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Research Methods in Social Communication and Media Studies
Handouts to the Methodology Workshop Qualitative Methods in Media and Communication Studies
Univ.Prof. Dr. Thomas A. Bauer, University of Vienna
AJC / Hanoi University Dec 2012
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Goals and Interests of Knowledge
1. Understand the complexity of communication as a social practice in order to develop theoretically complex and competent research projects
2. Understand research as a tool of reasonibility and of science building: not reducing, but producing problems
3. Understand the relation between theory and practice in a societal context
4. Understand Social Science as Integrated Cultural Studies interpreting the paradigmata of social acting as paradogmata of socially relevant interpretation: intervening program
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Research: A Cybernetic Program of Observation Between Theory and Practice
WHAT?
HOW?
COMMUNICATION RESEARCH
WHY?
theory practice scientific-discourse
Societal realization
ground model
visional discourse
every day-discourse
analysis
problematization
solution
improvement
BY WHAT MEANS?
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RESEARCH as a Cummunicative Shared Observation – on Communicatively defined Observations
DEFINITIONS / TERMS as Agencies of Observation
- structures - functions - phenomena - experience - norms
Research Society – Society Research
Everyday Theories: Scientific Theories: Routines of Observation Interruption of Routines Objectivation of Observation Critical Observation of Objectivation
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General Levels of Theorezing
• Two-Step-Theory Concept (interested in objectivation) 1. Observation - Model 2. Find empirical characteristic Essentialist paradigm
• Concept of Semantic Upload (interested in interpretation) Describing phenomena in modes of metaphors. Phenomenological paradigm
• Contextual Theory Concept (interested in relevance) Connecting Arenas of Observation and Acting (Desiderates and Aporias of Communication: Truth, Credibiliy, Trust, Identity, Authenticity, Autonomy, Freedom, Responsibility, Competence, Knowledge etc.) - Constructivist paradigm
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Conceptual Paradigms: Action and Observation
Communication models maximize explicability of implicite sense within experience and observation - creating a metaphor of description of sense
• Action-model trivial stimulus-response-technique • Interaction-model trivial partnership-imagination • Transaction-model analytical concept of action-reaction-
structure explaining social dynamic construction of identity (transaction analysis on the levels of structure / game / script)
• Observation-model constructivist concept of symbolic interaction: Common social and cultural frame for difference of experience / diversification and appropriation of sociality
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Media Communication Models
• Transport model: stimulus-response sender > message > medium > recepient > message
• Transformation model: user’s gratification sender > message 1 > medium > recepient > message 2
• Mediation model: symbolic interaction sender < > media(tor) system < > recepient
• Agency of social greement model: media as reference of public interest market place (rationality of public participation)
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Forum: A Model for Media Communication
FORUM
M E D I A - D I S C O U R S E
E V E R Y - D A Y D I S C O U R S E participant
participant participant
participant
MILIEU DISCOURSE
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SYMBOLIC INTERACTION ANALYSIS
What is to be Researched in Media Communication? (Mind-Mapping)
power profession. ownership ideology intention
Media approach
various relations competition concentration intern relations
media communication
Media usage / media habit
truth / trust? objectivity?
media-market media-structure media-format quality
effects: barriers binding knowledge evaluation
power dependence: policy economy culture religion
need desire
information entertainment
expectations
cultural personal societal
COMMUNICATORRESEARCH
MEDIA- / FORMATE ANALYSIS CONTENT ANLYSIS AUDIENCE RESEARCH
participation interaction publicity
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RESEARCH PERSPECTIVES OF COMMUNICATION
COMMUNICATION MEDIA-CULTURE
SOCIETY Mutually Each Other Explaining
Dispositives
LINGUISTIC PERSPECTIVE –
LANGUAGE AND
COMMUNICATION Language as a
structure of culture.
HISTORICAL PERSPECTIVE
Media as a Cultural Archive and a Functional
Memory
PHILOSOPHICAL- ANTHROPOLOGICAL
PERSPECTIVE Ethics, Construction
of meanung and Sense
COMMUNICATION - POLITICAL
PERSPECTIVE Communication /
Media – the Infrastructure of
Democracy
MEDIA TECHNOLOGY PERSPECTIVE
Media system and Discourse as a Mirror of the Constitution of
Society.
(SOCIAL - ) PSYCHOLOGICAL
PERSPECTIVE Habits, Patterns and
Attitudes of Communication.
PEDAGOGICAL PERSPECTIVE
To work on a best practice of society.
