1. SURVEY RESEARCH Nancy Whelchel Assistant Director for Survey Research
University Planning and Analysis
NCSU

2. Overview We’ll cover What is a survey? Sampling
Questionnaire development and design
Analysis, interpretation, and reporting
Using the results
Emphasis throughout =
Most useful data - - -
1) keep focused on OBJECTIVES
2) REDUCING ERROR

3. What is a Survey? A scientific social research method that involves:
Selecting a random sample of people to answer some questions
Designing & administering a standardized questionnaire to get information about the research questions
Analyzing the results to provide descriptions about the people in the sample and find relationships between different responses
Generalizing the results to the population from which the sample was drawn
QUESTION: WHO’S INVOLVED IN SURVEYS (EITHER COMMERCIAL OR HOMEGROWN)?

4. Basic survey formats Telephone interview Face-to-face interview
Computer assisted interview
Self-administered “paper & pencil” survey (scannable or not)
Self-administered Web survey
Self-administered survey
Format determines much of research design (e.g., sampling, questionnaire design, administration, data analysis, reporting, etc.)
Each has implications for cost, timing, etc.
Today’s talk applicable to most methods…

5. Why do a survey? Really bad answer: Slightly less bad answer:
Why not? Anyone can do a survey.
Slightly less bad answer:
My boss told me to.
Better answer:
I want to systematically evaluate the extent to which my program is meeting its goals and objectives in order to improve our programs through pro-active, well-informed decision making.*
*Adapted from CUPR FAQ “What is Assessment?” ( FAQ/UAPRFAQwhatisassment.htm)

6. But why do a survey?
To collect information not available from other sources
To have comparable information
To be able to generalize results to the population in which you’re interested
Info not available = Attitudes and opinions, Values, Experiences and behaviors, Expectations, Needs,
Demographics, Descriptive information
Comparable info = standardized instrument allows for comparisons between groups, between surveys, benchmarking, etc
Generalize = w/ random sample it’s not just people speaking up

7. Before you plan to do a your own survey…
Think about alternative sources
Information from non-survey sources
Information from existing survey data
Non-Survey sources = At col/univ IR office has access to lots of data - - maybe don’t need ‘opinion’ info
Existing surveys = Other surveys done on similar topic. May not be perfect but is close enough

8. Still think you need to do a survey?
Who is going to
Identify the goals and objectives
Develop the research design
Design the questionnaire
Identify the population and select the sample
Pre-test the survey
Administer the survey
Analyze and interpret the results
Write up the results
Present the findings
Takes a lot of skilled help - -

9. Still think you need to do a survey?
How much TIME do you have ?
Who is going to PAY for it all ?
Who is going to USE the results ?
Time: Common mistake to underestimate amount of time. Time up front in planning stage is especially important.
(story about staff survey - - want to do survey NOW)
2) Money: Surveys are expensive. Lots of labor costs, but also, in some cases, material costs (e.g., stamps, envelopes, scannable forms, etc.)
3) Usefulness: Waste of time if not going to be used…

10. So you still want to do a survey …
Helpful hints!
Familiarize yourself with survey research ‘best practices’ and code of ethics (see
(Get approval from your Institutional Review Board)
Form an advisory group w/ relevant constituents
Organize a survey team
Advisory group:
Keep it manageable in size
Get regular input on objectives, population, data analysis plan, reporting expectations, uses of results, etc.
Survey team
Include all those working on any part of the survey project
Get input from all team members at each step along the way

11. So you still want to do a survey …
More Helpful Hints!
Develop a detailed overall research design
What?
Why?
When?
How?
Who?
Each decision has implications for other steps!

12. What is the purpose of the survey?
Explicitly state your objectives
Example:
Enhance employee well-being
Okay to include multiple objectives

13. What is the purpose of the survey?
Identify factors related to objectives
Examples of factors related to “well-being”:
Pay and benefits
Physical work environment
Work relationships
Etc.
Through
Literature review
Local empirical evidence (IR data, surveys, etc.)
Anecdotal evidence

14. What is the purpose of the survey?
Make an exhaustive list of everything you want to be able to measure related to your objective.
Examples of dimensions of “work relationships”:
Communication of necessary information
Feedback on performance
Opportunities to provide input in decision-making
Etc.

