APPENDIX 5: METHODOLOGY FOR CONDUCTING FOREST PRODUCTS MARKETING EDUCATIONAL NEEDS ASSESSMENTS

   Developing countries often rely on natural resources to increase their standard of living. Often timber resources are the first to be harvested for these purposes. It is believed that countries that can establish strong forest products marketing education programme during the initial stages of development will maximize the return from the forest and speed their development process. Ultimately, full utilization of the harvest from the forest will save timber resources. This is one of the primary reasons why it is important to understand the availability of forest products marketing education in developing nations and implement necessary improvements.

   With these stated objectives, the Food and Agriculture Organization of the United Nations has conducted a number of forest products marketing training needs assessments in various countries in recent years. In order to recommend a common methodology for future studies, the faculty from the Center of Forest Products Marketing and Management at Virginia Tech evaluated final project reports from the assessments conducted in Northwestern Russia (Anna-Liisa Myllynen, 1995), Indonesia (Tatu Ollikainen, 1991), Eastern and Southern Africa (Tatu Ollikainen, 1990), Brazil (Tatu Ollikainen, 1991) and the Philippines (Lintu, 1991). Previous studies conducted on assessments of forest products educational needs in the United States of America were also reviewed (Bratkovich and Miller, 1993; Barnes, 1979; and Hansen and Smith, 1997). Based on these reviews and the current assessment in Chile conducted by the authors, a suggested methodology is proposed for future studies.

   A lead investigator(s) from the selected country should be identified to assist in the research. This investigator should be familiar with the forest products industry and marketing education in the country and be from a university, government agency or private organization involved in this sector. This person will be the primary contact with the collaborators at FAO. Initially, clear objectives need to be stated as to evaluate or assess the current forest products marketing educational needs in the country and determine the best methods of delivery for such training. As with all investigative research, a thorough literature search of relevant secondary data should be conducted of the country of study. The lead investigator(s) from the country and their cooperators at the FAO should evaluate current published data relating to forest practices, forest industry, current educators in forest products marketing, major forest products companies, and government or private organizations relating to the forest products industry.

   Upon thorough analysis of the secondary data, a programme to collect primary data should be developed. Secondary data and initial investigation by the lead scientist(s) in the country should provide the focus of the primary data collection sample frame. The sample frame should include major forestry or wood products universities, forest products trade related organizations, government agencies, private companies and other organizations that may be involved in forest products marketing or have an understanding of these needs. Previous studies have relied primarily on personal qualitative interviews to gather necessary information. Along with a thorough qualitative analysis, a quantitative study can be done simultaneously to specifically identify the strengths and opportunities that exist for enhanced forest products marketing education. Reference is made to the data collection instruments in Appendix 2 as a framework that could be tailored to individual country needs. The questionnaire would need to be adapted based upon any specific objectives that may be in addition to educational needs assessment. The advantage of a structured analysis is that comparisons could be made among countries to see if needs are similar. The reviews of past needs assessments indicate similar needs such as immediate short-term training for existing industry and more structured forest products marketing programmes at the undergraduate and graduate level.

   The structured questionnaire not only identifies if a need is necessary, but in exactly what subject areas it is needed. As an example, the study just completed of the forest products marketing education needs in Chile, business and financial issues were identified as low educational needs. This was further confirmed with personal interviews in which many respondents indicated that there are numerous MBA courses available and this is where many marketing personnel in forest products companies are being developed. However, the questionnaire indicated a strong educational need for strategic market planning, new product development, green marketing and marketing research. These were the highest rated educational need in Chile, yet these items did not come out during the personal interviews.

   It is suggested that the data collection instrument be developed and pre-tested in the country before it is administered to the sample frame. In many countries, distance methods of administering the instrument (e.g. mail, facsimile) are not effective. As a result, personal methods will be necessary.

   The sample frame should be large enough in each segment of the population to provide a representative sample. A cross-section of the forest products industry should be included such as the paper industry, forest harvesters, sawmills, secondary manufacturers, wood-based composite manufacturers, trade associations with the forest products industry, universities, other institutions of higher learning such as trade schools or community colleges, and government agencies that are involved in regulation, research or promotion. Where possible, key people involved in non-wood forest product collection and processing should be included in the sample frame.

   Upon analysis of these data, personal interviews should be conducted with a subset of this population to further illicit information on the development of forest products marketing programme in the country. A semi-structured questionnaire is recommended for these interviews. An example is provided in Appendix 2. Again, this should be tailored to the individual needs of the country and its project's goal. Interviews should be conducted with the entire sample, if possible, but at least until the results converge on key themes and ideas. Table A1 summarizes the suggested methodology for conducting forest products marketing educational assessment research in a developing country.

Table A1. Forest Products Marketing Educational Needs Assessment Methodology