Learning, researching,…
SOCIOLOGICAL PERSPECTIVE -
Communicaological Interpretation of
Society
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Research Basics
Research Structure
• theory – terms – definitions – hypothesis – every-day assumptions
• methodolgy (theory/rationality of observation) • methods (tools)
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Compatibility of Complexities
low
Complexity of ...
high
Reality/Context of Observation
high
Methodolgy
Controlled observation
THEORIES
OPERATIVE / Structuralist
MODEL / Heuristic
CONTEXTUAL / Culturalist
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THEORETICAL and METHODOLOGICAL POSITIONING - LEGITIMATION OF INTEREST OF KNOWLEDGE
1. EMPIRICAL – ANALYTICAL (Extensiveness) Interested in figures, features and numbers. Research is based upon what is measurable and countable.
2. CRITICAL – REFLECTIVE (West – criterions)
Interested in categories (values, critical horizons) and application of categories.
3. NORMATIVE – ETHICAL (postulated)
Interested in verification of norms and rules (affirmation of order)
4. PRAGMATIC – TECHNICAL (to arrange)
Interested in learning how to do, how to repeat, how to improve. (Not interested in ethical or cultural problems.)
5. HERMENEUTIC – INTERPRETATIVE (qualitative moment)
Interested in open understanding what is observed: qualitative and exemplaric explication of reality - observation
6. EMANCIPATORIC (open reproof)
Interested in realizing new enlightenment, open for active intervention.
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RESEARCH as a Communication System – Research on the Communication System II
Norms / Criteria
Structures
Functions
Attributions / Observations
Phenomena / Experiences
RELATIONS
SYSTEM OF INTERPRETATION
Communication System as a multidimensional network of relations = more than a sum of connections between elements
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Logics of Science From Observation to Knowledge
Data
Knowledge
Information
construction of rationality
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ROLE-RELATIONS SOCIETAL ORGANISATION OF C
P - producer R - receiver
C - content
M - medium
relationship
SYSTEM
Market, Competition system
Global society
Connectivity of Roles (expectation, images, stereotypes, rituals, rules) in the way of symbolic interaction; playing a role, taking a role – building identity and acting for identification
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RELATIONS and CATEGORIES What are we researching on?
With the help of categories (norms, experience, phenomena, functions, structures) we have to define the problem – the object of the research! If we want to understand the role, we need to be acquainted with the system (example: market competition system – see picture above). With knowing the system we can define and analyze someone’s role. (What kind of role does someone play? Who defines the role?)
It’s important to define a goal!
First, it’s necessary to define: • STRUCTURE • FUNCTION (the outcome…) • PHENOMENA (how does the system reflects) • EXPERIENCE • NORM (value, knowledge...)
Second, it’s important to decide between qualitative and quantitative method.
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Systematization / Empirical Methodology
• Inductive (analytical-empirical methodology) versus • Deductive (phenomenological-explorative methodology) • Primary (field research methodos) versus • Secondary (desk research procedure) • Qualitative (aiming exemplification, generating
hypotheses) versus • Quantitative (aiming representation, confirmation or
falsification of hypotheses)
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Empirical Field Research
Quantitative countable indicators
how do indicators play a role
representative and objective
figures
Qualitative unknown causality relations
which indicators could play a role
exemplaric hypotheses for
further research
METHODS
proof HYPOTHESES develope
RESULTS
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Interacts of Quantitative and Qualitative Methods I
QUANTITATIVE - numbers (measure qualities) - figures - statistics
- comparison - development - evolution - evaluation - classification - prognostic - strategies - regularities, rules - representation - causality
- norms = validity and reliability - interest = to find representative figures
• OBJECTIVITY • REPRESENTATIVITY • VISIBILITY
QUALITATIVE - description - explication - examples
- reconstruction - dublication - complexity - context - openness - research means to communicate - reflexivity of research and object - flexibility - subjectivity - casuality
- Interest = to understand in context of dubiousness of knowledge (subjectivity)
• UNDERSTANDING • EXEMPLARITY / EXPLICATION • INTERPRETATION
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Interacts of Quantitative and Qualitative Methods II
QUANTITATIVE
QUALITATIVE
Interrest • representative figures • examples • to verify or falsify the hypothesis • no hypothesis • thesis are generated and not emproved
Tools • closed tools (closed questions) • opened tools (opened questions, interviews, discussions, open observations,...