15. Who do you need to survey?
Identify your population(s)
Population = The theoretically specified aggregation of all units about which information is collected.
Examples for “work relationship” populations?
Supervisors
Employees
Unit members
Other?

16. Who do you need to survey?
Survey population can influence
Data collection methods you use
Questions you ask
Analyses you do
Information you gather
Assumptions you can make
Recommendations you can make
Action you can take
Etc.

17. Who do you need to survey?
All possible populations?
(which technically would be a “census”)
If you
Must keep everyone happy
Have unlimited time
Have unlimited resources

18. Who do you need to survey?
Everyone in a specific population?
(which would still be a census)
If you
Have a relatively small population
Have reason to expect a relatively low response rate
Want to have enough respondents to do sub-group analyses for small groups

19. Who do you need to survey?
A sample of the population?
If you
Understand sampling procedures
Can convince others that it’s okay to sample
Want/need to limit time in the field
Want to enhance ability for quality control over entire process
Want to keep costs down

20. Select the sample Create a “sampling frame”
A list of elements from which the sample will be selected (i.e. members of the population)
Examples?
Company personnel data file
Unit directory
Etc.

21. Select the sample Probability sampling methods Simple random sample
List elements in the sampling frame and use random number chart or computer program to select elements
Systematic sampling
List elements in the sampling frame and take every Nth element, based on how many needed in sample
Warning: Be attentive to any inherent patterns in how the sampling frame is ordered.
Stratified sampling
Draw appropriate proportion of elements from homogenous groups interested in

22. Select the sample Sample size? Depends on: Cost
Anticipated response rate
Number of responses needed per subgroup interested in
Level of precision want (“margin of error”)
See Appendix A for more information on sampling.

23. Select the sample Sample Warnings! BAD SAMPLE = BAD DATA
Survey results are only representative of the sampling frame from which the sample was selected.
Sample survey results are generalizable only if respondents are randomly selected.
Problem = sampling frame is rarely perfect…
Out of date
Incomplete
Etc.
“Probability sample” = Everyone in sampling frame has an equal chance of being selected.

24. A Warning About Sampling Error! It’s NOT the ONLY source of
Select the sample
A Warning About Sampling Error!
It’s NOT the ONLY source of
survey error!!!
Ie. Margin of error….

25. A Warning About Response Rates! are ‘biased’ in some way
Select the sample
A Warning About Response Rates!
A high response rate
does NOT mean good data
if those who responded
are ‘biased’ in some way

26. Select the sample A Warning about Web Surveys!
If you can not control who
accesses and responds to a web survey
the results are NOT
generalizable to the population.

27. Design the questionnaire
REMEMBER YOUR OBJECTIVES!
What do you want to learn?
How will you use the information?

28. Design the questionnaire
Don’t reinvent the wheel!!
Develop (or borrow*) questions/items to measure your specific outcomes
*In general it is perfectly acceptable to borrow questions from other surveys, but always get permission and/or check for copyright restrictions. See Appendix B for examples of places to find questions.

29. Design the questionnaire
To have confidence in your survey results your questions must be
Reliable
Questions consistently convey the same meaning to all people in the population being surveyed.
Valid
Questions measure what they are intended to measure

30. Design the questionnaire
Warning!
Bad Question = Bad Data
The way a question is worded
and the response options offered
determine the nature of the data received.

31. Design the questionnaire
Open-end questions
Pros
Stimulate free thought
Solicit suggestions
Clarify positions
Richer information
Cons
Respondent burden
Incomplete, irrelevant, uninterpretable responses
Coding, analyzing, reporting

32. Design the questionnaire
Suggestion for
open-end questions!
Limit the number of open-end questions
BUT always include
at least one
for additional comments.

