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139 Cards in this Set
- Front
- Back
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Front (Term) Ethnography |
Back (Definition) A methodology involving the immersion of the researcher in the daily life and meaning systems of those studies in order to produce written accounts and descriptions that bring versions of these worlds together. |
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Front (Term) Focus Group |
Back (Definition) A research method in which a group of individuals are selected and assembled by researchers to discuss and comment on, from personal experience, the topic that is the subject of the research. |
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Front (Term) Content Analysis |
Back (Definition) A research technique for making reliable and valid inferences from texts to the contexts of their use. |
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Moderator |
One who restrains and presides over a meeting. |
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Moderator |
One who restrains and presides over a meeting. |
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Facilitator |
One who makes easy or and assists the progress of a process. |
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Deference effect |
When participants say what they think the moderator wants to hear rather than voicing their own opinion. |
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Nominal groups |
Create hierarchies of preference. Eg. Voting. Make decisions in a group quickly. |
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Nominal groups |
Create hierarchies of preference |
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Delphi groups |
Reflect on past programs and research (often composed of experts) |
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Segmentation |
How a focus group is segmented or the demographically chosen. Eg. age, gender etc. |
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Weaknesses of focus groups |
1. Socially desirable responses
2. Less control of environment - need skilled moderator
3. Group dynamics may interfere with data collection |
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Theoretical saturation |
When a focus groups are conducted until no new data emerges |
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How many people in a focus group? |
Between 6-10 but usually 4-8 |
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Role of the facilitator? |
Work through ethical issues
Enable all participant contribution eg. Dominant individual
Facilitate interaction
React to group dynamics
Keep in time and topic |
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Forming |
Participants are anxious
Responses directed to facilitator
Little interaction |
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Storming |
Find place in group
Dominant and passive emerge
Tension and criticism |
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Norming |
Calms down
Norms of the group are established
Work cooperatively
We see the influence of social norms
Facilitator must prevent them hiding from diversity |
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Performing |
Less guarded
Diversity comes to light
Tackle challenging topics
Get to the crux |
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Adjourning |
Start to complete and disengage |
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Advantages of focus groups |
1. Variety of perspectives
2. Insight into the group effect
3. Closes the gap between what people say and do |
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Segmentation |
How a focus group is segmented or the demographically chosen. Eg. age, gender etc. |
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Weaknesses of focus groups |
1. Socially desirable responses
2. Less control of environment - need skilled moderator
3. Group dynamics may interfere with data collection |
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Ethics of Focus groups |
Anonymity Confidentiality Managing harm |
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Theoretical saturation |
When a focus groups are conducted until no new data emerges |
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How many people in a focus group? |
Between 6-10 but usually 4-8 |
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Role of the facilitator? |
Work through ethical issues
Enable all participant contribution eg. Dominant individual
Facilitate interaction
React to group dynamics
Keep in time and topic |
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Forming |
Participants are anxious
Responses directed to facilitator
Little interaction |
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Storming |
Find place in group
Dominant and passive emerge
Tension and criticism |
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Norming |
Calms down
Norms of the group are established
Work cooperatively
We see the influence of social norms
Facilitator must prevent them hiding from diversity |
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Performing |
Less guarded
Diversity comes to light
Tackle challenging topics
Get to the crux |
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Adjourning |
Start to complete and disengage |
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Advantages of focus groups |
1. Variety of perspectives
2. Insight into the group effect
3. Closes the gap between what people say and do |
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Benefits of homogenous focus group |
Shared experience
More likely to share |
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Benefits of homogenous focus group |
Shared experience
More likely to share |
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Benefits/risks of a familiar focus group |
More likely to share Less time to develop rapport Easier to discuss sensitive topics
However,
No anonymity Risk of overshare
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Benefits of homogenous focus group |
Shared experience
More likely to share |
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Benefits/risks of a familiar focus group |
More likely to share Less time to develop rapport Easier to discuss sensitive topics
However,
No anonymity Risk of overshare
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Use of focus groups |
Examine how people censor How people respond to social setting Degree of consensus on topic |
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The field |
The pre-given natural entity that the ethnographer becomes immersed in |
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Strengths of ethnography |
1. Unifies fieldworker and theorist
2. Observe people in natural habitat
3. Observe change
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Strengths of ethnography |
1. Unifies fieldworker and theorist
2. Observe people in natural habitat
3. Observe change
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Etic |
Outsider |
