Research Design and Data Collection Tools-
Q1. In Coltman et al. (2008), Table 1 and Figure 1 show differencesbetween reflective and formative measurement to measureor form a construct. Reflective measurement is the one discussed in our class. Formative measurement is different measurement development idea for a construct. You have experienced developing new measurement items for your chosen construct for your group project.
Both from your experience of group project and from understanding of the article, what is your opinion of using reflective and/or formative measurement approach for your chosen construct in your project? Do you think you should have used a formative approach? Or, reflective approach is appropriate?(Hint: use your learning from your project).
- Does the student understand basic differences between reflective and formative approach?
- Can the student evaluate what they have done in the group project in terms of theories and practices summarized in the article (Coltman et al 2008)?
Q2. Suggest your idea of developing a formative measurement for your construct used in your group project. Please suggest measurement items for your construct and explain why they are considered a formative measurement.
- Can the student apply the concepts of measurement development approaches to a new construct development?
Q3. The authors (Louviere et al. 2010) argue that DCE is not a Conjoint Analysis. Briefly summarize your understandings form the paper and give your opinions regarding the argument made by the author. (Hint: They could be 'agree/disagree', 'why agree/disagree', and 'additional thoughts').
- Does the student understand what the authors argue about?
- Can the student evaluate two approaches in terms of their theory and practice?
Q4. Read the data attached (Cruise_DCE) and do the following.
a. Identify how many respondents completed the DCE task (hint: check total cases, number of choice task and number of alternatives).
b. Identify attributes and their levels (hint: draw a table showing all attributes and levels).
c. Assume that you are running a conjoint task with identified attributes and levels. What is the size of Complete Factorial Design (CFD)? What is the minimum design size for a Fractional Factorial Design (FFD)? Generate an orthogonal design with SPSS and attach the design.
d. You are going to run a logit choice model with the DCE data and do the following tasks.
i. Create effects coding scheme for attributes (hint: effect coding scheme table. See week 09 SPSS workshop material)
ii. Run a logit choice model with SPSS and attach the final result (hint: see week 10 lecture material; needs to use effect coding developed above).
iii. Compute coefficients for 'baseline' attribute levels (hint: use Excel to copy coefficients in the model and then compute new coefficients).
iv. Identify important attribute (and levels) that affect people's choice of cruise line and explain how they affect people's choice.
v. Use EXCEL and complete the following tables (i.e., shaded boxes) which will be used as a basis for a Decision Support System (DSS)
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Cruise Options
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Cruise 1
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Cruise 2
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Cruise 3
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Cruise 4
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Att 1 - Destination:
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Western Caribbean
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Eastern Caribbean
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Alaska
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Mexican Rivera
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Att 2 - Cruise Line:
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Norwegian
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Royal Caribbean
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Carnival
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Princess
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Att 3 - NO. of Days:
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9 days
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8 days
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11 days
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7 days
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Att 4 - Stateroom:
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Inside stateroom
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Oceanview
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Oceanview
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Balcony
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Att 5 - Ship Amenities:
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Fewer amenities
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More amenities
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Fewer amenities
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More amenities
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Att 6 - Price
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$200
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$150
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$100
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$125
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Utilities
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Exp(Utilties)
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PreferenceShare (%)
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Request:
https://www.dropbox.com/sh/0273sdmhu7moroh/AADIN-QLXDCjpDB50JMY0MvXa?dl=0
This is a take-home final exam, the above link contains all the related files to finish this exam, however, the final question in this exam need running the data in SPSS firstly, and I will give you the data output ASPS. Could you please help me finsh this project?