Ethnographies questions

Amy Mahony Bachelors in Food Science from Chapman University  Masters in Food Science—Sensory emphasis from K-State (Dr. K was my advisor)  Current Role: Sr Researcher, Qualitative Insights for InsightsNow  Previous Roles: Global Qualitative & Front End Researcher for PepsiCo, sensory experience at Solae and Taco Bell  Love food/drinks/dessert  Married  Love to travel  Have a 2 dogs, Loki & Kira   Qual research—  Conduct focus group, 1/1 interviews, dyads/triads, online boards, online focus groups, ideation sessions  Team of 2 researchers  Conduct primarily domestic research Ethnographic research is essentially watching and reflecting what is going on without influencing what is being observed Ethnography involves a combination of inductive and intuitive thinking that requires the research to observed both the details of everyday experiences and/or small actions while thinking about the larger picture in which those events are happening.  Observational research  At-home research  In context research  Shop-a-longs  Naturalistic inquiry  Visual anthropology Ethnography is defined both as a discipline and a process. Ethnography like other qualitative data-gathering, uses convenient samples and subjective findings and interpretations Good ethnographic researchers are trained to “watch what informants do, not only what they say they do”   Ethnography requires a carefully orchestrated logistical plan; it can easily be an expensive form of behavioral research The benefits usually justify the costs:  Unfiltered comments from participants in their own environment  Hidden drivers, experiences, insights come to light when participants are actually engaged in the activity being observed  “Right on the head” language to describe behavioral activities as they are happening (great for advertisers)  Sufficient time to explore nuances with respondents because of the one-ata-time process of ethnography  Holistic insights because the research is not happing in a vacuum, but rather in the place where the behavior/experience usually takes place Benefits Drawbacks Ability to observe what informants do, not just what they say they do Sample sizes are small because more time is spent with each individual compared to having them come in for a group discussion where masses of information are collected across many venues (i.e. audio, video, notes) Many opportunities arise to observe or explore imbedded information that cannot be accessed by the “I ask, you answer” models Analysis requires a skilled hand to review data and interpret it accurately The whole magic of ethnographic research is the window it provides to other worlds and the biggest limitation is that the insights gathered cannot be projected to a universe of similar informants Benefits Drawbacks Ability to go deep inside the “world” of the respondent and observe or discuss elements that time will not allow in other qualitative elements Time consuming—from set-up to execution to analysis—this form of research takes the most time to prepare and execute effectively. Contingencies (Plan A, B, and C) have to be carefully considered Opportunity for much richer body of data to be collected since it is generally in “real time” rather than “reporting” on the last time they did “X” Requires a high degree of logistical management because of the many levels of details Findings are generally more “organic” since they are happening in the moment Ethnographic research commands the highest hourly rate or professional salary schedule because it requires a high degree of experience to carry it off  Using ethnos to create new products—the following categories of applications that are outcomes from ethnographic research  Problem solving—to solve a problem of cleaning light-colored floors, consumers mix liquid dish soap and bleach to create a new cleaner  Working around a barrier or problem—they combine something they already know with a new solution to get a desired result (i.e.. taking parts of a software program and adapting it to meet new needs  Living with indifference—consumers did not truly expect to get bathroom tiles “sparkling” and were willing to live with “clean enough”  Errors—when a respondent says something such as “I can’t program my TIVO,” they are really asking for a new set of instructions  Avoidance—when respondents report they avoid certain tasks, they are asking for something that will let them do that with ease  Fearing they will not get perfection—Like indifference, respondents will settle for something rather than go for perfection in a product or service, but when asked “what are putting up with or trying to change”, they can describe the idea and viola! A new product or service is born 1. Exploratory research to deeply understand issues and thinking prior to product/service development or advertising 2. See the world form the eyes of the respondents 3. After the fact reporting of behaviors is not right enough to provide insights for client decision making 4. Use ethnography as one part of a multimodal project to gain multiple view of the same issue 5. Shake up research models in a company that does a lot of research FIRST AND FORMOST, THE RESEARCH OBJECTIVE MUST BE DEFINED  What and who are the respondents to study?  Where will the research be conducted?       Will there be formal interviews, and will they be conducted with only a few respondents or with the whole family/friendship/peer group network? How will respondents for individual interviewing be selected? Will they be recruited in advance or on-site? Is it important to hear from equal numbers of informants in each category or each sub-culture within the larger culture? What role does geography play—should respondents all be from the same geographic area or not? How long will the ethnographer be in the field or conducting an interview? (12 hours, 3-4 hours, all day?) What is used to collect data—self administered respondent “homework” forms, notes, ethnographer journals, still photos, audio taping only, videotaping only, combinations?   