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Strengths of ethnography |
1. Unifies fieldworker and theorist
2. Observe people in natural habitat
3. Observe change
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Etic |
Outsider |
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Emic |
Insider |
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Translation in ethnography |
Displaying the logic of their ways by putting them in locutions of ours |
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Ethnography data collection |
- participant observation - fieldwork - interviews - focus groups - surveys |
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Data analysis in ethnography |
Exploratory Inductive Not driven by hypothesis |
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Fieldwork |
Salience: record most noteworthy Temporal: record patterns of social settings Systematic: capture a compete account |
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Fieldwork |
Salience: record most noteworthy Temporal: record patterns of social settings Systematic: capture a compete account |
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Limitations of ethnography |
1. Time consuming - immersion, language learning
2. Subjective and selective data
3. Obtrusive and disruptive to community - influence data
4. Ethics of informed consent |
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Digital ethnography |
Transfers the ethnographic tradition of the researcher as an embodied research instrument to the social space of the Internet. |
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Digital ethnography |
Transfers the ethnographic tradition of the researcher as an embodied research instrument to the social space of the Internet. |
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Digital ethnography |
Transfers the ethnographic tradition of the researcher as an embodied research instrument to the social space of the Internet. |
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Realist tale |
Complete absence of the author from segments |
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Digital ethnography |
Transfers the ethnographic tradition of the researcher as an embodied research instrument to the social space of the Internet. |
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Realist tale |
Complete absence of the author from segments |
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Confessional tale |
Experience of researcher is central |
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Digital ethnography |
Transfers the ethnographic tradition of the researcher as an embodied research instrument to the social space of the Internet. |
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Realist tale |
Complete absence of the author from segments |
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Confessional tale |
Experience of researcher is central |
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Impressionist tale |
Show rather than tell readers what to think |
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Sketch |
Describe scene through imagery |
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Sketch |
Describe scene through imagery |
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Episode |
Recounts actions as they unfolded |
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Sketch |
Describe scene through imagery |
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Episode |
Recounts actions as they unfolded |
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Field note tale |
Link episodes |
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Asides |
Brief reflective bits of writing that explain happenings |
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Asides |
Brief reflective bits of writing that explain happenings |
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In process memos |
Prompts after the days observations |
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Excerpt strategy |
Visually marks off the field notes from the commentary |
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Excerpt strategy |
Visually marks off the field notes from the commentary |
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Integrative strategy |
Smooth text with minimal markings to indicate difference between field note and interpretation |
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Strengths of content analysis |
1. Powerful yet unobtrusive 'arms length' doesn't interfere
2. Divorce able from the authority of the researcher
3. Yield valid results - open to scrutiny
4. Cope with large amounts of data - sampling and computer mediation |
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Strengths of content analysis |
1. Powerful yet unobtrusive 'arms length' doesn't interfere
2. Divorce able from the authority of the researcher
3. Yield valid results - open to scrutiny
4. Cope with large amounts of data - sampling and computer mediation |
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Datum |
A unit of information that is analysable through delineated techniques |
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Strengths of content analysis |
1. Powerful yet unobtrusive 'arms length' doesn't interfere
2. Divorce able from the authority of the researcher
3. Yield valid results - open to scrutiny
4. Cope with large amounts of data - sampling and computer mediation |
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Datum |
A unit of information that is analysable through delineated techniques |
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Advantages of keeping content analysis qualitative |
Allows for multiple interpretations
Can weave quotes into conclusions
Apply more than just the reliability and validity criteria
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Strengths of content analysis |
1. Powerful yet unobtrusive 'arms length' doesn't interfere
2. Divorce able from the authority of the researcher
3. Yield valid results - open to scrutiny
4. Cope with large amounts of data - sampling and computer mediation
5. Useful in an era of big data |
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Datum |
A unit of information that is analysable through delineated techniques |
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Advantages of keeping content analysis qualitative |
Allows for multiple interpretations
Can weave quotes into conclusions
Apply more than just the reliability and validity criteria
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Discriminant model |
The testing of the inference model through observation of context to identify discrepancy |
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Manifest recording |
Records text but does not consider its meaning |
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Context recording |
Considers underlying implicit meanings in the text |
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Context recording |
Considers underlying implicit meanings in the text |
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Framework for content analysis |
