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Marketing and New Technology Assignment Remit 25-26 final

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5.2 Specific ethical issues to consider – Scientific Inquiry in Social Work

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As an introductory textbook for social work students studying research methods, this book guides students through the process of creating a research project. Students will learn how to discover a researchable topic that is interesting to them, examine scholarly literature, formulate a proper research question, design a quantitative or qualitative study to answer their question, carry out the design, interpret quantitative or qualitative results, and disseminate their findings to a variety of audiences. Examples are drawn from the author’s practice and research experience, as well as topical articles from the literature. The textbook is aligned with the Council on Social Work Education’s 2015 Educational Policy and Accreditation Standards. Students and faculty can download copies of this textbook using the links provided in the front matter. As an open textbook, users are free to retain copies, redistribute copies (non-commercially), revise the contents, remix it with other works, and reuse for any purpose.

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Learning Objectives

Identify the primary goal of an in-depth interview

Describe the unique characteristics of qualitative interview techniques

Define the term "interview guide" and describe how to construct one

Outline the guidelines for constructing good qualitative interview questions

Describe the function and purpose of field notes and journals in qualitative research

Identify the strengths and weaknesses of interviews

Qualitative interviews are sometimes called intensive or in-depth interviews. These interviews are considered semi-structured because the researcher has a particular topic for the respondent, but questions are open-ended and may not be asked in the exact same way or order to each respondent. The primary goal of an in-depth interview is to hear what respondents think is important about the topic at hand and to hear it in their own words. In this section, we'll look at how to conduct qualitative interviews, analyze interview data, and identify some of the strengths and weaknesses of this method.

Respondents might think that qualitative interviews feel more like a conversation than an interview, but the researcher is guiding the conversation with the goal of gathering information from a respondent. Qualitative interviews use open-ended questions, which are questions that a researcher poses but does not provide answer options for. Open-ended questions are more demanding of participants than closed-ended questions for they require participants to come up with their own words, phrases, or sentences to respond.

In a qualitative interview, the researcher usually develops a guide in advance that they can refer to during the interview or memorize the interview takes place. An interview guide is a list of topics or questions that the interviewer hopes to cover during the course of an interview. It is called a guide because it is simply that-it is used to guide the interviewer, but it is not set in stone. Think of an interview guide like your agenda for the day or your to-do list: Both probably contain all the items you hope to check off or accomplish, though it probably won't be the end of the world if you don't accomplish everything on the list or if you don't accomplish it in the exact order that you have it written down. Perhaps new events will come up that cause you to rearrange your schedule just a bit, or perhaps you simply won't get to everything on the list.

Interview guides should outline issues that a researcher feels are likely to be important. Participants are asked to provide answers in their own words and to raise points they believe are important, so each interview is likely to flow a little differently. While the opening question in an in-depth interview may be the same across all interviews, the information that each participant shared will shape how the interview proceeds. This is what makes in-depth interviewing so exciting and rather challenging. It takes a skilled interviewer to be able to ask questions, listen to respondents, and pick up on cues about when to follow up, move on, or simply let the participant speak without guidance or interruption.

Earlier, I mentioned that interview guides can list topics or questions. The specific format of an interview guide might depend on your style, experience, and comfort level as an interviewer or with your topic. Figure 13.1 provides an example of an interview guide for a study of how young people experience workplace sexual harassment. The guide is topic-based, rather than a list of specific questions. The listed order of the topics is important, however the order that each comes up during the interview may vary.

When I was interviewing state administrators of developmental disabilities departments, my interview guide contained 15 questions, all of which were asked to each participant. Sometimes, participants would cover the answer to one question before it was read. When I came to that question later on in the interview, I would acknowledge that they already addressed part of this question and ask them if they had anything to add to their response. Underneath some of the questions were more specific words or phrases for follow-up in case the participant did not mention those topics in their responses. These probes, as well as the questions, were based on our review of their department's documentation about their programs. Our project was challenging because we were studying specific types of programs and the administrators may have thought we had an agenda to convince them to expand or better fund those programs. We had to be very objective in how we worded questions to avoid the appearance of bias. Some of these questions are depicted in Figure 13.2.

