Research Methodology

Methodology is a term referring to the overall approach of the research process including data collection, data analysis and synthesis of the principal findings (Collis and Hussey, 2009). Research can be conducted via multiple approaches, and several methods can be employed. However, the selection of the most suitable approach and methods is a critical matter, as it affects the reliability of results. Therefore, three main research approaches are examined in order to identify the most appropriate for carrying out the primary research and creating a design management conceptual framework aimed at helping Silent Design users in the airline industry adopt strategic design management practice. Castellan (2010 cited in Krathwohl, 1998) describes quantitative and qualitative research approaches as the two sides of the inquiry continuum. In the following subsections (3.4.1 – 3.4.3) the nature of each approach is discussed order to ascertain their relevance to this research.

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3.4.1 Quantitative Approach

A quantitative research method seeks to confirm universal cause-and-effect relationships between variables. These approaches typically use deductive reasoning, which moves from a general theory to a more specific hypothesis, with the initial premise/s guiding the development of the final hypothesis. Such approaches concentrate mostly on the statistical significance of the results, which are generated from empirical tests (Creswell, 2014).

Rubin and Rubin (1995) argue that a common disadvantage of quantitative approaches is that they normally reduce complex information to summary measures, often disregarding the detail and richness of individual behaviour, avoiding subjectivity and producing results, which may be too generalised. Such approaches are associated with the survey/questionnaire method of research (David and Sutton, 2011).

3.4.2 Qualitative Approach

Qualitative research approaches aim to reveal patterns and meanings by looking carefully at people’s words, actions and recollections, and regarding them as important human artefacts. The techniques involved typically use inductive reasoning, where the explanation is extrapolated from the data. This is usually performed through close observation and analysis of the research topic, moving to broader generalisations and theories (Alhojailan,,2012). Qualitative approaches are commonly used for examining complicated phenomena. Therefore, most phenomena or concepts that have been not investigated before and require in-depth exploration are investigated through use of this approach (Johnson and Onwuegbuzie, 2007). According to Creswell (2014), a qualitative approach is often used for exploratory research, where researchers employ this when they do not know the important variables to investigate. In contrast to quantitative research, the qualitative approach provides rich insights into human behaviour and functions, as its purpose is primarily to derive meanings from, and to develop cognition of, a phenomenon rather than quantifying or measuring. It is associated with several research methods, in particular, interviews, respondent observation and documentary analysis (David and Sutton, 2011).

3.4.3 Mixed Methods Approach

The mixed methods approach involves the collection or analysis of both qualitative and/or quantitative data in a single study in which the data are collected sequentially or concurrently, and are assigned a priority. Such an approach involves the integration of the

data at one or more stages in the process of the research (Creswell and Clark, 2008). The mixed methods approach is one in which a researcher usually makes claims related to pragmatic goals, for instance, in relation to problem-centred, pluralistic and/or consequence-oriented research (Creswell and Clark, 2011). Mixed methods involve combining the research tools for both quantitative and qualitative approaches to address a research question (Collins, 2010). Quantitative data are usually closed-ended, for example, in survey questionnaires, where respondents are restricted to answering questions that allow a narrow range of responses for example, from ‘completely satisfied’ to ‘completely dissatisfied’, while qualitative data elicits more open-ended responses, such as those likely to be generated in semi-structured interviews. It is recognised that quantitative and qualitative approaches have limitations in some respects, such as problems of generalisation and difficulties of replication. The mixed method approach has been selected as the most appropriate strategy for this study because of its emphasis on capturing multiple perspectives, standpoints and positions regarding a research problem.

The mixed method approach employed for this research was specifically tailored to meet the requirements of investigation.

3.4.3.1 Types of Mixed Methods Designs

A mixed methods approach depends on four criteria, as follows (Creswell and Clark, 2008):

1. Implementation of data collection: this refers to the sequence the researcher uses to collect the data. The choices for implementation of data collection consist of conducting both qualitative and quantitative data in different phases (sequentially) or conducting it together at the same time (concurrently). In addition, the order of either qualitative or quantitative methods calls for a clear justification regarding the reasons for gathering both forms of data in the first place and understand the significance of the interrelationship between the qualitative and quantitative stages in data collection according to the research’s primary purpose.

2. Priority: this refers to the emphasis, which is given to either qualitative or quantitative research as it occurs during the data collection process. Furthermore, this criteria would give the two methods equal emphasis or one method outweighing the other depending on the research. In most cases this decision might depend on the researcher’s comfort level as one approach opposes the other. The researcher needs to give the appropriate weight

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or/and attention to qualitative or quantitative method throughout all the stages of their research.

3. Stage of integration: this refers to the researcher mixing the qualitative and quantitative data. That is, the data from both methods are integrated at various phases in the research, such as during the data collection, data analysis, and/or interpretation.

4. Theoretical perspective: this refers to the researcher’s personal stances according to the topic she/he is studying. This stance reflects personal history, gender culture and experience. The theoretical perspective criteria guides the researcher towards shaping the complete design of a research endeavor.

After discussing the four criteria (implementation, priority, integration and theoretical perspective) it is helpful to outline the six major designs that a researcher could use, which are adopted from Creswell (2009). These authors divide these into three sequential designs, which are considered basic mixed methods (see Figure 3.3) and three concurrent designs, which are considered advanced mixed methods (see Figure 3.4). The three sequential designs are as follows: (1) sequential explanatory design, (2) sequential exploratory design, and (3) sequential transformative design.

Figure 3.3: Sequential designs. Source: Creswell (2009, p.209) QUAN

The three concurrent designs are: (4) concurrent triangulation strategy, (5) concurrent embedded design, (6) concurrent transformative design.

Figure 3.4 Concurrent designs. Source: Creswell (2009, p.210)

The extant literature confirms that combining a variety of data provides a better and more complete understanding of a research problem than using a quantitative or qualitative approach alone (Creswell, 2014). Therefore, the research methods need to be chosen carefully in order to fulfil research questions and objectives. With this in mind, the primary research for this study was a multiphase mixed methods design that included three phases of primary research.

The primary research can be described as having a concurrent triangulation design mixed method approach; this approach was the most relevant method to adapt for this research.

The quantitative and qualitative data collection and analysis were treated as having equal importance. For this, the researcher collected quantitative data, analysed the results and used these outcomes to form the basis of the second phase (Creswell, 2014). The second

Concurrent Triangulation Design

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phase involved qualitative data collection informed by the results of the preceding phase.

The results were compared afterwards. More specifically, the group of participants was purposefully chosen and the type of questions that were asked were shaped by these results. The aim of carrying out this design was to have the qualitative section outcomes support the results of the quantitative data by providing more detail (Creswell, 2014). The following discusses the selected methods for all three studies.