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guidelines/1002HSL_Assignment_2-1
QIBT
1002HSL – Introduction to Research
Assignment No. 2
Importance/Performance Evaluation Report
The QIBT Hotel wished to evaluate the existing facilities at the City Hotel. To do this, QIBT Hotel hired you as a professional in the area of event and facilities management. To complete this exercise, an Importance/Performance evaluation is required. A questionnaire was developed in which business and pleasure travellers were asked to rate how important existing hotel facilities were to them and the performance of that facility in meeting their needs. The collected data file is available on the portal.
For the purposes of this assignment, you are required to analyse data already collected using Excel and write a brief report using the template below to guide the report’s style.
To complete the assignment you are required to undertake the following:
· Calculate importance and performance means and standard deviations for each facility.
· Identify the five most important and five least important features, as well as the five highest performance features and the five lowest performance features.
· Draw up a scatter plot and set benchmark standards that indicate acceptable levels of importance and performance. Attempt to identify those areas that are:
· Performing well,
· Possibly being over-resourced,
· Need attention,
· Are of no real issue to focus attention on.
· Identify any differences between the two types of travellers and any of the facilities.
· Conduct t tests between the two types of travellers and each of the facilities to identify if there are any significant differences in the perceived importance of each facility.
To assist in the preparation of the assignment, tutorials eight, nine, ten and eleven will be allocated to working through the analysis.
Report Format
Style Requirements:
· Double-space your work.
· Remember an evaluation report is succinct and to the point. Make sure everything you write is meaningful. Succinct writing is much better than taking many words to explain what you mean. Spend effort in cleaning up your writing.
· Marking will be concentrated on:
· your processes
· the results, conclusions and recommendations sections
· Keep an electronic copy of your coded data, it may be requested for marking.
Report outline:
The report should be of a professional evaluative style sufficient for QIBT Hotel Management.
Introduction/Rationale:
What the purpose of the report is; what you have done; how you did it and why you did it/why it is important?
Description of organisation and facility:
A couple of lines (you will be provided with a brief background of the QIBT Hotel in the tutorials)
Research methods:
The conceptual questions being answered; what is an importance/performance analysis?
Methods for data analysis
Remember to provide enough detail so the reader can follow what was done.
Results:
What was found (what came from the analysis)?
A description/report plus any tables, graphs, charts that may help explain
Conclusions:
Your interpretation of what the data says; what the results mean. The conclusion should follow logically from the analysis, not just repeat the analysis but restate the problem and apply research outcomes to the problem. Apply overall finding generally to future research.
Recommendations:
What might the organisation do to improve, given the results obtained?
e.g. “It is recommended that:
1. ……………..
2. ……………..
1002HSL: Introduction to Research
Assignment 2
guidelines/1002HSL_Hypothesis_Testing_1103
The parametric technique that will be used to answer this question is an independent t-test.
Hypothesis Test
Ho (null hypothesis) = ( u 1 = u 2 ) There is no significant difference between business and pleasure travellers with regards to importance of facilities and services
Ha (alternative hypothesis) = ( u 1 # u 2 ) There is a significant difference between business and pleasure travellers with regards to importance of facilities and services
Results and Discussion
After performing an independent t-test on the seventeen facilities and services, the results shown in Table X disclose that there was a significant difference (p < 0.05) between the two groups. Therefore with equal variances assumed, the results state that the null hypothesis is rejected and the alternative hypothesis is accepted in X cases.
The case X was significantly different between business and pleasure travellers as indicated by the output, t (n-2) = X; p < 0.05. In real terms using comparison of means, X was rated significantly different between the business group (M = X, SD = X) and the pleasure group (M = X, SD = X).
guidelines/1002HSL_Quantitative_T-Test_Table
Difference between Business and Pleasure Travellers
Business
Pleasure
N
Mean
SD
N
Mean
SD
t
Facilities and Services
In-Room Broadband Connection
146
2.71
1.14
119
2.92
1.18
-1.42*
Wireless Broadband Connection throughout Hotel
146
119
Room Service
146
119
A-la Carte Restaurant
146
119
Family Restaurant
146
119
Mini Bar
146
119
Swimming Pool
146
119
Gymnasium
146
119
Tennis Courts
146
119
In Room Pay Movies
146
119
In Room Cable Television (Foxtel)
146
119
Express Check-In
146
119
Express Check-Out
146
119
Valet Parking
146
119
Free Daily Newspaper
146
119
Games Room
146
119
Tour Booking Service
146
119
Means based on a five point scale where 1 = Not important, 2 = Slightly important, 3 = Moderately important, 4 = Very important and 5 = Extremely important.
p = Significance level
* p < .10
** p < .05
***p < .01
lecture notes/1002HSL Lecture 8 1202.ppt
Lecture 8
The Basis of Quantitative Research
Surveys, Questionnaires and Sampling
TWO MAIN RESEARCH APPROACHES – a revision
- Quantitative positivistic
- Qualitative interpretive
Two main approaches to social science research are:
4
QUANTITATIVE POSITIVISTIC RESEARCH:
The basis of what most of us think of when we think ‘research’
Based on trying to find an ‘answer’ to a given ‘issue’
Embedded in the scientific tradition of experimentation
Assumes that generalisations can be made from answers derived from a ‘representative’ sample.
5
QUANTITATIVE POSITIVISTIC RESEARCH:
“Physical science” (positivistic in nature)
Seeks abstract explanation (knowledge - “laws”) with a view to prediction
Believes in physical and social reality
Deterministic - the exact questions are formulated before the study by researcher
Strict logic applied to develop tests (statistics)
Aspires to experimental (interventions) tests of the proposition
Seeks replication of the research
5
QUANTITATIVE POSITIVISTIC RESEARCH:
Based on precise numerical quantification (scores) (reductive)
Representative sampling - random allocation to groups
Uses statistical analyses
Reductive - splits issues into smaller component parts
Researcher tends to own the study
Low personal researcher involvement - seeks to be objective - value free - neutral
5
ADVANTAGES/ DISADVANTAGES OF QUANTITATIVE POSITIVISTIC STUDIES:
ADVANTAGES
Cheaper than detailed qualitative studies
Can be sharply focussed
Can come closer to establishing “cause-effect” relationships
Representative
Quick - speedy computer analyses
DISADVANTAGES
Inflexible - difficult to redirect
Not probing - cannot follow up
- cannot seek detailed explanations
Summary information - basic conclusions with no rich details
Mechanical view of people
Reduces people to numbers! - not relevant (empowering) to people
7
QUANTITATIVE POSITIVISTIC RESEARCH:
To conduct quantitative research
need data in numerical form
also need instruments that will provide numerical data
Easy in physical sciences
e.g., temperature, length, time etc
In social sciences use surveys/questionnaires
facilitate the generation of numerical data
e.g., averages
5
Definitions
Questionnaire or ‘interview schedule’:
A printed list of questions.