As you might have guessed, interview guides do not appear out of thin air. They are the result of thoughtful and careful work on the part of a researcher. As you can see in both of the preceding guides, the topics and questions have been organized thematically and in the order in which they are likely to proceed (though keep in mind that the flow of a qualitative interview is in part determined by what a respondent has to say). Sometimes qualitative interviewers may create two versions of the interview guide: one version contains a very brief outline of the interview, perhaps with just topic headings, and another version contains detailed questions underneath each topic heading. In this case, the researcher might use the detailed guide to prepare and practice before conducting interviews and then bring the brief outline to the interview. Bringing an outline to an interview encourages the researcher to actively listen to what a participant is telling them. An overly detailed interview guide will be difficult to navigate during an interview and could give respondents the misimpression the interviewer is more interested in their questions than in the participant's answers.

Brainstorming is usually the first step in constructing an interview guide. There are no rules at the brainstorming stage-simply list all the topics and questions that come to mind when you think about your research question. Once you have a decent list, you can begin to cut questions and topics that seem redundant and group similar questions and topics together. If you haven't done so yet, you may also want to come up with question and topic headings for your grouped categories. You should also consult the scholarly literature to find out what kinds of questions other interviewers have asked in studies of similar topics and what theory indicates might be important. As with quantitative survey research, avoid placing very sensitive or potentially controversial questions at the beginning of your qualitative interview guide. You need to give participants the opportunity to warm up to the interview and to feel comfortable talking with you. Finally, get some feedback on your interview guide. Ask your friends, other researchers, and your professors for some guidance and suggestions once you've come up with what you think is a strong guide. They may catch a few things that you hadn't noticed. Once you begin conducting interviews, your participants may also suggest revisions or improvements.

There are a few noteworthy guidelines for the specific questions you should include in your guide. First, avoid questions that can be answered with a simple yes or no. Try to rephrase your questions in a way that invites longer responses from your interviewees. If you choose to include yes or no questions, be sure to include follow-up questions. Remember, one of the benefits of qualitative interviews is that you can ask participants for more information, so be sure to do so. While it is a good idea to ask follow-up questions, try to avoid asking "why," as this can come off as unintentionally confrontational. Respondents often won't know how to respond to this type of question, perhaps because they have not explored "why" themselves. Instead, I recommend using something like, "Could you tell me a little more about that?" This allows participants to explain themselves further without feeling that they're being doubted or questioned in a hostile way.

Also, try to avoid phrasing your questions in a leading way. For example, rather than asking, "Don't you think most people who don't want kids are selfish?" you could ask, "What comes to mind for you when you hear someone doesn't want kids?" Instead of asking "What do you think about juvenile offenders who drink and drive?" you could ask, "How do you feel about underage drinking?" or "What do you think about drinking and driving?" Finally, remember to keep most, if not all, of your questions open-ended. The key to a successful qualitative interview is giving participants the opportunity to share information in their own words and in their own way. Documenting your decisions regarding which questions are used, thrown out, or revised can help you remember the thought process behind the interview guide when you analyze your results. Additionally, documentation promotes the rigor of the qualitative project, ensuring the researcher is proceeding in a reflective and deliberate manner that can be checked by others reviewing their study.

After the interview guide is constructed, the interviewer is not yet ready to begin conducting interviews. Next, the researcher must decide how to collect and maintain the information that is provided by participants. Researchers keep field notes or written recordings produced by the researcher during the data collection process, including before, during, and after interviews. Field notes help researchers to document their observations and they form the first draft of data analysis. Field notes may contain many things, including but not limited to observations of body language or environment, reflections on whether interview questions are working well, and connections between ideas that participants share.

Unfortunately, even the most diligent researcher cannot write down everything that is seen or heard during an interview. In particular, it is difficult for a researcher to be truly present and observant if they are also writing down everything the participant is saying. For this reason, it is quite common for interviewers to create audio recordings of the interviews they conduct. Recording interviews allows the researcher to focus on their interaction with the interview participant rather than being distracted by trying to write down every word that is said.

