competition for students is therefore likely to increase further. In order to maximise opportunities to attract students, universities need an up-to-date view of how these students make decisions regarding where to study for postgraduate courses, and most previous studies do not focus at postgraduate level.
Mainstream literature, regarding consumer decision making models, has suggested that linear models are less appropriate in a contemporary media environment (For example see Lipshitz, 1993; Nobel, 2010; Court et al., 2009; Hudson and Hudson, 2013; Wolny and Charoensuksai, 2014). More recent mainstream models, suggest a more continuous consumer decision journey, where consumers regularly interact with brands and each other. Within HE however, more recent research and models have not explored this more circular continuous approach to decisions and decision making has continued to be illustrated as a linear/rational approach (See Figures 3.10, 3.11, 3.12 and 3.13 in Chapter 3 for examples of this), which presents an opportunity to explore what is currently happening in HE today.
The nature of communications has changed considerably in recent years, especially for Millennials, which most full-time postgraduate students are. For example, see Chrysochou, (2012); Eleftheriou-Smith, (2012); Smith, (2012); Bolton, (2013). Existing research suggests that digital communications and social media have significantly affected decision making (Darley et al., 2010; Bolton et al., 2013),
96 | P a g e suggesting that there is a gap in existing decision making studies relating to the context of HE.
The aim of this thesis is to:
Review and evaluate decision making models to establish the extent to which they adequately reflect the journey of prospective full-time postgraduate students in a contemporary media environment.
From the aim, specific objectives emerged, and appropriate research developed as shown below.
Table 5.1: Objectives and associated research approach
Objectives Research approach
adopted
1. To critically review consumer decision making theory and explore developments in consumer decision making models
Reviewed through secondary research
2. To explore the relationship between Millennial postgraduate students, the contemporary media environment and consumer decision making models
Reviewed through secondary research – leading to development of themes, and
also through primary
research 3. To explore the decision making journey of full-
time postgraduate students from their early thoughts regarding postgraduate study through to arrival at their selected university
Primary research: early focus groups and later interviews
4. To map journeys of these students in order to establish if any common patterns exist
Primary research: interviews 5. To develop a framework that demonstrates
journeys of potential postgraduate students and the role of contemporary communications within the process
Framework developed after literature review and primary research
This chapter explores the methodological approach upon which the research is undertaken and appropriate for the aim and objectives. Figure 5.1 provides an overview of the sections, covering philosophy; research strategy; and research methods. Within the research methods section, sampling, analysis and ethics are also covered.
97 | P a g e Figure 5.1: Summary of the research process for this thesis (authors own diagram)
Fisher (2010) states, it is important that a researcher is fully aware of various methodological arguments that exist. Researchers have differing views of the world and the nature of reality. For example, “whether human subjectivity is recognised or ignored”, or “whether what is being research is thought to have an objective existence (realism) or focuses on the subjective meanings that individuals and societies use to make sense of their world (nominalism)” (Fisher 2010: 16).
Easterby-Smith et al.(2002: 3) point out “… it is unwise to conduct research without an awareness of the philosophical and political issues.” However, there is a lack of agreement within the social science texts and research literature regarding terminology used, with some contradiction or confusion (Crotty, 1998; Easterby-Smith et al., 2002). Furthermore, Easterby-Smith et al., (2015) state that although debates are central to the continued development of philosophy, they often either ignore the existence of alternative approaches, or denigrate them, rather than accepting that research problems often require a mix of more than one tradition.
Contradictions are presented in two areas within social science research: firstly, the terminology and levels used to construct the research process (for example, whether there are five or four levels, and what these levels are); and secondly, the terminology and definitions used of various epistemological and ontological positions. For example,
Philosophy Section 5.2
• Ontology: Social Constructionist
• Epistemology: Interpretivist
Research Strategy Section 5.3• Inductive
Research Methods Section 5.4• Stage 1: Focus Groups
• Stage 2: Interviews
98 | P a g e Crotty (1998) highlights epistemology as consisting of objectivism, constructionism and subjectivism. However, Easterby-Smith et al., (2002) highlight positivism, relativism and social constructionism. Furthermore, both Bryman and Bell (2007) and Fisher (2010) see constructionism as part of ontology, rather than an epistemological position.
Crotty (1998) describes the research process being broken down into four key elements (see Figure 5.2 for an explanation of terms): epistemology; theoretical perspective; methodology; and methods. Saunders et al., (2016) detail six levels, Easterby-Smith et al., (2015) describe four key elements, and there is some similarity to Crotty (1998) in three of their four elements. Finally, Johnson and Duberley, (2000) provide no clarification or description of the process, but do provide explanation of a number of terms used within some of the key elements or levels. An appropriate research process was constructed based upon a hybrid of the processes described, in order to meet the objectives for this study, seen previously in Table 5.1.
Table 5.2: Explanation of the Key Elements of the Research Process Element Explanation
Philosophy Concerns different views regarding the way in which knowledge is developed and judged as being acceptable.
Ontology Assumptions that we make about the nature of reality
Epistemology The theory of knowledge embedded in the theoretical perspective and thereby in the methodology. A general set of assumptions about the best ways of inquiring into the nature of the world. Theoretical
perspective
The philosophical stance informing the methodology and thus providing a context for the process and grounding its logic and criteria
Research approach
Links to philosophy, and whether the research strategy involves developing a theory, or testing the hypothesis.
Methodology The strategy, plan of action, process or design lying behind the choice and use of particular methods and linking the choice and use of methods to the desired outcomes
Time horizons The time period involved for the research. Methods/Data
collection methods
The techniques/procedures used to gather and analyse data related to some research question or hypothesis
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