Techniques and Procedures

Once the time-horizon of the study is outlined, a description of the different data collection techniques and the following content analysis are carried out to answer the research question.

Creswell (1998) defines data collection as a “series of interrelated activities aimed at gathering good information to answer emerging research questions” (p. 110). A qualitative researcher engages in a series of activities in the process of collecting data. In this case study, the researchers used multiple sources of evidences, including both

primary and secondary data. After gathering the data, a content analysis was performed to code and interpret the textual material.

3.7.1 Collection of secondary data

Secondary data is often used in research projects that also make use of primary data collection methods, as they can provide additional useful insights. Secondary data include different written materials as notices, correspondence, reports, diaries, books, journals, articles and newspapers; and non-written materials such as voice and video recordings, pictures, drawings, films and television programs (Saunders et al., 2009). Secondary data have different benefits. Firstly, they provide comparative and contextual information within a more general context and can be used to triangulate findings. Secondly, secondary data can lead to unforeseen new discoveries and, unlike primary data, they provide a source of data that is permanent and more open to public scrutiny (Saunders et al., 2009).

However secondary data have some limitations. Firstly, the access to secondary data collected for private or commercial reasons might be difficult or costly. Despite the difficulty of obtaining some data, the researchers managed to acquire them through relevant actors in the project. Secondly, although much of the data available in reports, data archives and official documents is of high quality, this cannot always be the case. For this reason, the researchers have carefully evaluated the quality of the data before using it.

In this research a solid amount of secondary data was consulted. Among these are the websites of Camøno and of the businesses who participated in the interviews. Such data was used for gathering information about the organizations engaged in the project. Also, some annual reports of both tourism and private associations were used for obtaining material for the case description. Additionally, in the beginning of the research, the researchers investigated the success and the opinions about the project also by looking at old news-reports about the opening of Camøno. Finally, few academic articles about Camøno have also been reviewed for gathering more insights on the initial phase of the project, which could not be directly observed by the two researchers.

3.7.2 Collection of primary data

New forms of primary qualitative data continually emerge in literature but according to Creswell (2013) they can be grouped into four basic types of information: observations, interviews, documents, and audio-visual materials.

In case studies, data collection involves a wide range of procedures as the researcher builds an in-depth picture of the case. No single source has a complete advantage over all the others (Yin, 2014). In fact, the different sources are highly complementary, hence researchers should rely on as many sources as possible (Yin, 2014).

This case study provided the researchers with primary data obtained through multiple techniques. First, interviews with the project coordinator and other organizations involved in the project were held. Second, direct observation was done during three trips to Møn. Third, the researchers examined the Camøno webpage content and other audio-visual materials. Furthermore, throughout the entire research process, the researchers kept a record of activities, thoughts and perceptions with the use of a research diary.

3.7.2.1 Personal interviews

“Much of what we cannot observe for ourselves has been or is being observed by others” (Stake, 1995, p.64).

An interview methodology was applied as the source of data collection in order to gain the participants’

understanding on Camøno and its phenomenon. Interviews are recognized as “one of the most important sources”

in case study, indeed they provide important insights on the case and they can provide shortcuts that might help the researchers to identify other important sources of evidence (Yin, 2014, p.110). Due to the explanatory nature of the research, the in-depth interview method is used to gather detailed and accurate information (Cooper &

Schindler, 2008) and can produce accurate qualitative information purposefully focused on the research topic (Yin, 2014). It also becomes an appropriate methodology when an in-depth understanding of external reality (e.g. facts, events) and internal experience (e.g. feelings, meanings) is required (Silverman, 2005, p.154).

The in-depth interviews for this research were shaped with a semi-structured format. This decision was made in order for the interviewers to follow a consistent line of inquiry focused on the relevant topic. Furthermore, the method allowed a fluid stream of questions and answers so that rich and in-depth information could arise. The procedure consisted of preparing a set of open-ended questions, carefully worded and arranged, to guide the discussion. Fixed questions were established to ensure similar interviews between the subjects and to increase the comparability of the data. The inquiry was based on three main topics: Camøno history, management and collaborative dynamics. The 11 interviews were carried out in English during spring 2019. All the respondents gave their informed consent to participate in the study, to be recorded and mentioned in the paper. The interviews were recorded and then transcribed. Each interview lasted 45 minutes on average, generating approximately seven

hours of recording time. The transcript can be found in Appendices 2-12. Further information about the reasoning behind the sampling can be found in section 3.9.