Of course, not all participants will feel comfortable being recorded and there may be situations in which the interviewer feels the subject is too sensitive to be recorded. In these cases, the researcher must balance excellent note-taking, exceptional question-asking, and even better listening. I don't think I can understate the difficulty of managing all these feats simultaneously. It is crucial to practice the interview in advance whether you will be recording your interviews or not. Ideally, you'll find a friend or two willing to participate in a couple of trial runs with you. Even better, you'll find a friend or two who are similar in at least some ways to your sample. They can give you the best feedback on your questions and your interview demeanor.

Another issue interviewers face is documenting the decisions made during the data collection process. Qualitative research is open to new ideas that emerge through the data collection process. For example, a participant might suggest a new concept you hadn't thought of before or define a concept in a new way. This may lead you to create new questions or ask questions in a different way to future participants. These processes should be documented in a process called journaling or memoing. Journal entries are notes to yourself about reflections or methodological decisions that emerge during the data collection process. Documenting these decisions is important, as you'd be surprised how quickly you can forget what happened. Journaling ensures that you remember, how, when, and why certain changes were made when it comes time to analyze your data. The discipline of journaling in qualitative research helps to ensure the rigor of the research process-that is its trustworthiness and authenticity. We covered these standards of qualitative rigor in Chapter 9.

As we've mentioned in this section, qualitative interviews are an excellent way to gather detailed information. Researchers can explore topics in the most depth by using interviews compared to other methods. Qualitative interviewing allows participants the opportunity to elaborate in ways that are not possible with other methods like survey research. They are also able share information with researchers in their own words and from their own perspectives. Differently, quantitative research asks participants to fit their perspectives into the limited response options provided by the researcher. Qualitative interviews are designed to elicit detailed information, so they are especially useful when a researcher's aim is to study social processes or the "how" of various phenomena. While it is often an overlooked benefit of qualitative interviewing, researchers can make observations beyond those that a respondent is orally reporting. A respondent's body language, and even their choice of time and location for the interview, might provide a researcher with useful data.

Of course, all these benefits come with some drawbacks. As with quantitative survey research, qualitative interviews rely on respondents' ability to accurately and honestly recall specific details about their lives, circumstances, thoughts, opinions, or behaviors. As Esterberg (2002) puts it, "If you want to know about what people actually do, rather than what they say they do, you should probably use observation [instead of interviews]." Further, as you may have already guessed, qualitative interviewing is time-intensive and can be quite expensive. Creating an interview guide, identifying a sample, and conducting interviews are just the beginning. Writing out what was said in interviews and analyzing the qualitative data are time consuming processes. Keep in mind you are also asking for more of participants' time than if you'd simply mailed them a questionnaire containing closed-ended questions. Conducting qualitative interviews is not only labor-intensive but can also be emotionally taxing. Seeing and hearing the impact that social problems have on respondents is difficult. Researchers embarking on a qualitative interview project should keep in mind their own abilities to receive stories that may be difficult to hear.

Key Takeaways

In-depth interviews are semi-structured interviews where the researcher has topics and questions in mind to ask, but questions are open-ended and flow according to how the participant responds to each.

Interview guides can vary in format but should contain some outline of the topics you hope to cover during the course of an interview.

Qualitative interviews allow respondents to share information in their own words and are useful for gathering detailed information and understanding social processes.

Field notes and journal entries document the researcher's decisions and thoughts that influence the research process.

Drawbacks of qualitative interviews include reliance on respondents' accuracy and their intensity in terms of time, expense, and possible emotional strain.

Glossary

Field notes- written notes produced by the researcher during the data collection process

In-depth interviews- interviews in which researchers hear from respondents about what they think is important about the topic at hand in the respondent's own words

Interview guide- a list of topics or questions that the interviewer hopes to cover during the course of an interview

Journaling- making notes of emerging issues and changes during the research process

Semi-structured interviews- questions are open ended and may not be asked in exactly the same way or in exactly the same order to each and every respondent

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Identify the primary goal of an in-depth interview Describe the unique characteristics of qualitative interview techniques Define the term "interview guide" and describe how to construct one Outline the guidelines for constructing good qualitative interview questions Describe the function and purpose of field notes and journals in qualitative research Identify the strengths and weaknesses of interviews Qualitative interviews are sometimes called intensive or in-depth interviews.

