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explanatory or causal research to answer these types of questions, to allow us to rule out
rival explanations and come to a conclusion, to help us develop causal explanations.
3. Describe what is meant by the terms primary and secondary research. Give examples
of the use of each type.
Primary research is designed to generate or collect data for a specific problem; the data
collected primary data do not exist prior to data collection. Secondary data are data
that were originally collected for a purpose other than the current research objectives in
revisiting them you are putting the data to a second use. Searching for, analysing and
using secondary data is called secondary research.
The role of primary research is to generate data to address the information needs in
relation to a specific problem or issue. If there are no pre-existing data available, you
need to conduct primary research. For example, say that you have just devised a new
advertisement for your product, you will need to conduct primary research to understand
how it is working. Or say that you have introduced a health screening service and you
want to find out how satisfied users are with it, then you need to conduct primary
research. No data exist which will address either of these issues.
The role of secondary research is very often exploratory and/or descriptive. For example,
secondary research might be used to explore the background to a problem or issue, to
describe its wider context, to help define the problem or issue, or to generate hypotheses
or ideas. For example, consulting the data from a study you conducted the last time you
made changes your product or service to help you understand or set in context issues
related to current changes is a form of secondary research. Analysing sales data to
determine the impact of the changes is secondary research. Searching the literature on a
topic to reach a greater understanding of the issues involved, or to help develop interview
questions or a framework for analysis is secondary research.
4. What are the main differences between qualitative and quantitative research? What
are the strengths and weaknesses of each type? For what sorts of research enquiry is
qualitative research most useful? Give examples.
The main differences between qualitative and quantitative research are summarised in the
Table 2.1 below.
Sample size
Data collection
Data
Cost
Quantitative research
Exploratory, descriptive and
causal
Who, what, when, where,
how many?
Relatively superficial and
rational responses
Measurement, testing and
validation
Relatively large
Not very flexible
Interviews and observation
Standardised
More closed questions
Qualitative research
Exploratory and descriptive
Numbers, percentages,
means
Less detail or depth
Nomothetic description
Context poor
High reliability, low validity
Statistical inference
possible
Relatively low cost per
respondent but relatively
high project cost
Words, pictures
Why?
Below the surface and
emotional responses
Understanding, exploration
and idea generation
Relatively small
Flexible
Interviews and observation
Less standardised
More open-ended questions
Neither qualitative nor quantitative research is inherently better than the other. One or
other may be better suited to addressing a particular research problem, however. For
example, a strength of qualitative research is in providing rich and detailed description
(ideographic), understanding and insight; a strength of quantitative research is in
addressing the how many type questions, in measuring and providing accurate estimates
of population parameters. The less structured and less standardised approach taken in
qualitative research can mean that findings are relatively low in reliability (this is
something that qualitative researchers acknowledge and take steps to address). Also,
because of the small sample sizes common in qualitative research, findings are not
representative in the statistical sense, although it is possible to generalise the findings
from the sample to the wider population. Quantitative research is not as flexible as
qualitative. The structured, standardised approach can produce superficial rather than
detailed description and understanding. There is a risk of losing out on real responses
as well as context and detail through the use of closed questions; with standardisation
there is a chance of missing slight differences in response between respondents. Both of
these can contribute to low validity.