Survey
Whole process of conducting an investigation, which involves a number of ‘subjects’.
Questionnaire survey
A survey involving the use of a questionnaire.
SURVEYS USING QUESTIONNAIRES
Ask a large number of questions (items)
to test a number of variables
Data from a large number of respondents
All respondents respond to same items
Can be self-administered or interviewer administered
Accompanied by representative sampling
Roles, Limitations, Merits
Typically questionnaire surveys involve just a sample of the population being studied
Rely on information supplied by respondents
Therefore dependent on:
accuracy of recall
honesty
Problems of exaggeration and underestimation.
Types of questionnaire survey
Interviewer-completion vs Respondent-completion
Interviewer-completion: interviewer conducts interview based on questionnaire, and records answers on the questionnaire.
Respondent-completion: respondents fill out the questionnaire themselves.
Types of questionnaire
survey – characteristics
Interview in street/ mall
Interview at respondent’s home
Method/location
High
Long
Whole population
Expensive
Either
1. Household
Medium
Response rate
Short
Possible length of questionnaire
Most of population
Sample
Medium
Cost
Interviewer
Respondent or Interviewer-completed
2. Street
Type
Types of questionnaire
survey
Questionnaire mailed
Interview by telephone (land-line)
Method/location
High
Short
People with telephone (land-line)
Medium
Interviewer
3. Telephone
Low
Response rate
Varies
Possible length of questionnaire
General or Special
Sample
Cheap
Cost
Respondent
Respondent or Interviewer-completed
4. Mail
Type
Types of questionnaire survey
Organised group (eg. School class)
At leisure/ tourism site
Via email/ Internet
Method/location
Varies
Varies
Address list
Cheap
Respondent
5. E-survey
High
Medium
Site-users only
Medium
Either
6. On-site
High
Response rate
Medium
Possible length of questionnaire
Group only
Sample
Cheap
Cost
Respondent
Respondent or Interviewer-completed
7. Captive group
Type
Household survey
Nature
Can cover all adult age-groups
Representative of whole community
Common for government, market research
Conduct
Typically interviewer-completed, but ‘drop-off and collect’ respondent-completion sometimes used – or combination
Omnibus surveys
One questionnaire includes questions on a number of topics for multiple clients.
Time-budget studies
Respondents complete a 1 or 2-day diary of activities.
Street survey
Nature
Conducted in:
shopping street/mall
tourism areas (but may be seen as ‘site survey’)
transport nodes (bus-stations, airports) - tourism
Conduct
Interviewers typically given quotas related to known demographics of the community
Still problems of representativeness regarding people who
are housebound
do not visit shopping streets
do not visit particular tourist locations (eg. VFR, business tourists).
Telephone survey
Nature
Common for political polling.
Problem of excluding those without land-line telephones.
Emerging problem of resistance/non-response in some countries.
Conduct
Fast, using CATI – computer-aided telephone interviewing
Numbers selected/dialed automatically
Data keyed directly into computer.
Not possible to show lists to respondents.
Anonymity may help honesty of response.
Mail survey
Nature
Ideal for surveying widely dispersed lists – eg. members of organisations.
Conduct
Low response rates – eg. 30% often quoted as ‘acceptable’ …. but is it?
Factors affecting response rates – see next slide.
Factors affecting mail survey response rates
The interest of the respondent in the survey topic
The length of the questionnaire
Questionnaire design/presentation/complexity
The style, content and authorship of the accompanying letter
The provision of a postage-paid reply envelope
Rewards for responding
The number and timing of reminders/follow-ups.
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
Mail survey response pattern – example
Source: Based on data from Robertson and Veal (1987).
Veal, Research Methods for Leisure and Tourism, 3rd edition © Pearson Education Limited 2006
E-surveys
Nature
Conducted via email/Internet
Dependent on availability of email list or other means of inviting sample to participate
Conduct
Partially electronic
Questionnaire downloaded, printed and completed manually
Fully electronic
Respondents log-on and key responses into web-based questionnaire
Problem of response rate due to growth of ‘junk mail’.
On-site surveys
Nature
Alternative terms:
On-site, site, user, visitor or audience surveys
Common among managers
Conduct
Respondent-completion, if not closely supervised, can result in:
Low response rates
Poor quality responses (incomplete etc.)
Captive group surveys
Nature
Respondents in organised group
May have little choice but to participate
Ethically, must be given the option
Conduct
Typically respondent-completed under supervision
Quick and cheap
SAMPLING
PROCEDURES
POPULATION OF SCORES
A population is the theoretical aggregation of study elements (units of analysis)
i.e. Australians (how defined?)
Populations are usually defined in geographical or other terms
e.g. level of participation of people in Brisbane Metropolitan Area
Populations are not restricted to people
can be associated with other units
e.g. organisations, sports halls, equipment
Samples and Populations
Population:
Total category of subjects that is the focus of attention in a particular research project (can be non-human)
Sample:
A number of subjects drawn from the population
Two key issues:
What procedures must be followed to ensure that the sample is representative of the population?
How large should the sample be?
POPULATIONS AND SAMPLES
A sample is a subset of a population
Samples in positivistic research should be representative
The sample is sampled in order to talk about the population
Samples can be studied
Know precisely what the nature of the sample is!