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Interacts of Quantitative and Qualitative Methods III
questionnaire
Test (real)
Test (ideal) OBJECTIVITY
DISTANCE CLOSENESS
SUBJECTIVITY
QCA Content Analysis CDA Discourse Analysis Focus Groups
subjective hermeneutics
objective hermeneutics description by definition
defnition by description
ETHNOMETHODOLOGY
GROUNDED THEORY
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Interacts of Quantitative and Qualitative Methods IVa
QUALITATIVE
Assumptions
• Reality socially constructed
• Variables complex and interwoven;
difficult to measure
• Events viewed from informant´s perspective
• Dynamic quality of life
Purpose
• Interpretation
• Contextualization
• Understanding the perspectives of others and
learning to know from (with) experts
QUANTITATIVE
Assumptions
• Facts and data have the objective reality
• Variables can be measured and identified
• Events viewed from outsider´s perspective
• Static reality of life
Purpose
• Prediction
• Generalization
• Causal explanation and knowlledge to be learned
from others
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Interacts of Quantitative and Qualitative Methods IVb
QUALITATIVE
Methods
• Data collection using
• Participant observation
• Unstructured interviews
• Concludes with hypothesis and grounded theory
• Emergence and portrayal
• Inductive development: Grounded Theory
• Data analysis by themes from informant´s
descriptions
• Data reported in language of informant
• Descriptive write-up
Role of researcher
• Researcher as instrument,
• Personal involvement
• Empathic understanding
QUANITATIVE
Methods
• Testing and measuring
• Commences with hypothesis and theory
• Manipulation and control
• Deductive and experimental
• Statistical analysis
• Statistical reporting
• Abstract impersonal write-up
Role of the researcher
• Researcher applies formal instruments
• Detachment
• Objective distancce
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Interacts of Quantitative and Qualitative Methods V
QUANTITATIVE
Measuring, observation (methods: questionnaire, interview, content analyses, observation, experiment…)
In quantitative research we classify features, count them, and even construct more complex statistical models in an attempt to explain what is observed in formal language.
RESEARCH – data evaluation is needed
QUALITATIVE
Descriptive information, gathering individual opinion (methods: questionnaire, interview, conversation with experts, group discussions,…)
The aim of qualitative analysis is a complete, detailed contextual description in a interpretative language
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Methods and Instruments for Social Research I
1. TEST
Behavioral science is a systematic procedure for comparing people‘s performance, feelings, attitudes, or values
• standardized (closed test)/ not standardized
• Direct (result=concrete, direct, instant) / projective (results depends upon how people expirienced the
test)
• Individual test
• group test
• intelligence test, functional test, personality test (we can measure intelligence, function,...)
2. QUESTIONAIRE
• oral
• written
• standardized / not standardized
• interview / intensive interview
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Methods and Instruments for Social Research II
3. GROUP DISCUSSION / FOCUS GROUP
(qualitative tool – gives a reference for further research)
4. SOCIOMETRY
5. OBSERVATION
• Non-participating / participating
• explorative / standardized
• reactive / non-reactive process
6. CONTENT ANALYSES
• categorial analyses (counting system)
• evaluating analyses
• contingence analyses
• qualitative content analysis
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Methods and Instruments for Social Research III
7. EXPERIMENT
• laboratory experiment
• field experiment
• simulation (to simulate different situations)
8. SECONDARY ANALYSES
• one or more research
• statistical materials
First we analyse different research reports... In context of the outcome that follows the research plan has to be formed.
9. RESEARCH STRATEGIES
• more time points – to research the representative group
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Methods and Instruments for Social Research IV
scales one-/ more-dimensional - beliefs, behaviour, hypothetical situations
tests (non) standardised, direct vs. projective, individual vs. grouptests - IQ-, effictiveness-, personality tests
questionnaire (non) standardised, verbal vs. written, in-depth interviews
observation with(out) participation, (non)reactive, explorative vs. standardised
group discussion
open, with(out) moderation
secondary analysis
one or more surveys of statistical material
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Methods and Instruments for Social Research IV Most Common Questionnaires
• representative (“polls”) – standardised structured individual interviews
• barometer – changes within a period of time (pre-election polls)
• panel – repetative surveys (teletest)
• random (accidental choice) vs. quota (willfull choice) exactly predeterminated (name, adress) interviewees
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Research Process I
• Research = a systematic investigation to find answers to a problem. • Intention = methodical researching. 1. definition of the field 2. definition of the problem 3. hypotheses 4. methods 5. research implementation (data gathering) 6. results 7. evaluation 8. conclusion
Social science RESEARCH (two competing methods): • the scientific empirical tradition
• naturalistic phenomenological mode Social science RESEARCH means: • to recognize • to operate • to discover • to become aware of new cognition, new knowledge • evidence of results > scientific, empirical • evaluation
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Research Process II
1. PROJECT FRAMEWORK + problems to be clarified (what) + goal of interest (why) + research fields (where) + tools (how)
2. SECONDARY ANALYSIS + theory (book) + research (books, reports)
3. THEORETICAL FRAMEWORK + working hypothesis + arguing hypothesis + indicators of problems to be analyzed
4. RESEARCH FRAMEWORK
+ decide qualitative or quantitative research
+ decide research object (people, institutes,…)
+ decide question / tools
5. TOOLS
+ develop tool structure (for interview, questionnaire….)