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Designing effective questions and questionnaires

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Designing effective questions and questionnaires

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11.4 Designing effective questions and questionnaires – Scientific Inquiry in Social Work

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As an introductory textbook for social work students studying research methods, this book guides students through the process of creating a research project. Students will learn how to discover a researchable topic that is interesting to them, examine scholarly literature, formulate a proper research question, design a quantitative or qualitative study to answer their question, carry out the design, interpret quantitative or qualitative results, and disseminate their findings to a variety of audiences. Examples are drawn from the author’s practice and research experience, as well as topical articles from the literature. The textbook is aligned with the Council on Social Work Education’s 2015 Educational Policy and Accreditation Standards. Students and faculty can download copies of this textbook using the links provided in the front matter. As an open textbook, users are free to retain copies, redistribute copies (non-commercially), revise the contents, remix it with other works, and reuse for any purpose.

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Vibe Prompting: Setting the Mood for More Creative, Context-Aware AI Content

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Discover how vibe prompting transforms bland AI text into emotionally rich, human-feeling content. Unlock the secret to making ChatGPT & Claude write like a human

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Marketing and New Technology Marketing Plan template

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Crafting a digital marketing strategy that delivers results.

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Crafting a digital marketing strategy that delivers results.

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Crafting a digital marketing strategy that delivers results. | Adobe UK

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Discover how a digital marketing strategy can set your business up for success. Find out what it entails and how you can create one with Marketo Engage.

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How to create a digital marketing strategy

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How to create a digital marketing strategy

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What you'll learn

what a digital marketing strategy is

the key questions you need ask when researching digital marketing opportunities in different countries or regions

the digital marketing channels you can use, and ways to test your strategy

What is digital marketing?

Digital marketing is the use of digital traffic channels to make people aware of your brand and products.

Digital traffic channels

A digital traffic channel is anything online which your business owns and has control over. This could be :

your company website

your company's social media pages

your company digital apps

Digital marketing has several advantages. It's relatively inexpensive compared to traditional approaches - and in theory you can market to anywhere in the world from a laptop.

Create your strategy

There are several steps you can take to create your strategy:

1. Know your overall objectives and your market

It's vital you have clear business objectives, as whatever digital marketing you do in different markets should support your overall goals at home.

Likewise, it's important to do your initial research into your chosen market - and have compelling reasons to believe your products will be a success there. For more information, take a look at our lessons on researching the market

2. Know your audience - and focus on localisation

You need to put yourself in the mindset of the people you want to market to - and be as focused as possible. Visit your chosen market to get to know the cultural and local customs.

It's a good idea to start with a small target audience rather than trying to appeal to a broad group of people otherwise it will be hard to pinpoint what's working. So, try to be as specific as possible. For example, by using tools such as Google Localisation Search and targeting specific keywords in your online marketing. You can also set up marketing landing pages specific to the area, and by using geo-fencing to limit who can see any ads - this can be as targeted as a one mile radius.

The same applies at a country or regional level. If, for example, you want to sell jeans in France, it is often better focus on a particular city or even suburb of a city, where you really get to know the audience and test your approach before investing in a wider campaign.

3. Decide whether you want to grow your brand or simply sell

Using digital marketing to build a brand will ultimately lead to long term growth in a new market, but that requires trust from your prospects and customers. It can take a lot longer to create this sentiment - especially if your company isn't known in the market.

Whereas, a one-off digital campaign to focus on an immediate opportunity may get you sales but is unlikely to be sustainable in the long run.

4. Set a budget and have clear targets

Whatever your focus, you need a budget, considering how much you need to spend to make a return on investment - this can include your spend for content as well as any paid advertising.