We estimate and infer nature of populations from samples
POPULATIONS AND SAMPLES
POPULATION
OBTAIN INFORMATION ABOUT SAMPLE
SAMPLE
POPULATION
GENERALISE
TO
SELECT A
REPRESENTATIVE
SAMPLE
Sampling Procedure
Define the population
e.g., geographical (e.g., households in suburb)
month of arrival (e.g., tourists for May)
activity participation (e.g., hours of activity)
organisation (e.g., budgets of tourist hotels)
2. Obtain a representative sampling frame of population units
e.g., electoral role, membership list,
map of households, list of hotels
3. Agree on an unbiased unit selection procedure
4. Apply selection procedure rigorously
Types of Sampling
Convenience Use of conveniently located persons or organisations – for example, friends, colleagues, students, organisations in the neighbourhood, tourists visiting a local popular attraction.
Criterion Individuals selected on the basis of a key criterion – for example, age-group, membership of an organisation, purchasers of souvenirs.
Homogeneous Deliberately selecting a relatively homogeneous sub-set of the population – for example, university-educated male cyclists aged 20–30.
Opportunistic Similar to 'convenience' but involves taking advantages of opportunities as they arise – for example, studying major sporting event taking place locally, or a holiday resort the researcher is holidaying at.
Types of Sampling
Maximum variation Deliberately studying contrasting cases. Opposite of 'homogeneous'.
Purposeful Similar to 'criterion' but may involve other considerations, such as 'maximum variation'
Stratified purposeful Selection of a range of cases based on set criteria, for example, representatives of a range of age-groups or nationalities.
lecture notes/1002HSL_Lecture_9_1103.ppt
Lecture 9
MEASUREMENT QUESTIONNAIRES AND ITEM CONSTRUCTION
VARIABLES
Variables can take on differing values (attributes) (at least 2) e.g.,:
boys, girls
safe V's unsafe!
kg’s weight
very boring, boring, neither, exciting, very exciting
children, teenagers, young adults, middle aged, new retirees, elderly
VARIABLES
Associated with units of analysis
e.g.:
tourist's leisure experience
depressive patient’s relaxation
equipment’s safety
organisation’s responsiveness
employee friendliness
adventure hikers group size
OPERATIONALISATION OF A (VARIABLE) CONCEPT
Theoretical abstract definitions
Concepts may have several slightly different broad definitions
e.g., health is the absence of illness
health is a heightened state of physical well-being
Select a particular abstract definition that suits and justify based on YOUR research focus, background literature etc.
Operational definition
Select from a variety of different indicators for concepts
Need to be specific - make the variable observable and measurable
e.g., health is the level of severity (as rated by medical
experts) of current and recent (last 3 months) illnesses
Variables
Cases and variables
Case: single example of phenomenon for which data have been collected – e.g a leisure participant, a tourist
Variable: item of information about a case – e.g. age, income
Types of Variables
Independent – variables that are free to change or be manipulated.
Dependent – the main variable of interest. The variable that is measured to determine the effect of the independent variable.
LEVELS OF MEASUREMENT
Nominal - categories
e.g., sex (male, female)
Ordinal - ranked
e.g., ranked importance of service features (first, second, third)
Interval - equal intervals
e.g., 5 point scale (termed a Likert scale) (SD, D, N, A, SA)
Ratio - equal intervals AND absolute zero
e.g., community participation rates
Nominal
The first level of measurement is nominal measurement.
In this level of measurement, the numbers are used to classify the data.
Also, in this level of measurement, words and letters can be used.
Suppose there are data about people belonging to two different genders.
In this case, the person belonging to the female gender could be classified as F, and the person belonging to the male gender could be classified as M.
This type of assigning classification is nothing but the nominal level of measurement.
Ordinal
The second level of measurement is the ordinal level of measurement.
This level of measurement depicts some ordered relationship between the number of items.
Suppose a student scores the maximum marks in the class.
In this case, he would be assigned the first rank.
Then, the person scoring the second highest marks would be assigned the second rank, and so on.
This level of measurement signifies some specific reason behind the assignment.
The ordinal level of measurement indicates an approximate ordering of the measurements.
The researcher should note that in this type of measurement, the difference or the ratio between any two types of rankings is not the same along the scale.
Interval
The third level of measurement is the interval level of measurement.
The interval level of measurement not only classifies and orders the measurements, but it also specifies that the distances between each interval on the scale are equivalent along the scale from low interval to high interval.
For example, an interval level of measurement could be the measurement of anxiety in a student between the score of 10 and 11, if this interval is the same as that of a student who is in between the score of 40 and 41.
A popular example of this level of measurement is temperature in centigrade, where, for example, the distance between 940C and 960C is the same as the distance between 1000C and 1020C.
Ratio
The fourth level of measurement is the ratio level of measurement.
In this level of measurement, the measurements can have a value of zero as well, which makes this type of measurement unlike the other types of measurement, although the properties are similar to that of the interval level of measurement.
In the ratio level of measurement, the divisions between the points on the scale have an equivalent distance between them, and the rankings assigned to the items are according to their size.