1. Body of text 2. Research question 3. Context for this choice 4. Analytical construct to operationalise the analysts knowledge 5. Inferences intended to answer question 6. Validating evidence |
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Context recording |
Considers underlying implicit meanings in the text |
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Framework for content analysis |
1. Body of text 2. Research question 3. Context for this choice 4. Analytical construct to operationalise the analysts knowledge 5. Inferences intended to answer question 6. Validating evidence |
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Unitizing |
Distinguishing segments of data |
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Context recording |
Considers underlying implicit meanings in the text |
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Framework for content analysis |
1. Body of text 2. Research question 3. Context for this choice 4. Analytical construct to operationalise the analysts knowledge 5. Inferences intended to answer question 6. Validating evidence |
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Unitizing |
Distinguishing segments of data |
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Sampling |
Choosing a subset of units |
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Context recording |
Considers underlying implicit meanings in the text |
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Framework for content analysis |
1. Body of text 2. Research question 3. Context for this choice 4. Analytical construct to operationalise the analysts knowledge 5. Inferences intended to answer question 6. Validating evidence |
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Unitizing |
Distinguishing segments of data |
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Sampling |
Choosing a subset of units |
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Recording/coding |
Bridges gap between the unitised text and someone's reading of it |
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Context recording |
Considers underlying implicit meanings in the text |
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Framework for content analysis |
1. Body of text 2. Research question 3. Context for this choice 4. Analytical construct to operationalise the analysts knowledge 5. Inferences intended to answer question 6. Validating evidence |
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Unitizing |
Distinguishing segments of data |
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Sampling |
Choosing a subset of units |
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Recording/coding |
Bridges gap between the unitised text and someone's reading of it |
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Reducing to manageable tepresbtation |
Efficiency |
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Context recording |
Considers underlying implicit meanings in the text |
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Framework for content analysis |
1. Body of text 2. Research question 3. Context for this choice 4. Analytical construct to operationalise the analysts knowledge 5. Inferences intended to answer question 6. Validating evidence |
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Unitizing |
Distinguishing segments of data |
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Sampling |
Choosing a subset of units |
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Recording/coding |
Bridges gap between the unitised text and someone's reading of it |
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Reducing to manageable tepresbtation |
Efficiency |
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Inferring contextual phenomena |
Bridges gap between description and meaning |
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Context recording |
Considers underlying implicit meanings in the text |
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Framework for content analysis |
1. Body of text 2. Research question 3. Context for this choice 4. Analytical construct to operationalise the analysts knowledge 5. Inferences intended to answer question 6. Validating evidence |
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Unitizing |
Distinguishing segments of data |
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Sampling |
Choosing a subset of units |
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Recording/coding |
Bridges gap between the unitised text and someone's reading of it |
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Reducing to manageable tepresbtation |
Efficiency |
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Inferring contextual phenomena |
Bridges gap between description and meaning |
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Narrating |
Making the results comprehensible to others |
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Discourse analysis |
How phenomena are represented |
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Discourse analysis |
How phenomena are represented |
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Social constructivist analysis |
How facts are constructed |
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Discourse analysis |
How phenomena are represented |
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Social constructivist analysis |
How facts are constructed |
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Ethnographic content analysis |
Examines situations, settings and meanings |
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Discourse analysis |
How phenomena are represented |
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Social constructivist analysis |
How facts are constructed |
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Ethnographic content analysis |
Examines situations, settings and meanings |
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Conversational analysis |
Examines the ebb and flow of conversations |
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Discourse analysis |
How phenomena are represented |
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Social constructivist analysis |
How facts are constructed |
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Ethnographic content analysis |
Examines situations, settings and meanings |
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Conversational analysis |
Examines the ebb and flow of conversations |
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Rhetorical analysis |
How messages are delivered |
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Measures of analysis by content analysis |
- frequency
- direction - positive or negative
- intensity - page placement, prominence
- space - story length |
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Limitations of content analysis |
1. Inter-coder reliability - must ensure every researcher is aware of coding framework or data can be warped
2. Time intensive
3. Has difficult answering why questions |