33. Design the questionnaire
“Forced-choice” (closed-ended) questions
Pros
Less demanding on respondent
Determine levels of intensity, frequency of participation, etc.
Use to form scales
Easy to analyze and make comparisons
Cons
Limits richness of data

34. Good Questions… Are clear and use simple language Are concise
Are specific
Are possible to answer
Don’t overly tax the respondent’s memory
Are not overly sensitive
Are relevant to the respondent
Do not use double negatives
Avoid biased terms
Have only 1 part (not “double-barrel”)

35. Good Questions… Most importantly… Can be connected to your objectives
and
Provide usable information

36. Good Questions… Good Questions: Use simple language...
My supervisor gives me clear feedback on my job performance.
Is better than :
My supervisor provides lucid feedback when transmitting her thoughts regarding the feats I have accomplished in the preceding year.

37. Good Questions… Good Questions: Are concise...
How interested would you be in a flexible work schedule in which you could work at home one day a week?
Is better than:
How interested would you be in a flexible work schedule that would still require you to work 40 hours per week, but on one weekday per week you could not physically come in to the office but work from home?

38. Good Questions… Good Questions: Are specific...
In what year did you first start working in a permanent, full-time position at NC State University?
Is better than:
When did you start working here?

39. Good Questions… Good Questions:
Are possible for the respondent to answer...
NO:
The overhead money I bring in on my grants has a direct impact on the pay raises provided by the state legislature.

40. Good Questions… Good Questions:
Do not overly tax the respondent’s memory...
NO:
How many of your colleagues said hello to you within two weeks of you starting to work at NC State?

41. Good Questions… Good Questions: Are not overly sensitive… NO:
How often do you take time out to pray during the course of a normal work day?

42. Good Questions… Good Questions: Are relevant... NO:
My supervisor should get a better haircut.

43. Good Questions… Good Questions: Do not use double negatives...
The lack of flexibility in my work hours makes it difficult for me to spend the amount of time I would like with my family.
Is better than:
The inflexibility in my work hours does not make it difficult for me to spend the amount of time I would like with my family.

44. Good Questions… Good Questions:
Do not use biased terms or suggestions...
To what extent do you agree or disagree that all employees need to be in the office during regular business hours?
Is better than:
Don’t you agree with the Chancellor when he says that all employees need to be in the office during regular business hours?

45. Good Questions… Good Questions:
Do not ask two questions in one (“double- barrel”)...
My supervisor is knowledgeable about performance review policies.
My supervisor takes the time to make sure I understand performance review policies.
Is better than:
My supervisor is knowledgeable about performance review policies and takes the time to make sure I understand them as well.

46. Response Options Make sure your response options:
Reflect the concepts you are trying to measure
Fit with the question wording
Get at level of precision/intensity needed
Allow for comparisons between items
Use “undecided/don’t know’ sparingly
Are used consistently
Use balanced scales
Are mutually exclusive
Are exhaustive

47. Response Options Most importantly Relate back to your objectives and
Correspond to how want to use the results

48. Response Options Balanced scales Must use Example: NOT balanced...
Q. How would your rate your supervisor’s leadership skills?
Outstanding
Excellent
Very good
Good

49. Response Options Balanced scales continued Example: are balanced...
Q. How would your rate your supervisor’s leadership skills?
Excellent
Good
Fair
Poor

50. Response Options Mutually exclusive Must be:
can select only one appropriate answer
Example: NOT mutually exclusive...
Q. On most days, what time do you leave your house for work?
6:00 AM or earlier :30-8:00 AM
6:00-6:30 AM :00-8:30 AM
6:30-7:00 AM :30-9:00 AM
7:00-7:30 AM :00 AM or later

51. Response Options Mutually exclusive continued
Example: IS mutually exclusive...
Q. On most days, what time do you leave your house for work?
Before 6:00 AM :30-7:59 AM
6:00-6:29 AM :00-8:29 AM
6:30-6:59 AM :30-8:59 AM
7:00-7:29 AM :00 AM or later