http://courses.csusm.edu/soc201kb/exercises.htm
QUALITIES OF A GOOD MEASURE
Validity
Truthfulness of the score - the scale truly measures the characteristic and does not measure anything else
Reliability
the consistency of the measure - the scale gives consistent scores - measure the same unit twice and get the same score
Applicability
ease in application - it is useable - respondents understand it
STEPS IN PLANNING SURVEY RESEARCH USING QUESTIONNAIRES
decide type of survey (mail, structured interview, phone)
decide who completes
arrange sampling
write items
based on variables with foresight of analysis
organise into questionnaire sections
add instructions
layout questionnaire
pilot test questionnaire - refine
1: DESIGN QUESTIONNAIRE:
CONTENT OF ITEMS
Behaviours (what you did)
Attitudes/ opinions (what you believe)
about yourself, others, events things
Current status (e..g. age, fitness, years service)
Intentions (what you plan to do)
Knowledge ( the budget, board goals)
Should be questions on things the respondent knows about themselves (or their organisation etc)
TYPES OF ITEMS
Each item fill in (open)
What is your gender? __________
Response Modes:
TYPES OF ITEMS
Each item response set
Age (tick one ONLY): 12 - 15 [ ]
16 - 20 [ ]
21 - 25 [ ]
Over 25 [ ]
Response Modes:
TYPES OF ITEMS
How many times have you exercised in the gymnasium this week? (tick one ONLY):
0 [ ]
1 [ ]
2 [ ]
3 [ ]
4+ [ ]
TYPES OF ITEMS
Each item response set
To what extent do you agree that you should pay extra for aerobic classes with your gym visit? (TICK ONE ONLY)
strongly disagree [ ] disagree [ ] neither [ ] agree [ ] strongly agree [ ]
Response Modes:
TYPES OF ITEMS
Each item response set
Rate your satisfaction with the following (circle one ONLY):
NS = not at all, SS = slightly, MS = moderately, VS = very, ES = extremely
friendliness of instructor NS SS MS VS ES
instructor helpfulness NS SS MS VS ES
frequency of exercise NS SS MS VS ES
location of gym NS SS MS VS ES
Response Modes:
TYPES OF ITEMS
Many item check list
Which of the following activities do you enjoy the most in order during your gym visit? (number 1 representing the most and – 5 representing the least)
aerobics [ ]
bicycle [ ]
dumbells [ ]
bench press [ ]
running machine [ ]
Response Modes:
CONSTRUCTING GOOD ITEMS
Write using simple (grade 5) structure and vocabulary
Explain (e.g., use examples)
Use neutral (unbiased, unemotional) language
Ask only what respondent can reasonably know
Avoid providing unnecessary information
Each item to seek single piece of information
Give opportunities for wide response
Response sets of discrete (not overlapping) categories
Take care with socially sensitive items
PARTS OF A QUESTIONNAIRE
Attractive front cover
“About this study” section (brief explanation - e.g., purpose)
Introduction to researcher with contact information
General instructions
Informed consent
Sections
in logical order
with titles and special instructions
including section for general or specific other comments
Thank you
Return instructions (if applicable)
EXPLANATION OF PURPOSE OF THE STUDY
ABOUT THIS STUDY
This study seeks to explain some of the relationships between stress, leisure and
health. In doing so it is hoped that useful information will be provided that will
assist teachers, educational authorities and others foresee problems associated
with stress and assist teachers in preventing stress related illnesses.
Your school is among those selected from the schools in this education region for
the study. All teachers in this school have been asked to participate in this
study. Participation will require each teacher to complete three, half hour
questionnaires; two identical questionnaires so that changes in stress and health
can be monitored over a teaching semester and one about your lifestyle.
The success of this study depends on the cooperation of teachers and their
administrators in providing information about themselves. For this substantial
contribution the researcher is very grateful.
Signed, Researcher
ABOUT THIS STUDY
This study seeks to explain some of the relationships between stress, leisure and
health. In doing so it is hoped that useful information will be provided that will
assist teachers, educational authorities and others forsee problems associated
with stress and assist teachers in preventing stress related illnesses.
Your school is among those selected from the schools in this education region for
the study. All teachers in this school have been asked to participate in this
study. Participation will require each teacher to complete three, half hour
questionnaires; two identical questionnaires so that changes in stress and health
can be monitored over a teaching semester and one about your lifestyle.
The success of this study depends on the cooperation of teachers and their
administrators in providing information about themselves. For this substantial
contribution the researcher is very grateful.
Signed, Researcher
EXPLANATION OF IMPLICATIONS FOR RESPONDENT
IMPORTANCE OF RESPONDENT CO-OPERATION
IMPORTANCE OF RESPONDENT CO-OPERATION
ABOUT THIS STUDY
This study seeks to explain some of the relationships between stress, leisure and
health. In doing so it is hoped that useful information will be provided that will
assist teachers, educational authorities and others for see problems associated
with stress and assist teachers in preventing stress related illnesses.
Your school is among those selected from the schools in this education region for
the study. All teachers in this school have been asked to participate in this
study. Participation will require each teacher to complete three, half hour
questionnaires; two identical questionnaires so that changes in stress and health
can be monitored over a teaching semester and one about your lifestyle.
The success of this study depends on the cooperation of teachers and their
administrators in providing information about themselves. For this substantial
contribution the researcher is very grateful.
Signed, Researcher
GENERAL INSTRUCTIONS
CONTACT INSTRUCTIONS
Questionnaire Instructions
Please complete this questionnaire as soon as you can
at home
!
Read all section instructions carefully before responding to the items is that section.
Usually you are asked to circle a number or other response code. If you make a mistake then cross
out your mistake clearly and respond by circling the “correct” answer for you.
Answer all items in the order they appear in the questionnaire. When you have completed all the
items go back , page by page, to ensure no item has been left unanswered.
All inquiries to:
Name, Position, (HSL), Griffith University, Qld 4111. Work Phone:
Thank you for your time and effort in completing this questionnaire.
Mailing Instructions
Soon after you have responded to all items place the questionnaire in the
reply paid envelope provided. Mail the questionnaire as soon as possible.
LOTS OF ‘THANK YOUs’
RETURN OF QUESTIONNAIRE INSTRUCTIONS
SPECIFIC SECTION INSTRUCTIONS
SECTION A1: RECENT LIFE EXPERIENCES (LAST MONTH)
THANK YOU AND RETURN INSTRUCTIONS AGAIN AT END
ERROR IN SURVEYS
Random Sampling Error
Difference between the result of a sample and the result of a census conducted using identical procedures; a statistical fluctuation that occurs because of chance variation in the elements
Systematic (non-sampling) Error
Error resulting from some imperfect aspect of the research design that causes a response error or from a mistake in execution of the research
Mistakes in recording responses
Non-responses from people not contacted all refusing to participate
Sample bias
A persistent tendency to the result of a sample to deviate in one direction from the true value of the population parameter.