Will it be a solo ethnographer or a team? If only using audio, who is recording? If using video, who is operating the camera? Who is the ethnographer/interviewer? Are there any observers? What are the roles and responsibilities of the research team?   How is the safety of the ethnographer and team secured?     Interviewer, Observer/videographer, Observer/note taker—limit to 2 or 3 people to not be obtrusive Never go solo into a private home or other setting Is the data gathering to be solely observational, solely interview or a combo? Will observation and/or interview be “open to exploration” or task specific”? What is collected and what is analyzed? Where will the observations/interviews be held: at home, in a store, in a car, on the street, etc.? 1. 2. 3. 4. 5. 6. 7. The researchers must be prepared and look confident The researchers must be respectful of the respondent as a person, and that respondent’s time and willingness to be part of the study The researcher should not call attention to a behavior or practice that makes the respondent feel they have done something wrong Decide which model is premier: Probe as you go or hold all probes until the study is complete. Avoid “why” questions Avoid having respondents talk while doing the task the first time. Let them do the task and film it (or take notes), then have them repeat it and talk about each step When looking for drivers or motivators avoid putting respondents on the defense. Instead, ask them their goals or intentions Respect the rights, privacy, property, culture, morals and boundaries of respondents. This means being a non-judgmental observer/researcher in their homes. Takes notes on what you observe, but don’t all them on it 8. Keep your own personal rules under wraps 9. • • • • • Take your own bottled water Do not eat or drink anything offered by the respondent—accept it to eat “later” Do not smoke in their home, even if they do Do not accept any recreational drugs or alcohol Ok to use bathroom—best to answer when nature calls, plus it provides additional insights into the respondents life Make sure participants are clear on these key items 10. • • • • • • Full timeline for the session Payment for the session Who will be present Theme of the research (does not need to be specific) Expectations What will happen when interview is over Realize the respondent has the right to say “no” 11. Keep your ego in a suitcase in the car—do not bring it into the research environment 12. • • • • • • 13. 14. Practice UPR (unconditional positive regard) Suspend personal judgment Resist “teaching” or “informing” or acting like an expert Let respondents tell you what you already know Listen with new ears to data you have heard elsewhere—listen for the new nuances in the speaker’s story Be willing to be surprised by language, experience, product use, etc. Avoid rushing—set a pace that’s easy for the respondent to settle in and go faster or slower as conditions allow Walk a fine line between being a slave to the guide and exploring new avenues 15. Avoid answering questions they ask and making statements 16. Avoid getting pulled into confirming or agreeing with respondents   Part I: Meet and greet—setting the environment for the study (do not rush) Part II: Option 1: Doing the task then talking about it Option 2: Talking about the category and then doing a task • Part III: In depth instigation—dig deeper into specific arenas • Part IV: Wrapping up and checking to make sure al the key points are covered Use as a checklist         Clear study purpose Good sample design e.g. good mix of key research elements such as gender, usage, income, occupation Good screener developed to recruit the right respondents Respondents clear on their obligations for time the study will take and any “homework” required for completion before the research event Confirmation of respondent Correct address and phone contact for team logistics and emergencies or to ask for onsite directions in a neighborhood Team members plan to arrive 10 minutes before appointment time to allow for parking and movement of equipment and restatement of timeline and study purpose and individual roles each will play Ring/knock 1 minute after appointed time stated in respondent letter Use as a checklist          Greet participant Provide ID and introduce team by name Wait to be invited inside Talk through roadmap of activities and logistics Avoid rushing, pace comments, let things slowly unfold Instruct camera technician to start up Invite participant to sit and answer baseline questions Ask key questions and probe for clarity on general issues and category questions Prior to moving to Part II of the guide, make sure respondents have time to make the transition to the new activity Option 1: Doing the task then talking about it  Benefits   There is no way a researcher’s questions can “pollute” the arena in which the respondent does a task  The action takes place very shortly after the interview begins and many respondents are much more comfortable “moving about” and being active rather than talking to a stranger in the shape of a researcher  There is now way the respondent feels an obligation to do what he/she talked about in the interview if they have been interviewed prior to actually doing the task Option 2: Talking about the category and then doing a task  Benefits   There is a context for the research to compare the task activity that is done later  The respondent may be more thoughtful or expansive in their replies later on because they had a chance to be heard before they completed an activity 1. There is only one interviewer [if you have questions