Designing and using research questionnaires
By Jennifer E. Rowley. 2014
591 citations recorded by the source corpus.
Purpose - – This article aims to draw on experience in supervising new researchers, and the advice of other writers to offer novice researchers such as those engaged in study for a thesis, or in another small-scale research project, a pragmatic introduction to designing and using research questionnaires. Design/methodology/approach - – After a brief introduction, this article is organized into three main sections: designing questionnaires, distributing questionnaires, and analysing and presenting questionnaire data. Within these sections, ten questions often asked by novice researchers are posed and answered. Findings - – This article is designed to give novice researchers advice and support to help them to design good questionnaires, to maximise their response rate, and to undertake appropriate data analysis. Originality/value - – Other research methods texts offer advice on questionnaire design and use, but their advice is not specifically tailored to new researchers. They tend to offer options, but provide limited guidance on making crucial decisions in questionnaire design, distribution and data analysis and presentation.
Subfields: General Health Professions, Management Science and Operations Research, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/290f53a26e0687015a3653c713c804a04090e407
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In General Health Professions
In Management Science and Operations Research
In Sociology and Political Science
Citations in the corpus
- A review of the methodological misconceptions and guidelines related to the application of structural equation modeling: A Malaysian scenario (2017, methodology): “Despite the availability of detailed guidelines about how to properly design questionnaires (see Brace, 2008; Dillman, 2011; Rowley, 2014), it is often difficult for researchers and postgraduate students to identify and curb all the potential issues that may arise during data collection (Hulland et ”