ERROR IN SURVEYS
Respondent error
Non-response error
Statistical difference between a survey that includes only those who responded and a perfect survey it would also include those who failed to respond
Response bias
Deliberate falsification
Unconscious Misrepresentation
Acquiescence bias (tendency to agree with all questions)
Extremity bias (use of extremes in responses)
Interviewer bias (influence of the interviewer)
Auspices bias (influenced by an organisation)
Social desirability bias (tendency to gain or appear to gaining prestige)
ERROR IN SURVEYS
Administrative error
Data-processing errors
Occurs because of incorrect data entry
Incorrect computer programming
Other error during data analysis
Sample selection error
Administrative error caused by improper selection of the sample
Interview error
Administrative error caused by failure of an interviewer to record responses correctly
Interviewer cheating
Practice of feeling in fake answers or falsifying questionnaires while working as an interviewer
Questionnaire Instructions
Please complete this questionnaire as soon as you can
at home
!
Read all section instructions carefully before responding to the items is that section.
Usually you are asked to circle a number or other response code. If you make a mistake then cross
out your mistake clearly and respond by circling the “correct” answer for you.
Answer all items in the order they appear in the questionnaire. When you have completed all the
items go back , page by page, to ensure no item has been left unanswered.
All inquiries to:
Denis Coleman, Lecturer, School of Leisure Studies (HBS), Griffith University, Qld 4111. Work Phone: 3875 5844
Thank you for your time and effort in completing this questionnaire.
Mailing Instructions
Soon after you have responded to all items place the questionnaire in the
reply paid envelope provided. Mail the questionnaire as soon as possible.
Questionnaire Instructions
Please complete this questionnaire as soon as you can
at home
!
Read all section instructions carefully before responding to the items is that section.
Usually you are asked to circle a number or other response code. If you make a mistake then cross
out your mistake clearly and respond by circling the “correct” answer for you.
Answer all items in the order they appear in the questionnaire. When you have completed all the
items go back , page by page, to ensure no item has been left unanswered.
All inquiries to:
Denis Coleman, Lecturer, School of Leisure Studies (HBS), Griffith University, Qld 4111. Work Phone: 3875 5844
Thank you for your time and effort in completing this questionnaire.
Mailing Instructions
Soon after you have responded to all items place the questionnaire in the
reply paid envelope provided. Mail the questionnaire as soon as possible.
Questionnaire Instructions
Please complete this questionnaire as soon as you can
at home
!
Read all section instructions carefully before responding to the items is that section.
Usually you are asked to circle a number or other response code. If you make a mistake then cross
out your mistake clearly and respond by circling the “correct” answer for you.
Answer all items in the order they appear in the questionnaire. When you have completed all the
items go back , page by page, to ensure no item has been left unanswered.
All inquiries to:
Denis Coleman, Lecturer, School of Leisure Studies (HBS), Griffith University, Qld 4111. Work Phone: 3875 5844
Thank you for your time and effort in completing this questionnaire.
Mailing Instructions
Soon after you have responded to all items place the questionnaire in the
reply paid envelope provided. Mail the questionnaire as soon as possible.
I am interested in the nature of your day to day life experiences OVER THE PAST MONTH.
Following is a list of experiences which many people have at some time. Please indicate for each experience how
much it has been a part of your life
during the past month
. To do this circle the number code which best tells
the extent of your experience using the following scale:
0 = not part of my life
1 = only slighty part of my life
2 = distinctly part of my life
3 = very much part of my life
Now you have completed all the items please go back , page by page, to ensure no item has been left
unanswered.
Thank you again for completing the questionnaire.
Please place the questionnaire in the reply paid envelope provided. Mail
the questionnaire back to the researcher as soon as possible.
If you have misplaced your envelope just address another envelope to:
HBS - LSTS/DC, REPLY PAID 16, GRIFFITH UNIVERSITY, QUEENSLAND 4111
and in the top right hand corner write:
NO POSTAGE STAMP REQUIRED
IF POSTED IN AUSTRALIA
lecture notes/1002HSL_Report_Writing.ppt
Report Writing
Getting started
Researchers often leave too little time for report writing.
Many tasks can be written/organised early during the project, e.g.:
Introduction/statement of objectives
Outline of theoretical/evaluative framework
Literature review
Description of the methodology
Production of diagrams, figures, tables and cover design.
Beginnings and endings
Cover and title page
List/Table of contents
Reference List
Appendices
Cover and title page
Cover:
Title of report
Author
Table of Contents
Page
1. INTRODUCTION 1
2. LITERATURE REVIEW 5
3. METHODOLOGY 13
4. FINDINGS 20
6. SUMMARY AND CONCLUSIONS 40
REFERENCE LIST 44
APPENDICES 50
LIST OF TABLES 53
LIST OF FIGURES/DIAGRAMS/ILLUSTRATIONS 55
Summary
Content
The background, context or objectives
Methods and data sources
Main findings
Conclusions
Recommendations where appropriate
Main body of report – technical
Section numbering
Need to establish a section numbering system for professional reports, less so for theses, less for articles –Word processor ‘styles’ may be used
Heading hierarchy
Be aware of ‘heading hierarchy’ – Chapter headings, section headings, sub-section headings
Paragraph numbering
Used in some official reports.
Main body of report –
technical
Page numbering
Can be helpful to use chapter/section-specific numbering when multiple authors involved – e.g. Chapter/section 1 has page nos. : 1.1, 1.2, 1.3 etc.
Typing layout/spacing
In professional reports, paragraphs separated by blank line … no indenting of first line
Tables, graphics and text
Consider the balance between text, tables and graphics and their respective roles
Presentation of graphics
Graphics/tables should be complete in themselves – numbered, titled, fully labelled and sourced.
Table and Commentaries
Source: General Household Survey, OPCS * less than 0.05%
5
1
Keep fit/yoga
3
9
Darts
10
9
Swimming – indoor
3
17
Snooker/billiards
*
6
Football
18
21
Walking
Females
Males
% Participating in four weeks prior to Interview
(most popular quarter)
Activity
Table X. Participation in top 5 sports/physical activities, persons16+, Gt Britain, 1986
Commentary A
The table indicates that the top five sports and physical recreation activities for men are walking (21%), snooker/billiards (17%), indoor swimming (9%), darts (9%) and football (6%), whereas for women the five most popular activities are walking (18%), indoor swimming (10%), keep fit/yoga (5%), snooker/billiards (3%) and darts (3%).