+ program (plan – when, who,…) + description – protocol
6. EVALUATION + Important (what was important)
+ Application (in order to verify or falsify the hypothesis
Quantitative interpretation / statistics
7. CONCLUSION
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How to do the research? I(a) The Linear Model
PROBLEM We have to define the problem! From the list of problems we have to exclude the right one.
SETTING UP THE QUESTIONS What are we trying to discover? From the main, leading question we have to go in to depth.
brainstorming
A PLAN, THEORY, MODEL At the beginning we have to decide witch model and theory shall we take – with the argumentation.
We need theory also with reason to improve it.
HYPOTHESIS We must prove, that there is link between two different meanings, elements, subjects,..
From 20 different hypothesis we have to select 5. With the help of the theory we can define the hypothesis.
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How to do the research? I(b) The Linear Model
DATA GATHERING
DATA EVALUATION We need to have the right theory.
HYPOTHESIS - EVALUATION confirmation or falsification, to confirm or refuse our hypothesis
EXPLANATION We can change the hypothesis
THEORY – based on the research
OPERATIONALISATION of the MAIN CONCEPT We have to define the categories and variables and study thoroughly the causal – consecutive
connection. We need to examine closely the field of study.
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How to do the research? II The Cyclic Model
Example x RESEARCH
EVALUATION
Example 2 RESEARCH
EVALUATION
VALUE of THEORY
Assumption about the problem
IMPLEMENTATION
comparison
Example 1 RESEARCH
EVALUATION
comparison
comparison
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How to do the research? III A Complex Model of Research Procedure
social problem theory order
problem
theory (+existing research)
hypothesis
social problem
definition of terms
isolation of relevant indicators
operationalisation
codes indicators
relevant methods
theory
statistical evaluation criteria and tests
sample
(pretest)
survey (data collection)
evaluation and statisitical check
interpretation (description analysis explanation) hypothesis
presentation publications
lectures
exploration
social problem
discovery context
argumentation context
application and action context
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How to do the research? IV A Simple Model of Research
problem definition
choice of the problem
theory- & hypothesis construction
determination of methods
determination of sources
term definitions & operationalisation
measuring
data collection
data interpretation
data analysis
presentation
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References
Used References (in German): • Friedrich, Jürgen (1990): Methoden empirischer Sozialforschung. Opladen: West.dt. Verlag • Hitzler, R. / Honer, A.: Sozialwissenschaftliche Hermeneutik. Eine Einführung • Lamnek, Siegfried (1995) Qualitative Sozialforschung. 2 Bde, Weinheim: Beltz • Bohnsack, Ralf (2008): Rekonstruktive Sozialforschung. Einführung in qualitative Methoden. Opladen (7. Aufl.) • Mayring, Philipp (2000): Qualitative Inhaltsanalyse. FQS
Other Possible References (in English): • Bryman, A. (1984): The debate about Quantitative and Qualitative Research: A Question of Method or
Epistemoloy? In: Britisch Journal of Sociology, Vol. 35, S. 75-92 • Denzin, Norman / Lincoln, Yvonna (eds.) (1998): The Landscape of Qualitative Research. Theories and
Issues. Thousand Oaks: Sage • Douglas, J.D. (1976): Investigative Social Research, London • Gergen, Kenneth (2000): An Invitation to Social Construction. London: Sage • Miller, Gale / Dingwall, Roberts (eds.) (1997): Context and Method in Qualitative Researche. London: Sage • Seale, Clive (1999): The Quality of Qualiative research. London: Sage • Bohnsack, Ralf: Qualitative Analysis and Documentary Methods in Educational Research • Mayring, Philipp (2000): Qualitative Content Analysis (28 paragraphs). Forum Qualitative
Sozialforschung http://nbn-resolving.de