role to manage variability in SOC. More focus or at-
tention is required for its utilization by offering more
tools and methods.
2 QUESTIONNAIRE STRUCTURE
The questionnaire comprises of four sections. In the
first section, we gather general information about our
participants, e.g., age range, gender, qualification.
Section 2 questions the participant’s experience, role,
and size of the projects, and how development is done
in SOC domain. For our questionnaire, we use SOC
or services as an umbrella term for service-oriented
system engineering, cloud computing, and develop-
ment related to web applications.
Section 3 corresponds to the type of variability in
SOC, what kind of approaches users apply to manage
variability and weighting for variability mechanisms.
In Section 4, we collect feedback on an existing pat-
tern catalog (Khan et al., 2011a). We briefly explain
the variability patterns and ask participants to rate
them against selected evaluation criteria. Detailed re-
sults are described in Section 4. The questionnaire is
available online on this
1
website.
Questionnaire is a data collection technique in
quantitative research. We use the questionnaire as
a technique to collect data, which contain questions
in a pre-defined way. Awareness of different types
of questions is vital for the design of a question-
naire (Dillman et al., 2008). There are different types
of questions, e.g., open-ended, close-ended, which we
ask in our questionnaire. Some of them are close-
ended questions and some are open-ended questions.
Open-ended questions provide the participants the
opportunity to give feedback instead of selecting pre-
defined options. We use a Likert scale (Likert, 1932)
for some questions. Likert scale enables us to get the
ratings of particular questions from the survey partic-
ipants. The feedback results in ordinal data.
For Likert scale, we use 3-point and 5-point scale
which we afterward code into numbers. We use quan-
titative techniques for the questions where applicable.
In next section, we provide detailed descriptions of
our analysis techniques.
3 METHODOLOGY
Asking right questions is a challenging task, as the
outcome depends on the question posed (Bradburn
et al., 2004). For the preparation of our questionnaire,
1
www.bit.do/vmcloud1
we use a three-step approach. Firstly, we design
the complete questionnaire. Secondly, we use a pre-
testing method expert review (Rothgeb et al., 2007;
Presser and Blair, 1994; Presser et al., 2004a; Presser
et al., 2004b) on the questionnaire to check for nec-
essary modifications, problematic questions, or to re-
move the ambiguity. It is an important step, because
small changes or questions wording have also impact
on outcomes as described in (Bradburn et al., 2004).
We do not ask the reviewers to fill the resulting ques-
tionnaire. Lastly, we distribute our questionnaire to
experts by sharing the link. Some of the participants
fill the questionnaire using a traditional method, e.g.,
by filling the printed questionnaire with a pen. After
observing the distribution of responses, it is suitable
to get a view of the mean value over all participants
feedback.
In order to present the data in an appreciate
manner, we use plotRadarPerformanceTable function
from R package MCDA and barplot from core R.
R is an environment
2
for statistical computing and
also used for data analysis. Numerous packages
are available through Comprehensive R Archive Net-
work. There are a lot of discussions about the usage of
mean, median or mode in statistical analysis. Within
the receiving of ordinal data (Likert Scale) median or
mode should be preferred. However the choice de-
pends on the given data (Campbell, 2009). For data
presentation, we use mean values.
Though descriptive analysis (µ, σ, etc.) is not de-
sirable, we receive significance by testing for the hy-
pothesis H
q
0
: µ ≤ δ with the alternative hypothesis
H
q
1
: µ > δ , where δ describes the medium level at a
survey question q. In all these cases we use Wilcoxon-
Mann-Whitney-Test(Mann and Whitney, 1947) that is
suitable for ordinal data (Gehan, 1965). The Student’s
T-Test, which is widely used (Vale et al., 2012), can-
not be applied, because we cannot guarantee the nor-
mality assumption.
4 RESULTS
We received 25 responses from all contacted experts.
All participants have worked on projects in SOC do-
main. In this section, we present some results on
all question sections. The participants had to rate
the answer options for several questions. These an-
swer options differ between {Very Rare, Rare, Some-
times, Often, Very Often}, {Very low, Low, Neutral,
High, Very high}, {Easy, Medium, Hard} and {Low,
Medium, High}.
2
https://www.r-project.org/
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