Merely re-states what is already in the table.
Commentary B
Men and women may have more in common in their patterns of leisure activity than is popularly imagined.
The table indicates that four activities – walking, swimming, snooker/ billiards and darts – are included in the top five most popular sport and physical recreation activities for both men and women.
While in general men's participation levels are higher than those of women, the table shows that women's participation rate exceeds that of men for two of the activities, namely keep fit/yoga and swimming.
Offers some analysis/comparison; points out key features.
Main body of report –
structure and content
The report as ‘narrative’
Telling a story
Use graphics, summary tables
Relegate detailed information to Appendices
Structure according to conceptual/theoretical framework + research questions
not according to structure of data-gathering instrument.
The report as ‘record’ – recoding information
Ensure as much of the gathered information is included, for future reference.
MODES OF REPORTING QUALITATIVE
STUDIES
Qualitative and Quantitative studies reported in different ways
Different research approach produces different types of results
Qualitative research
discovery
uses codes to identify consistencies, new themes and making generalizations.
Quantitative
focus is on aggregating numbers
summarizing sampled data and testing hypothesis.
A (QUALITATIVE) STUDY REPORT - STYLE
Fewer rules
less structure than quantitative
Longer than quantitative
Because of discovery data - difficult to summarise
new concepts need explaining
Thick description
more detailed than quantitative
Discuss and explain new concepts
Narrative
chronological
with illuminative points
Uses creative writing
A (QUALITATIVE) STUDY REPORT - STYLE
Extensive description of:
Methodology
Research approach
Participant/observer
Ethnography
Case study
In-depth interviews and focus groups
Why the selected approach was the most appropriate
How were the research questions developed
What approach was used in the interviewing
How were participants selected
A (QUALITATIVE) STUDY REPORT - STYLE
Extensive description of:
Researcher
Depending on the research approach detail on
Who the researcher is
Why they did the study
Relationship of the researcher to the study
What influences the researcher had on the study
If, for example, a feminist approach was used, why was the researcher interested in empowering a particular target group
A (QUALITATIVE) STUDY REPORT - STYLE
Extensive description of:
Context
Full analysis/description of the ecology
Situation (i.e., environment)
Social relationships
Interactions between person and their environment
Research process
Less standardised procedures required to establish credibility, for example:
How you entered the field
What events happened during data collection that were unusual and how did they impact on the data
Impressionistic stories
Words phrases imagery characterisation drama
what was happening in what context.
Evoke living of experience in context
Rich description of what happened in the research
How the person and environment interacted (ecology)
Researcher and writer have common feeling for topic
For example, feminist approach - empowering
A QUALITATIVE STUDY REPORT -
THREE MAIN TYPES
Confessional biography
Autobiographical (first person - what I did and what I found)
Attention to researcher’s involvement in research process
Requires the researcher to understand their impact on the research