5. Test your approach and use analytics

Once you feel confident you understand your audience and the market, you can start to test your chosen approach.

A/B testing

A simple way to do this is with A/B testing, which means trying two alternatives by varying one factor at a time and measuring the response. For example, if you think an audience in Spain responds well to price you could vary your online product ads with one focused on the product benefits, one on price offers.

Analytics tools

Using analytics tools such as those provided by Google and Facebook can help you measure how your digital marketing is working.

With all testing the key thing is making sure you benchmark how you're doing before you start - so you always have a baseline to measure against.

6. Create a model to use and adapt in different markets

Once you've created a digital marketing model with clear targets, it's possible to reuse and test it in others. For example, if you ran a digital marketing campaign in a suburb of Paris you might want to try to do the same in Dusseldorf.

Above all else, make sure your digital marketing strategy for your exports aligns perfectly with your UK business strategy. Everything you would include in your UK strategy needs to be considered abroad - replicate the way you set targets and do the same due diligence as you would for the domestic market.

International trade adviser

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How to create a digital marketing strategy | business.gov.uk

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Find out what a digital marketing strategy is and understand the key questions you need ask when researching digital marketing opportunities in different countries or regions.

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Do we need to include a conclusion for the marketing plan?

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Hello,

I was wondering whether there are any example marketing plans we can refer to, to familiarise ourselves with the structure of one. I remember it was mentioned in a previous lecture that such was available to us, but cannot seem to find any.

Thank you in advance! :)

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Hello,

As the main assignment is an individual one, but based on the groupwork, I was wondering whether we were still supposed to keep a meeting log/contribution diary that will be uploaded with our final assignment. Or is this not needed as the groupwork is not assessed anyway?

Thank you in advance! :)

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Would you recommend putting the ethical marketing and data analysis & justification in separate sections in the marketing plan rather than weaving them into the plan, as this was advised in week 6 assignment support?

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Do we need to do separate sections for both the executive summary and the introduction?

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Can we also be creative? I’m wondering because only two fonts are specified — whether we might be able to use other fonts for the headings or in general, since I had planned to create a corporate identity for our product and accordingly adapt the marketing plan. Could we have some flexibility to make the overall design more visually appealing and more aligned with the product?

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Can we set the document to landscape orientation?

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Do we need to include a budgeting table in our marketing plan? there was no mention of this in the assingment remit and workshops.

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Do we need to include a set of smart objectives or can we just state our overall objective of the research?

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What does it mean by creating a test form for Seminar 6?

Also for Seminar 7, when referring to testing and data collection what are we supposed to test?

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Hi,

When referring to our research, is it okay to use terms like "my research" or "research I conducted" in first person? And do we need to reference our research?

Thanks!

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Can we create graphs for data we find? For example, if i find statistics on a particular industry, can I create a graph and cite that the stats are from this website, or do we have to use already existing graphs/tables?

Thank you

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Because we've used Copilot and AI to create our product, how do we reference this to avoid being called out for plagiarism?

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Is it appropriate to put concise persona profiles in the main report or should they be in the appendix?

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Hello. Was just wondering if we are being advised to use Claude for lots of the planning however the free version only lets you do limited chats throughout the day so you can't get that much from it.

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Hello. Was just wondering if we are being advised to use Claude for lots of the planning however the free version only lets you do limited chats throughout the day so you can't get that much from it.

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For the appendices if we want to include the market research form answers can we put the link or does it need to be written out in full on the document?

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Do we need to collect just one set of primary data, like a survey to understand student needs, or are we also expected to do a second round of testing for our prototype or website, like getting feedback on a landing page

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What supporting documents should we submit with the assignment (e.g. survey and prototype as PDFs), and is there anything different required since I completed it individually rather than in a group

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Hello,

I just wanted to clarify that if I worked together in a group to develop an app and collect the data I'm basing my marketing plan on, I have to mention this somewhere in the text and also submit a meeting log / contribution form as a separate file with my submission, right?

