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Discusses a number of important issues pertaining to the domain of qualitative market research. Attempts to define what qualitative research is about and discuss some of the difficulties involved in coming up with a clear definition of the qualitative paradigm. Suggests a number of issues relating to theory and practice that warrant the existence of a new journal devoted specifically to qualitative market research. Concludes with a discussion of validity and reliability in the context of qualitative research.

Honesty and spontaneity are regularly discussed in articles on qualitative market research. The focus is mostly on specific types of response tendencies, and the tendencies are mostly emotional in nature (e.g. self presentation). The purpose of this paper is to offer a comprehensive framework that describes and explains the different types of response processes, based both on an emotional‐cognitive dimension and an internal‐external dimension. These tendencies are coined as “response filters”.

This model of response filters is drawn up as a hypothetical model, inspired by the theory of Daniel Katz on the four functions of attitudes: instrumental, ego‐defensive, value expression and knowledge organisation. It is likely that these functions not only determine why we have certain attitudes, but also how we present them to others. The author, a social psychologist with 20 years of experience as a qualitative market researcher, proposes a framework of response tendencies in qualitative research, using the theory of attitude functions as a basis.

Using the analytical framework of Katz, the author first describes five main processes that play a role in the answering process. A model of response filters is consequently developed, based on the emotional‐cognitive dimension and the internal‐external orientation dimension, and finally the author describes strategies and techniques for interviewers, to deal with the described response tendencies.

Although the model seems to be comprehensive and will probably match the experiences of most qualitative market research practitioners, it is speculative in nature. Its main purpose is to offer an insightful framework, that helps students and practitioners to get a better understanding of the dynamics of interviewing; the factors that are involved and how to deal with them to reach a deeper understanding of people's attitudes.

In the area of quantitative studies, a large amount of research and documentation is available on so‐called response tendencies in closed questions and ranking tasks. In qualitative market research, however, one has not yet come across a comparable overview of the various psychological mechanisms that are relevant to open questions.

This paper describes an experimental study into the validity and reliability of international qualitative market research through the Internet. Is it possible to generate valuable and valid qualitative market information from several countries, on the basis of on‐line research organised from one country? The results of face‐to‐face research and on‐line research in Singapore, the United Kingdom and Sweden are compared. The study clarifies the opportunities and limitations in using this type of market research in an international context.

A wave of technological change in the first decades of the twenty-first century is prefiguring a fundamental restructuring of society. Key among the driving forces behind such change are powerful technologies with the potential to exert major transformations on a range of human activities and, crucially, to do so without direct human intervention. The technologies collectively referred to as Artificial Intelligence, or AI represent a productive lens through which to investigate two interrelated transformations: the emergence of self-driving cars and the coming shifts in education. This is in particular because AI’s versatility has led it to be directly applied (and increasingly valued) both in new automated driving technologies, and in the development of new forms of instruction. From the educational perspective, this means that the same technologies that are transforming workforce conditions are also reshaping – directly and indirectly – the approaches, objectives, and experiences of students and educational institutions. This chapter lays out how these twin transformations are likely to play out in the case of the automotive industry and the educational pathways of two occupations closely associated with it: automotive engineers and repair technicians. Two key arguments underpin this examination. First, educational programs for these two occupations, (and beyond) should be broadened to develop versatility and adaptability through tools and perspectives that allow people to move vertically within organizations and laterally across industries in the face of rapid technological change. Second, these educational programs must explicitly tackle AI and the coming technological revolution from a variety of dimensions that connect technical skills acquisition with the context on how these technologies are incorporated in society, how they are governed, and what are the various responses to them. This will allow students and professionals to navigate a rapidly changing labor landscape better while endowing them with the vocabulary to actively participate in the debates that shape its construction.