What they bring to the study (background/personality)
Establishes close reader-writer relationship
A QUALITATIVE STUDY REPORT -
THREE MAIN TYPES
Realist report
Dispassionate experts account (third person)
Does not use ‘I’ (e.g., it was observed)
Illustrated by actual “words”
Use quotes or sentences to illustrate the point that you are trying to make.
Focuses on subject matter - less about researcher and research story
A QUALITATIVE STUDY REPORT -
THREE MAIN TYPES
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5 3 3 3 5 3 2 3 4 3 4 5 4 5 5 5 4 4 4 4 5 4 4 4 4 5 4 5 B 2 2 4 4 5 4 4 4 4 4 5 3 1 3 4 5 4 5 4 5 5 5 3 5 5 4 5 4 3 5 4 5 5 5 B 5 3 3 2 2 2 3 2 2 2 2 2 2 2 4 3 4 3 3 3 3 4 4 4 B 2 1 3 3 4 2 3 3 2 3 3 3 5 2 2 2 3 3 3 4 3 3 3 2 1 1 1 1 2 3 3 3 3 3 P 3 1 3 4 1 1 1 1 1 1 3 2 1 3 1 1 3 3 4 4 3 3 3 3 3 B 5 5 4 2 3 3 5 5 3 3 3 3 3 3 3 3 4 5 5 4 2 3 3 3 3 3 3 3 4 P 2 1 3 3 4 1 4 4 4 4 4 4 4 4 1 4 4 2 4 4 4 5 4 4 1 B 3 3 2 1 3 2 4 4 1 3 3 2 2 3 2 3 4 5 4 4 3 4 4 4 2 3 3 5 2 P 5 1 4 5 3 4 3 3 4 3 3 3 4 3 3 4 2 2 4 3 3 3 2 3 3 4 3 3 3 3 3 3 3 2 P 2 2 3 3 4 2 4 4 2 4 3 3 3 3 2 3 2 3 2 2 3 4 2 5 4 2 2 2 2 4 2 2 2 2 P 5 1 1 1 3 1 1 2 1 4 3 1 1 1 1 1 1 5 1 1 1 1 1 4 1 1 1 1 1 1 1 1 1 1 P 2 2 3 3 2 1 1 1 1 2 4 2 1 3 3 3 2 3 3 2 3 2 1 2 3 3 2 3 2 3 3 B 2 2 3 4 3 2 3 3 1 2 4 2 4 4 3 4 4 2 3 4 3 5 1 3 5 3 4 4 4 3 4 4 B 3 4 3 3 2 2 2 2 1 2 4 3 4 4 3 2 2 3 4 4 4 3 1 3 5 3 4 4 3 4 4 P 2 1 3 2 3 2 3 3 1 2 4 2 1 1 2 3 2 2 3 3 4 3 4 2 2 3 3 2 3 3 B 2 1 2 2 1 1 2 2 1 1 5 2 4 2 5 1 3 2 3 5 4 4 4 P 5 1 1 2 2 3 2 1 1 2 3 1 4 2 3 2 4 3 4 4 2 2 3 1 2 4 3 2 3 3 3 P 5 3 4 5 2 2 2 2 1 3 3 4 5 1 4 4 1 3 3 4 4 3 4 4 3 3 4 B 5 2 3 4 1 1 1 1 1 1 5 2 3 4 4 1 1 5 4 4 3 3 3 4 4 P 2 1 1 3 2 1 1 3 1 3 5 4 2 2 2 2 2 3 3 3 2 3 3 3 4 3 3 3 B 3 4 1 3 5 2 2 5 1 5 5 2 3 3 4 4 1 3 4 2 2 3 1 3 3 2 2 2 3 2 1 3 1 1 B 5 1 5 5 5 5 1 5 5 1 5 5 5 5 5 5 1 5 5 5 5 5 5 5 5 5 1 1 5 5 5 5 5 5 B 2 4 4 1 4 3 4 4 2 3 5 2 5 3 4 4 3 2 4 3 4 3 B 2 5 4 4 3 3 2 3 2 3 3 2 5 2 5 3 4 3 4 3 3 2 2 3 4 5 3 3 4 3 4 3 3 2 P 2 1 2 3 3 1 4 4 1 3 2 2 2 1 1 2 2 3 4 5 3 3 2 2 2 4 2 P 2 1 3 1 2 4 2 2 1 2 5 5 4 2 2 1 5 5 3 2 4 4 4 2 2 3 2 1 P 2 3 3 4 2 3 4 2 2 3 4 4 4 4 4 3 4 2 3 3 4 4 3 3 2 4 3 3 3 2 3 3 2 2 P 2 2 1 3 4 3 4 4 3 5 4 4 4 3 4 5 4 2 2 3 3 4 3 4 2 3 4 2 3 3 3 3 4 2 B 2 3 2 3 2 3 4 2 2 3 4 3 4 3 4 3 4 2 3 3 3 4 2 3 2 4 4 3 3 3 4 4 3 2 B 2 4 2 1 1 1 2 2 1 2 4 4 3 3 2 1 4 2 4 1 1 5 4 4 4 4 5 3 P 2 3 1 1 2 1 3 4 1 4 4 2 2 2 1 4 5 3 3 2 1 4 4 2 4 2 2 4 4 4 P 5 1 4 4 1 2 1 1 2 1 4 1 5 4 3 1 1 3 3 2 2 5 4 4 4 P 2 2 3 4 3 2 2 2 2 3 5 5 1 2 3 3 3 2 1 1 2 2 2 3 3 1 1 1 2 3 2 2 2 1 P 5 1 5 5 1 1 1 1 4 1 5 4 5 3 3 1 3 2 1 2 2 2 2 4 3 4 3 2 2 4 1 2 3 1 B 5 2 4 5 3 1 2 2 3 3 3 3 1 1 3 3 3 5 1 3 2 3 2 3 3 1 2 2 3 3 1 2 3 1 P 2 1 3 3 1 1 5 1 1 1 1 1 1 4 1 4 1 2 1 4 4 5 3 1 3 3 3 1 1 B 2 4 4 4 2 1 1 4 1 2 4 4 2 3 4 4 1 2 4 4 4 5 4 1 2 3 2 2 1 1 P 5 5 5 5 5 3 5 4 1 5 3 3 3 3 3 5 2 3 3 4 4 5 4 4 3 2 2 4 4 3 3 1 1 P 3 2 3 3 4 4 4 4 3 4 4 3 3 4 4 4 3 2 2 4 3 4 3 5 5 3 4 2 3 5 4 3 4 3 P 3 1 2 3 4 2 4 3 2 4 4 2 3 2 2 3 3 3 2 4 4 4 3 3 4 2 3 4 2 2 3 3 B 2 2 3 3 2 3 2 2 2 2 4 3 4 4 4 2 3 2 3 3 4 3 3 3 4 3 3 4 3 3 3 3 3 P 3 4 2 3 3 3 4 4 2 3 4 3 2 3 3 4 4 3 4 3 3 3 3 4 2 3 4 P 3 4 3 5 4 3 2 3 3 3 3 3 5 3 5 4 4 5 5 4 4 4 5 4 4 5 5 5 4 5 5 4 B 3 4 2 2 3 2 5 3 1 4 4 1 3 1 3 2 4 2 3 3 4 5 2 2 3 5 3 4 3 2 2 4 3 3 P 3 1 2 3 2 3 3 2 1 2 4 2 3 3 2 3 1 3 3 4 3 3 4 3 2 2 3 B 2 4 2 2 1 2 2 1 1 2 3 1 3 3 4 4 1 2 4 3 3 4 3 2 1 3 2 3 4 B 5 1 3 3 3 2 4 3 1 3 1 1 2 2 3 4 1 3 1 3 2 4 3 3 4 2 2 4 2 3 P 3 1 3 2 2 2 4 4 1 4 5 1 