3.3 Data analysis process and tools

Collected information will be stored varied depending on the research method. Interviews will be recorded, written out and stored in the designated Dropbox folder in separate files. One document will contain a summary of each separate interview and a general analysis at the end of this. Surveys will be processed in SPSS or a similar program (depending if a version of SPSS can be found for all computers) upon which relevant tables and figures can be made in order to analyse the information collected properly. In the analysis a focus is put upon the connection between the stakeholders (customers and other stakeholders involved) and the established brand. The theoretical framework will play an important part in not only the designing of the research but also in the analysis.

3.4 Reliability and Validity

Reliability is the degree to which one produces stable and consistent results.

In our research we are going to look at two types of reliability:

• Inter-rater reliability

• Internal consistency reliability

The first one is a measure of reliability used to assess the degree to which different judges or raters agree in their assessment decisions.  Inter-rater reliability is useful because human observers will not necessarily interpret answers the same way; raters may disagree as to how well certain responses or material demonstrate knowledge of the construct or skill being assessed. Whether the second one is a measure of reliability used to evaluate the degree to which different test items that probe the same construct produce similar results. We are going to look at Average inter-item correlation and at Split-half reliability which are subtypes of internal consistency reliability.

Average inter-item correlation is obtained by taking all of the items on a test that probe the same construct for instance determining the correlation coefficient for each pair of items, and finally taking the average of all of these correlation coefficients.  This final step yields the average inter-item correlation.   

The process of obtaining split-half reliability is begun by “splitting in half” all items of a test that are intended to probe the same area of knowledge (e.g., World War II) in order to form two “sets” of items.  The entire test is administered to a group of individuals, the total score for each “set” is computed, and finally the split-half reliability is obtained by determining the correlation between the two total “set” scores.

Validity refers to how well a test measures what it is purported to measure. 

There are several types of validity that we will focuse on in our research:

• Face Validity

• Construct Validity

• Criterion-Related Validity

• Formative Validity

• Sampling Validity

Face Validity ascertains that the measure appears to be assessing the intended construct under study. The stakeholders can easily assess face validity. Although this is not a very “scientific” type of validity, it may be an essential component in enlisting motivation of stakeholders. If the stakeholders do not believe the measure is an accurate assessment of the ability, they may become disengaged with the task.

Construct Validity is used to ensure that the measure is actually measure what it is intended to measure (i.e. the construct), and not other variables. Using a panel of “experts” familiar with the construct is a way in which this type of validity can be assessed. The experts can examine the items and decide what that specific item is intended to measure.  Students can be involved in this process to obtain their feedback.

Criterion-Related Validity is used to predict future or current performance - it correlates test results with another criterion of interest.

1. Face Validity ascertains that the measure appears to be assessing the intended construct under study. The stakeholders can easily assess face validity. Although this is not a very “scientific” type of validity, it may be an essential component in enlisting motivation of stakeholders. If the stakeholders do not believe the measure is an accurate assessment of the ability, they may become disengaged with the task.

2. Construct Validity is used to ensure that the measure is actually measure what it is intended to measure (i.e. the construct), and not other variables. Using a panel of “experts” familiar with the construct is a way in which this type of validity can be assessed. The experts can examine the items and decide what that specific item is intended to measure.  Students can be involved in this process to obtain their feedback.

3. Criterion-Related Validity is used to predict future or current performance - it correlates test results with another criterion of interest.