52. Response Options Exhaustive Must be:
all possible answers are listed (including e.g., “other, “ “don’t know,” etc.)
Example: NOT exhaustive
Q. On most days, what time do you leave your house for work?
6:00-6:29 AM :30-7:59 AM
6:30-6:59 AM :00-8:29 AM
7:00-7:29 AM :30-8:59 AM

53. Response Options Exhaustive continued Example: IS exhaustive
Q. On most days, what time do you leave your house for work?
Before 6:00 AM :30-7:59 AM
6:00-6:29 AM :00-8:29 AM
6:30-6:59 AM :30-8:59 AM
7:00-7:29 AM :00 AM or later

54. Response Options Some common scales: Excellent, Good, Fair, Poor
Strongly agree, Agree, Disagree, Strongly disagree
Very useful, Somewhat useful, Not very useful, Not at all useful
Definitely, Probably, Probably not, Definitely Not
All of the time, Most of the time, Some of the time, Seldom, Never
Strongly agree, Agree, Neither agree nor disagree, Disagree, Strongly disagree

55. Questionnaire format As short as possible Spread out & uncluttered
Attractive & professional looking
Broken into logical sections
Have a good flow
Uncomplicated & easy to follow
Include simple instructions for answering questions
Should have clear skip patterns for contingency questions
Length – keep objectives in mind. Don’t ask for info won’t use. Don’t ask for info can get elsewhere.
Uncluttered – better to have more pages than cluttered pages
Attractive – makes a huge difference
Logical sections/flow – easier for respondent
Easy to follow – have clear skip patterns (use arrows, shading, etc)

56. Questionnaire format Question order Remember –
Start with interesting, easy, non-threatening questions
Remember –
‘Question order effects’
Earlier questions provide information and context that influences responses to later questions

57. Prepare an analysis plan
Questionnaire
Suggestion!
Before you start collecting data
use the questionnaire to
Prepare an analysis plan
Outline the final report

58. Pre-Test A pre-test is VERY VERY important! Test for: Question clarity
Questionnaire format
Variance in responses
Etc.
In a perfect world, pre-test your sample design, data collection methods, data processing, and data analysis if possible in addition to questionnaire and cover letter.
Use respondents similar to those who will be in survey sample
Question clarity: failure to answer? multiple answers? “other” answers? qualified answers? understanding of content?
Questionnaire format: instructions? flow? layout? Variance in responses (do most respondents give the same answer to a question?)

59. Data collection Stages (in a perfect world…) Preliminary announcement
Cover letter, questionnaire w/ return envelope and/or survey URL
Reminder (with copy of questionnaire and return envelope and/or survey URL)
2nd reminder (with contact info to request copy of questionnaire and/or URL)
Thank you card/page

60. Cover or “welcome” letter
Include with any self-administered survey
(On letterhead)
“Signed” by most important person possible
Briefly explain
purpose of survey
how results will be used
why respondent was selected
why participation is important
(how to access questionnaire)
Goal = create trust and influence respondent’s expectations for rewards and costs
Invoke exchange relationship

61. Cover or “welcome” letter
Continued
Emphasize confidentiality (if applicable)
(Describe/explain incentives)
(Follow IRB guidelines)
Provide contact information
THANK respondent for participating
Incentives are good!
Confidentiality is critical
Confidentiality is NOT the same as anonymous

62. Cover or “welcome” letter
Warnings about
Announcements
Be sure to follow any mass policies
Think about spam filters:
Subject line text?
‘From’ field?
Try to have identifiable name/title in ‘from’ field
Keep track of undelivered/unopened s
Incentives are good!
Confidentiality is critical
Confidentiality is NOT the same as anonymous

63. A Word about Web Surveys….
LOTS of software to choose from
Consider:
Extent of involvement/control over administration
Flexibility of survey design
Population/sampling options
Data collection capabilities non-response follow-ups
Data management and analysis options
Reporting capabilities
Cost
Common mistake to underestimate amount of time. Time up front in planning stage is especially important.
(story about staff survey - - want to do survey NOW)
2) Surveys are expensive. Lots of labor costs, but also, in some cases, material costs (e.g., stamps, envelopes, scannable forms, etc.)

