Visual techniques used in this study

This research used a simplified adapted version of the ZMET method. The entire ZMET method was considered too complex, time consuming and required experienced ZMET researchers to implement. However, parts of the ZMET method, particularly the use of participant-produced and/or gathered images and the conversation ‘story-telling’ style

interviews were appropriate and within the scope of this research and the researcher’s

expertise. The shortened version of the ZMET technique provided a more simplified, valid and credible process for the photo/image elicitation component of this research. Having a proven technique to uncover both conscious and unconscious thoughts and feelings was considered essential to understanding value and value co-creation in this research.

In line with Zaltman and Coulter’s (1995) philosophy the CAM participants were asked to take a minimum of 12 (maximum of 20) photographs and/or find images (from magazines, internet, newspaper, books etc) that represented or captured what they thought and how they felt about their CAM health care experiences. These photos/images were then

discussed using the “auto-driving” technique (Heisley & Levy, 1991) in the second interview using five of the ZMET steps including: Step 1 Storytelling, Step 2 Missed images, Step 3 Sorting task, Step 5 Most representative image and Step 9 Summary image. A brief outline of the shortened ZMET techniques follows.

3.4.4.1 ZMET Technique – shortened version

The Zaltman Metaphor Elicitation Technique (ZMET) is a qualitative research tool that uses visual and sensory images to help better understand the meaning consumers have of brands, products, services and advertising (Coulter & Zaltman, 1994). Primarily it has been

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and behaviour” towards brands and products (Coulter & Zaltman, 1994, p. 501). More

recently the technique has been used to help understand consumer experiences (Chen, 2008).

Typically the implementation of ZMET involves recruiting 20-25 consumers per project who are given a camera and instructed to take photographs and/or collect pictures of what the topic at hand means to them, e.g., a brand name or product use. Individual interviews

using ‘guided conversation’ and focusing primarily on the photos and pictures is scheduled

approximately seven to ten days later (Coulter & Zaltman, 1994; Zaltman & Coulter, 1995). The five steps used in this study are described below.

Step 1. Storytelling – This step provides participants with an opportunity to tell their

stories by describing the content of each photograph or picture. This step is in line with the photo-elicitation ‘auto-driving’ technique as described by Heisley and Levy (1991) where photographs and pictures are used to drive the conversation with the participant. The auto- driving technique enables the participant to respond to stimuli (the image in the photograph or picture) that has been drawn directly from their own life experiences (Heisley & Levy, 1991). In this research participants were asked to describe each picture by asking the

participant the following “tell me about this picture”.

Step 2. Missed Images – In this step the interviewer asks the participant to describe any

aspects or issues for which she or he was unable to photograph or find a picture, and to describe a picture that would represent the issue. Hodgetts, Chamberlain, & Radley (2007) concur that consideration of photographs not taken or pictures not found is an important part of the process. One of the limitations of photo-elicitation is time and access restraining the participant from taking the photographs they want. If not addressed by the researcher important information could be missed. Hodgetts et al. (2007, p. 267) argue “that what

could not be photographed is as important as what is photographed” because these “absent” images can provide as much depth and understanding as the photographs

themselves. It was anticipated that due to the sensitive nature of the topic of this research

that there would be pictures that participants would like to have taken but couldn’t for

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research process. Participants were asked if there any images or pictures they would have

like to have taken or found but couldn’t.

Step 3. Sorting Task – In this step the participant is asked to sort his or her pictures into

meaningful piles and to provide a label or description for each pile. This step is useful because it helps establish important themes to the participant. This research intended to

establish ‘value’ themes, in terms of what aspects participants valued most from their

CAM experiences, and therefore deemed appropriate to include.

Step 4. Most Representative Image– Participants in this step are simply asked to choose

the image that most represents the topic at hand. In this research participants were asked to choose one image that most represented their CAM experiences in order to establish the most important aspect.

Step 5. The Summary Image – In this step the participant creates a summary image or

montage using his or her own images. Participants in this research were instructed to complete a summary collage using six of the photos/images during the interview. Participants chose up to six images and then placed them on a A4 piece of paper. These images/pictures were then later created into a collage using Microsoft word by the researcher.