3 2 4 2 2 2 4 2 4 3 2 2 3 5 4 2 1 3 1 2 3 2 B 3 3 3 2 1 1 4 2 1 3 4 1 3 1 4 1 1 3 2 3 4 3 4 4 4 B 2 1 2 3 2 3 2 2 1 2 4 1 4 1 4 2 3 3 3 3 4 2 4 4 4 5 2 4 4 B 3 3 2 2 1 1 1 1 1 1 4 2 2 2 2 2 2 2 2 2 1 1 4 3 2 2 1 3 1 P 2 4 4 2 4 1 2 2 1 2 4 4 2 1 2 4 3 2 2 2 1 1 1 2 3 2 2 1 1 2 1 1 1 1 B 2 3 2 2 1 5 1 1 1 1 3 3 4 4 2 1 1 3 3 4 4 1 4 3 2 2 1 2 1 1 P 3 2 1 3 2 1 3 3 1 2 4 3 4 3 2 3 3 2 3 3 4 4 3 4 3 4 5 3 3 4 3 4 3 2 B 2 3 3 2 3 3 4 4 2 3 4 4 2 3 4 4 2 2 4 3 3 4 2 3 4 3 4 3 3 3 3 4 4 2 P 3 4 2 3 3 2 3 4 2 4 3 3 2 3 2 4 1 3 3 3 3 4 2 4 4 2 3 3 3 4 3 3 4 2 P 2 2 2 4 2 2 3 3 3 2 4 3 3 2 3 4 3 2 3 4 2 4 3 3 2 3 2 B 2 2 3 4 3 3 4 4 1 3 4 2 3 3 3 3 4 2 4 5 5 3 1 3 3 2 2 2 3 3 3 3 4 4 B 5 2 4 3 2 1 4 3 2 3 3 2 3 2 2 2 4 2 3 5 4 4 3 2 3 3 3 3 3 B 3 3 1 3 3 2 1 1 2 3 5 5 5 5 5 1 1 3 3 3 3 3 4 4 5 5 B 2 4 3 4 3 3 3 3 2 3 3 3 4 3 2 4 4 3 3 4 4 3 3 4 3 4 3 4 3 4 4 3 3 4 B 2 4 3 4 3 3 4 4 3 3 4 3 4 3 4 4 4 3 3 3 5 5 2 3 3 5 5 3 2 4 3 5 4 4 B 3 2 3 2 2 2 2 1 1 1 4 3 2 2 3 1 1 3 2 3 3 3 3 3 4 2 3 P 2 1 2 2 3 1 3 3 1 3 2 2 1 2 3 3 2 2 2 3 2 3 3 3 2 3 4 2 4 2 B 3 4 2 2 1 2 1 1 1 1 3 3 1 2 3 1 3 2 3 3 3 2 2 3 2 P 5 3 2 1 2 1 1 1 3 1 4 1 1 3 3 2 1 3 4 5 4 4 4 5 4 3 3 3 5 5 4 5 4 B 2 3 2 2 1 3 3 4 2 3 2 2 2 3 2 3 2 3 4 5 4 4 5 5 4 4 3 4 5 4 5 4 3 P 5 2 2 3 3 5 2 2 4 4 5 5 3 5 4 3 4 2 4 3 4 5 4 5 4 5 5 4 4 3 4 2 B 5 2 2 3 1 1 1 1 2 1 5 1 3 4 1 1 2 3 3 3 3 3 3 3 3 2 P 3 2 1 3 1 1 1 1 3 1 4 1 3 4 3 1 1 3 2 2 3 4 4 1 3 1 3 4 3 P 2 3 2 4 2 2 4 4 2 3 4 3 2 2 2 2 2 3 2 2 3 4 1 4 1 2 1 1 2 4 3 P 5 1 2 2 2 4 1 1 1 2 4 1 3 1 4 5 5 3 4 4 3 3 3 3 4 3 B 3 1 3 3 1 1 3 3 1 1 4 1 1 2 3 1 1 3 1 3 2 4 2 2 2 2 2 2 3 2 3 3 3 1 B 2 1 4 3 3 3 4 2 2 4 4 1 2 1 3 2 1 5 2 4 3 2 5 4 4 2 3 2 2 2 B 2 3 3 2 2 1 1 2 1 2 4 3 3 1 1 2 2 3 3 3 3 1 2 3 2 B 5 2 1 4 2 2 2 2 2 3 3 3 2 2 1 3 4 3 3 3 3 3 3 1 P 2 3 2 2 3 2 2 2 1 3 4 3 3 2 1 4 2 3 5 3 3 2 2 4 4 4 3 2 2 3 3 1 3 P 2 3 2 4 3 1 2 2 1 3 4 4 1 1 4 2 2 3 3 4 3 4 4 3 2 3 B 3 3 3 3 1 2 2 1 1 1 4 3 3 2 3 1 1 3 3 4 4 3 4 4 2 3 4 B 3 2 2 3 2 1 4 4 1 3 5 3 3 1 4 2 2 3 3 4 4 3 4 4 4 4 2 4 2 P 5 1 1 2 2 1 2 3 1 3 5 2 1 1 1 4 4 5 1 1 2 3 1 3 2 1 3 2 1 3 1 1 2 2 P 5 1 1 1 3 1 2 2 1 4 5 3 2 1 2 3 3 2 2 3 4 3 3 2 2 1 3 2 2 1 P 3 3 2 3 3 2 2 2 3 4 5 3 3 2 3 2 2 2 3 2 2 1 3 2 2 2 3 2 2 1 2 2 2 2 B 2 2 4 4 3 3 3 3 3 3 4 2 4 3 3 4 4 3 3 3 4 2 3 B 2 4 2 3 3 3 3 4 2 3 2 2 3 2 3 4 4 3 2 3 3 4 4 3 4 3 3 4 3 3 4 4 5 4 P 3 2 2 4 5 2 3 1 3 1 5 5 5 3 5 5 3 3 2 3 3 3 3 3 2 3 1 3 3 3 3 4 4 3 B 2 1 3 3 1 1 1 1 1 1 4 1 1 4 4 1 1 2 3 P 3 1 3 4 2 1 3 5 3 2 5 3 4 3 1 1 2 2 3 3 3 5 3 2 3 2 B 3 1 2 4 5 1 5 5 1 5 5 5 5 4 3 5 1 3 1 4 4 5 4 3 3 3 5 4
2
D
counter
type of traveller
(business / pleasure)
in-room broadband connection
wireless broadband connection throughout hotel
room service
a-la-carte restaurant
family restaurant
mini-bar
swimming pool
gymnasium
tennis courts
in-room pay movies
in-room cable television (foxtel)
express check-in
express check-out
valet parking
free daily newspaper
games room
tour booking service
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E
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M
N
O
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Q
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2 P 2 2 2 4 5 2 5 5 3 5 3 3 4 5 3 3 3 2 3 3 2 5 4 3 2 4 4 5 5 2 2 3 3
3 B 1 1 2 4 5 2 1 5 3 5 2 2 3 3 3 3 1 2 2 4 5 5 3 4 3 2 5 4 2 5 4 4 3
4 P 3 3 3 1 4 2 4 4 2 3 4 3 2 2 4 3 3 3 3 3 2 4 3 3 4 4 4 3 3 4 4 4 2
5 B 2 2 3 2 3 2 4 4 1 3 4 2 2 2 4 3 3 3 3 3 3 4 4 4 3 4 3 3 4 3 3 3 2
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