However, what if we as a group didn't document our meetings because we thought it's not a graded component anyway and only served as a base for the actual individual assignment? Is it okay if we as a group just create a form/table that shows how much each member contributed?

(See example from another course attached)

Thank you in advance!

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What is the difference between the Target Market Justification section and the Targeting stage within the STP framework? Should there be any overlap between the two, or does the Targeting section serve a different purpose beyond restating the target market?

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Hello,

Where are the examples of the 2 reports shared previously (I read the answered questions and it said there were 2 on padlet)? Also, are we meant to add screenshots of where we used Ai within the report as proof? For example, if I used Ai to generate a name for my business, and I screenshotted it as evidence- am I supposed to put that the report? Many thanks in advance!

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When we had the assessment support, we were told that it was in the format of a report, so we needed page numbers and a contents page, is this right? because I've not seen anything else saying it should be structured like that, thanks

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What part of the essay is reflective writing? Is the whole 3500 words just the marketing plan? 

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What part of the essay is reflective writing? Is the whole 3500 words just the marketing plan? 

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Hi, how structured and well written does the appendix need to be if it is not marked? Most of my appendix includes every component of the seminar group work. As this was mostly all developed by AI, is this going to get flagged up as a problem and use of AI misconduct?

Is there a +10% with the word count in the main report?

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Hi, is this the form we have to submit, I found it attached to seminar groupwork guidelines on this padlet. If so, just confused because my understanding is that group work isn't marked, nor is this a presentation.

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Do we have to include every bit of seminar work in the appendix, or just the stuff we references/talked about in our assignment?

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How to we track metrics like clicks/visits, conversion rates and dwell time spoken about in lecture 7?

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If I am an exchange student only here for the semester do I need to fill out the feedback template that is included on the cover page?

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If I am an exchange student only here for the semester do I need to fill out the feedback template that is included on the cover page?

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Do figures and tables that are part of the main body text count into the final word count?

If I put figures and tables in the appendix to save words and referring to them in the main body (e.g. See Appendix A), is this alright?

Does the abstract that is placed before the contents page count into the final word count? According to Harvard style it does not count, however, I wanted to double check as it sometimes differs within modules.

Is there a +10% margin?

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Harvard Referencing Guide | How To Harvard Reference

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Still trying to figure out the whole “Harvard referencing” thing? Become an expert in no time with our complete guide to Harvard referencing.

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Can we use Times New Roman font size 12 for the report instead of Arial or Calibri?

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Is there a link to the group contribution form as I can't find it anywhere

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Hi, the form says to include names of each member with their student numbers, but i thought our assignments are supposed to be marked annonymously? Do we skip names and just write the student numbers? Thanks

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Will we be penalised if not all seminar content is included in appendices?

Is ticking the box indicating that AI has been used and including a small paragraph in appendix explaining that AI was used during seminars to develop various things sufficient enough to cover the use of AI?

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Can you please clarify what it is we actually submit - from my understanding, it is our assignment with cover sheet and appendix, and then a group contribution form in a separate document, is this everything?

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Do subheadings and headings count in the word count?

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In terms of AI usage log, should we put some screenshots we chatting with AI or just write what we asked and how AI answered?

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Hello, has the deadline been postponed to the 13th of May like we were told by email ?

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Hello, has the deadline been postponed to the 13th of May like we were told by email ?

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When submitting the assignment, can we submit it as a PDF, or does it have to be submitted as a Word document? The formatting gets messed up when submitted through Canvas as a Word file.

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hello, do we need to state the extension on the coversheet even though it was given to everyone or can we just submit it as is?

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Hello do we need to declare our assignment as using GenAI even if we only used it in the development of our product? Thanks

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Hi, does the word count include table of contents, or appendix?

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Hi, is the table of contents and appendix included in the word count? I'd like to share my prototype for reference, should I include that in appendix?

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Please confirm if tables, figures and labels for figures are included in the word count. Seminar guidance says figures and labels are not included but to check with department. Thanks

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I submitted my work at exact 17:00 (shown on Canvas). However as I saw on the remit for eg 17:01 will be count as late. Is my case considered as late submission?