Although interviews allow for in-depth and rich data, they also present some limitations. First, inaccuracies might be included due to poor recall of the interviewees (Yin, 2014). It should be acknowledged that the interviews took place three years after the opening of the project, which might have resulted in a poor recalling of the past events.

Also, since the interviews were conducted in English, some articulation problems for the participants might have arisen. The researchers tried to address this limitation by corroborating interview data with information from other sources.

3.7.2.2 Research diary

“One way to ensure that you spell out your reasoning is to keep a research diary” (Silverman, 2005, p.249).

Keeping a research diary is a method used in qualitative research to keep a careful record during the whole length of the study. Indeed, researchers might forget important aspects of earlier thinking about the research (Silverman, 2005).

The research diary (Figures 4) included a mix of observational, methodological, theoretical and personal notes.

This method was implemented for different reasons. First of all, keeping a proper record of the ongoing activity helped the researchers to create an ordered account of the process, which made their reasoning more direct and transparent. Moreover, the personal and observational notes assisted them in recording all the ideas and perceptions that would have been lost or underestimated using other methods. The research diary brought a critical and open-minded approach in the data collection and aided reflexivity. The research diary started at the beginning of the research process, when the researchers were discussing the topic. It continued for the whole length of the research, and the draft, notes and drawings were accurately reported. In addition, a chronological structure was adopted to make the evolution of the gathered ideas and concepts more evident. The analysis of the research diary was crucially important to understand what the researchers knew before, what they knew after and how such knowledge had been acquired.

Figure 4: Research diary Figure 5: Participant observation

3.7.2.3 Direct observation

“It is the act of noting a phenomenon in the field setting through the five sense of the observer” (Creswell, 2013, p.166). Direct observation is a special mode of observation in which the researcher experiences the real-world setting to get insights on relevant social or environmental conditions (Yin, 2014).

This method was used as a sources of data collection to grant the investigators with the possibility to gather data during the fieldwork and interviews and to produce an accurate portrayal of the case study phenomenon. In the case, the researchers through direct observation were able to gather an important source of evidence during casual data collection. Indeed, by visiting the island the researchers got a general overview of the cultural and environmental characteristics of the region. Furthermore, they were able to assess the specific location of Camøno businesses in relation to the trail, and thus understand better the dynamics and the potential influence of each business. Additionally, the method allowed the researchers to gather more insights also when interviewing the participants (Figure 5). The observation consisted of taking regular and detailed notes and was supplemented by photographs.

The technique can however be challenging, because of the time cost of the travel to reach the fieldwork. Also, the method presents a limitation for what concerns the coverage of the phenomenon in presence of a small team, like in the case of the two researchers of the thesis.

3.7.3 Content analysis

“Analysis is a matter of giving meaning to first impression, as well as to final compilations. Analysis essentiality means taking something apart. We take our impressions, our observations, apart” (Stake, 1995, p.71).

Bryman (2012) defines content analysis as a tool which emphasizes the role of the investigator in interpreting and making sense of research material. It is an approach to the analysis of documents and texts, aiming at quantifying content in terms of predetermined categories in a systematic manner. As a matter of fact, content analysis is used to establish a set of categories to see how many instances can be found under each category (Silverman, 2011).

Specifying the rules for categorizing in advance enhances the objectivity and transparency in the procedures of content analysis. Also, by repeating in a consistent manner the application of such rules, the content analysis becomes systematic, helping bias to be suppressed. As Bryman stresses, the content analysis is a very flexible method that can be applied to a variety of data (2012). After collecting the data, the researchers chose to follow Stake’s guidelines on analyzing data (1995) and selected the categorical aggregation approach. Such approach serves better the purpose of understanding the phenomena and relationships. The technique allows meaning to be created by “looking them over again and again, reflecting, triangulating, being skeptical about first impressions and simple meaning” (Stake, 1995, p.78).

The process consisted of a visualization and categorization activity. First, the researchers wrote the most important theory concepts, empirical data types and instances on post-it notes as seen in Figure 6. Secondly, they analyzed and aggregated them into thematic categories as seen in Figure 7. Thirdly, these groups of post-it were re-organized by first dividing them in two big topics: responsible innovation and business ecosystem health (Figure 8) and then by subdividing them into smaller categories reflecting the four variables of responsible innovation and the three health variables.

Figure 6: Post-its with data and theories

Figure 7: Post-its aggregated into categories Figure 8: Post-its organized in the two main topics