The Questionnaire Design

A questionnaire was subsequently designed to establish information about:

 how respondents prepared for their PhD studies both at home and in the UK

 respondents’ expectations of their PhD studies before they registered  respondents’ experiences during their PhD studies

 how respondents believed these experiences could have been improved In developing the questionnaire, the researcher took note of the research methodology literature that is expansive in this area, and which all aims to ensure that researchers develop the best instruments possible in order to maximise the

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response and to encourage potential respondents to complete the questionnaire correctly, and thereby allow the researcher to analyse the data efficiently. The safest way of ensuring these outcomes is to use fixed-alternative questions, which are also known as ‘closed questions’, since these take less time to answer and make the completion of the questionnaire easier for the respondents (Zikmund, 2000). Furthermore, this format makes it easier to make comparisons of different types of respondent (Oppenheim, 1992), and whilst closed questions are used, when a fixed alternative is provided, it is possible to gather data on belief, behaviour, and attribute (Saunders et al, 2000). It is important, however, to ensure that the statements made in order to obtain the fixed alternative response are appropriate to the respondents, since it is known that individuals are more likely torespond to questionnaires that cover issues that are relevantto them (Heberlein and Baumgarter, 1978).

The fixed-alternative format is basically a scaling method, and such methods are used widely in order to measure opinion or satisfaction (Oppenheim, 1992). The Likert-type scale provides several shades of response for each statement made, such that the researcher can establish the degree of impact or otherwise upon the respondent of the particular statement concerned. There is no absolute limit to the number of responses that can be used in a Likert-type scale, but generally, four or five shades of opinion, ranging from one that shows the statement has high impact upon the respondent to one that signals it has very low or no impact at all. Researchers differ in their approach to such scales, some believing it is necessary to allow a respondent who is not affected at all by a statement to actually report that, and others thinking that the omission of a neutral point forces respondents to think carefully and make a decision. Brace (2004:84) for example observes that “If you choose the unbalanced form and force respondents away from the neutral alternative, then the researcher must be careful that this will not introduce bias into the data”. Iraossi (2006), on the other hand, advocates the use of a four-point Likert scale precisely to encourage respondents to make a choice. For this reason, and the fact that the four-point scale keeps the number of response options as small as possible, thereby allowing the respondents to make a useful choice from among the listed options, the four-point scale is adopted for this study.

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In formulating the questions, the literature reviewed in Chapter Two was used as the basis for identifying themes that were already known to exist. Additionally, attention was given to the types of information required. In this respect, it is noted by Hague (1993) that questions can be categorised as classificatory, behavioural, and attitudinal. When factual information is required, classificatory questions are asked. These allow, for example, the researcher to obtain details regarding respondents’ demographic details. Behavioural questions ask for details of how often respondents do something in particular, and attitudinal questions ask for details of what respondents believe about a particular issue.

In respect of behavioural and attitudinal questions, it is also possible to further differentiate between open and closed questions. Closed questions are designed for ease of completion, they provide two or more defined response choices, ranging from a simple Yes/No opportunity, to a long Likert-type scale. In presenting questions of this nature, the researcher is reducing the need for the respondent to think in great depth. Open questions are not restricted in the same way. They often begin with words like “why”, “how”, or phrases such as “what do you think of …” or “can you talk to me about …” and in many cases they are not questions but rather statements that need a response.

In terms of their analysis, open questions are dealt with in the main on a thematic basis where the researcher interprets the answers in the light of a particular construct being explored. Closed questions on the other hand are usually converted into a numerical format and then subjected to statistical analysis (Pallant, 2001).

In respect of the structure of the questionnaire, this was divided into five main sections. The first asked for demographic information, and particularly explored family circumstances. The second concerned the type and amount of preparation that students had before they began their PhD registration. The third asked for information concerning the respondents’ expectations of PhD study in the UK, and the fourth asked the respondents to reflect on their actual experiences of being a PhD student in the UK. Finally, the fifth section asked students to indicate what would improve their experience.

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