for the respondents (R ) as them at the end with the permission of the interviewer] 2. Resist any interaction with the R if you are not the interviewer that will pull them away form the interviewer’s focus of the discussion (ok to nod/smile from time to time or laugh with the respondent—but do not engage the R in any way that makes them think you are in a leadership position in the interview) 3. Avoid the following with teammates • • • 4. Inside jokes Nuanced looks (i.e. rolling you eyes after R comment) Sidebar comments (i.e. “wow, that’s weird”) Speak as little as possible if you are not the interviewer and practice visible and invisible UPR (unconditional positive regard) at all times 5. Do not make any facial expressions (negative or positive) that show any strong emotion about anything in a R’s home [i.e. smelly fish tank or Oscar for best supporting actress] 6. Follow the team leader’s instructions for all activities and timelines (i.e. no Lone Ranger decision making on your own) 7. Keep eye on process as well as content so the highest form of data can be collected (i.e. ask interviewer and R to change seats to create a better camera angle) 8. Politely decline food or beverages offered or take them away with you to dispose of later 9. Respect the rights, privacy, property, culture, morals and boundaries of respondents. You are an invited guest in their home. For example, if you are told the interview needs to stop for 15-20 minutes so the R can go pray to Allah, then figure the interview will take a little longer than planned. If a R has a cat that walks on the kitchen counter while they are preparing a bowl of cereal, set aside your judgments and just make a note for the files of what you saw. If they ask you to take off your shoes when you enter their home, make sure there are no socks when you do so. Don’t go into the bathroom without permission; don’t pet animals unless given permission 10. Keep ego in a suitcase in the car. Do not bring judgments into the interview…be an observer of the world as represented by this R. Work toward owing these principles 10. Keep ego in a suitcase in the car. Do not bring judgments into the interview…be an observer of the world as represented by this R. Work toward owing these principles: • Practice UPR (unconditional positive regard) early and often • Suspend personal judgment of anything I see or hear • Resist “teaching” or “informing” or acting like an expert • Let R’s tell you what you already know • Listen with new ears to data you have heard before—listen for the new nuances in this speaker’s “story” • Be willing to be surprised by language, experience, product use etc. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Interview guide—1 copy per respondent Interview “templates” (i.e. free standing worksheets) Research stimuli (i.e. handouts, show and tells, samples) Name tags—your name/research company name Digital camera and tripod Backup digital camera Digital recorder (audio only—used for making transcripts) Extra batteries for #5 and #7 Extension cord for #5 Extra memory card for #5 and 7 Clear 11×14 envelopes with string sealer to hold all items for one interview Bottle of water Energy snack to eat during transit time between interviews Purell hand sanitizers and/or wipes Swiss army knife for making repairs or to open items Office supplies necessary for the project (i.e. extra pens, tape, scissors, stapler, file cards, post its, cups) Compiling Data Data can, and should be recorded in multiple ways. The types of data-recording should be matched to what makes most sense for each project or phase, however, the first two listed below (with asterisks) are essential in all ethno studies:  Field notes*  Ethnographer’s Diary*  Photographs  Recordings, audio and/or video  Responses from direct interviews Field Notes Should be a combination of notes made during the session and after it ends They should include: Initial impressions New findings for the day or since field notes were last taken Responses to questions posed by the researcher General activities of the time period being recorded Non-verbal responses Areas of confusion, scanty information, other instances where more data is needed  Ticks or unusual behaviors  Words, jargon and understood meanings, usage  Things maybe not caught on the camera or audiotape       Ethnographer’s Diary It is essential to keep field diaries or journals. It is an unstructured document that includes the author’s on-going emotions, frustrations, joys and insights. It’s not an instrument of analysis but it can provide sanity for the ethnographer and a place to decompress at the end of a long day to regain objectivity Additionally, it can be a critical tool for clarifying data later Some examples include: Smells (old fired food, stinky fish tank, un-emptied cat litter, rotting plants)  Clutter (newspapers stacked 5 inches high dating back 36 years, counters stacked with dishes and boxes so no room to prepare food)  Furniture that is broken, stained, worn thin, lumpy  Ethnographer’s Diary  Too neat an environment—living room looks like a movie set, magazines line up along coffee table, candlesticks exactly 5.4 inches apart from each other, silk flowers with dust and no fingerprints on the vase, respondent straightens a picture that wasn’t even crooked  Dirty environment that includes un-emptied ashtrays, stained rugs, dirty and stained hand towels in kitchen and bath, sponges that are stained and smelly  Noisy environment with two TV’s on plus a radio and two kids yellowing about something they are pulling between them and a dog barking  Excessive cleanliness that might include plastic covering most furniture, clear evidence of rooms that are “shrines” and never lived in, concern from the owner about where guests may sit

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