64. A Word about Web Surveys….
Warning!
Even if using web survey software you still need the skills to design and administer a good, useful survey and to analyze the results!!!
Common mistake to underestimate amount of time. Time up front in planning stage is especially important.
(story about staff survey - - want to do survey NOW)
2) Surveys are expensive. Lots of labor costs, but also, in some cases, material costs (e.g., stamps, envelopes, scannable forms, etc.)

65. Clean, analyze, & interpret the data
Get input from your advisory committee
Remember your objectives
Remember your report outline
Remember your audience
Keep it simple…
You can always do more analyses…

66. Interpreting the results
Everything is relative!
Suggestions for what to look for:
Do responses/ratings meet pre-defined goals?
(e.g., % giving a positive rating)
How do responses/ratings for individual items compare to each other?
What factors/characteristics are related to ratings?
How do responses/ratings from one group of respondents compare to another?
(How have ratings changed over time?)

67. Prepare written report(s)
Get input from your advisory committee
Think about the intended audience
What do they need to know?
How they are going to use the report?
How they like to get information…
How like to get info: Detailed tables? Simple descriptive report? Top line bullets?

68. Prepare written report(s)
Generally include
What you did (methods)
Why you did it
What you learned
How it can be used

69. Using the results Take action: Some suggestions… Spread the word!!
Institute policies/changes to address problem areas identified by ratings that were lower than predefined set goals.
Gear policies towards specific groups as needed.
Do follow-up research
Do follow-up research
(survey, focus group, interviews…)
With a population not included in the survey
With a different sample of the same population (trend survey)
With the same respondents (panel survey)

70. Want to learn more about surveys?
American Association of Public Opinion Research, “Best Practices for Survey and Public Opinion Research.”
Babbie, Earl (2002), The Basics of Social Research 2nd ed. Wadsworth Thomson Learning: CA.
Dillman, D.A. (2000), Mail and Internet Surveys 2nd ed. Wiley: NY.
Fink, Arlene and Jacqueline Kosecoff (1998), How to Conduct Surveys. Sage: CA.
Fowler, Floyd J. (1993), Survey Research Methods. Sage: CA.
Fowler, Floyd J. (1995), Improving Survey Questions. Sage: CA.
National Council on Public Polls, “20 Questions a Journalist Should Ask About Poll Results.”
Sudman, Seymour and Bradburn, Norman (1982), A Practical Guide to Questionnaire Design. Jossey-Bass: San Francisco.
Tourangeau, R., and Smith, T.W. (1996), “Asking Senstive Questions: The Impact of Data Collection Mode, Question Format, and Question Context, “ Public Opinion Quarterly, 60:

71. Appendix A Response Rate # surveys completed and returned
net sample size*
*net sample size = sample size - undeliverable surveys

72. Appendix A Margin of Error Based on
# people in the sample (or population)
# people who respond
the response distribution
e.g., 75% said yes, 25% said no
how sure you want to be of you data (“confidence interval”)
e.g., a 95% confidence interval means that you can be sure that 95 out of 100 times the responses to a given question would be within some calculable percentage points of the actual number you got.

73. Appendix A Margin of Error Examples (at 95% confidence interval)
Population Size # Respondents Margin of Error
E.G. If 50% of the 7 respondents (from your population of 10) said “yes,” you can be sure that 95 out of 100 times between 38.9% and 61.1% of those in your population would say “yes.”

74. Appendix B Survey Question ‘Banks’ Eagleton Poll Archives
The Roper Center (fee based)
The Odum Institute
The Gallup Poll
ICPSR