Running head: Unit 4-1

Dimitrios V. Siskos
This paper is submitted in partial fulfillment of the requirements for Quantitative Research MethodologyUnit 4-1
SMC University
School of Management
Dr. Ted Sun
January 7, 2013

Table of Contents
Data collection and strategies.. ................................................................................. 3
References .............................................................................................................................. 5-6

DQ#1
Researchers are applying data collection processes in order to prepare and to gather information about a
specific topic. Adams, et al., (2007) highlight the necessity of data collection process as a fundamental step to
achieve the research aims and answer the research questions. Regardless of the type of research applied
(qualitative or quantitative), it is significant for the researcher to be aware of the potential challenges that
may occur during data collection and to be ready to apply strategies so as to overcome them.
The type of data to collect is considered as the most common challenge among surveys. Hewings
(1983) wonders about what data deem important to collect that warrant the development of an accounting
system in Evros region. Answering to that reflection, qualitative strategies like in-depth interviews clarify
concepts and derive more credible data as long as the desired data is specified. On the contrary, interviews
and questionnaires in quantitative methodologies ask only a standard set of questions, rely on random
sampling and are appropriate for generalizing their findings (Castellan, 2010).
As Bebell, et al. (2010) refer, producing high-quality research is a time-consuming undertaking that is
often beyond the resources of most projects. In some cases, the data collection process may involve
observation of the research phenomenon, which might have to be done over an extended period of time. The
experimental setup and survey data collection are relatively faster in the quantitative strategies, like face-to
face interviews, Computer Assisted Personal Interviewing (CAPI) and telephone interviews, rather than in
the qualitative ones like document reviews, where data collection takes a great deal of time (Castellan, 2010).
Response rate is considered as a great challenge in conducting a survey. A high response rate
legitimizes survey's results, while low response rate damages its credibility. For example, the web-surveys
response rates are likely to be very low and heavily influenced by interest in the topic or the technology of
responding (Batinic, et al., 2000). Regardless quantitative or qualitative designs, the strategies should give
careful attention to the design and development of the instrument like: tailor survey to the intended audience,
make survey user-friendly, fend for appearance matters and focus on essential questions (Covington &
Williams, 2007).

It is likely that there will be costs associated with travelling, accommodation and payroll of data
collectors (Batinic, et al., 2000).When financial deficiency arises, cost becomes a limiting factor in collecting
the right type and amount of data required to implement research project. By eliminating the need for
expensive qualitative research strategies, quantitative ones could be cost effective as they are being
constituted mostly by objective computer models (CAPI, web surveys, etc).
Collecting comparable data, especially in different nations and cultures is a highly complex task, in
which a variety of languages and cultural contexts exists. For example, Raitoharhu, et al. (2009) confronted
with the fact that part of the data was placed in Finland and the other in England. In such cases, a mixed
strategy could be applied. While ethnographic research could immerse researchers into the English and
Finnish groups, making careful observations to derive meaning from the languages, behaviors and various
dynamics between group members (Creswell, 2006; Sun,2009), quantitative studies would afterwards,
provide a numerical perspective to the given phenomenon (Sun,2009).

References

Adams J., Khan H., Raeside R. (2007). Research Methods for Graduate Business and Social Science
Students. SAGE India

Batinic B., Reips U., Bosnjak M., Werner A., (2000). Online Social Sciences. Germany: Hogrefe Publishing.

Bebell D., Dwyer L., Russell M., Hoffmann T. (2010). Concerns, Considerations, and New Ideas for Data
Collection and Research in Educational Technology Studies. International Journal of Research on
Technology in Education. 43, 29-52

Castellan C. (2010). Quantitative and Qualitative Research: A View for Clarity. International Journal of
Education, 2, 1-14

Covington S., Williams L., (2007). Strategies for Increasing Response Rates. National Post-School Outcomes
Center, 1-11

Creswell, J (2007). Research design: qualitative, quantitative, and mixed methods. Thousand Oaks, CA:
Sage.

Hewings G. (1983). A cost effective approach to Primary Input-Output Data Collection. Elsevier Sience
Publishing Co., 11, 197-199

Raitoharju, R., Heiro, E., Kini, R., & D'Cruz, M. (2009). Challenges of Multicultural Data Collection and
Analysis: experiences From the Health Information System Research. Electronic Journal of Business
Research Methods, 7(1), 75-82.

Sun, T. (2009). Mixed Methods Research: Strengths of two methods combined. SMC University.