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Goal
Role of theory
Epistemology
Ontology
Data
Research design
Quantitative
Measurement of social variables
Deductive
Positivism or realism
Objectivism
Statistical and numerical
Surveys and experiments
Qualitative
Understanding subjective meaning
Inductive
Interpretivism
Constructionism
Words, texts, stories
Interviews and ethnography
H2 Research design
There are several important criteria to evaluate social research. The most important are stated and
explained below:
Reliability: whether the measurements performed are consistent
Replication: whether the study is replicable
Internal validity: whether the measurements represent the concepts
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Summary 3 OV 1
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Puzzles
New developments in society
Social problem
The research area has to be narrowed down so that we can develop a tighter focus out of which
research questions can be developed.
Steps in selecting research questions: Research area Select aspect of research area Research
questions Select research questions
We cant answer all the research questions that occur to us, we select from the possible questions
that we arrive at. We should be quided by the principle that the research questions we choose
should be related to one another.
Things that are important while writing a research proposal:
What is your research topic, or alternatively, what are your research objectives?
Why is your research topic (or why are those research objectives important)
What is your research question or what are your research questions?
What does the literature have to say about your research topic/objectives and research questions?
How are you going to go about collecting data relevant to your research questions? In other words,
what research methods are you intending to use?
Why are the research methods/sources you have selected the appropriate ones for your research
questions?
What resources will you need to conduct your research and how will those recources be funded?
What is your timetable for the different stages of the project?
What problems do you anticipate in doing the research?
What are the possible ethical problems associated with your research?
How will you analyse your data?
Prepering for you research:
Do not begin with data collection until you have identified your research questions reasonably
clearly.
Some other questions you have to ask before doing research:
Who do you need to study in order to investigate your research questions?
How easily can you gain acces to sampling frame?
What kind of sampling strategy will you employ
Can you justify your choice of sampling method?
Hints about doing research
Keep good records of what you do
Make sure you are familiar with the hardware that you use for you research.
Do not wait until all your data have been collected to begin coding.
Remember that the transcription of recorded interviews takes a long time.
Become familiar with any data analysis packages as soon as possible
Do not at any time take risks with your personal safety.
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Summary 4 OV 1
The purpose of exploring the existing literature should be to identify the following issues:
What is already known about this area?
What concepts and theories are relevant to this area?
What research methods and research strategies have been employed in studying this area?
Are there any significant controversies?
Are there any inconsistencies in findings relating to this area?
Are there any unanswered research questions in this area?
- During your reading you have get the most out of it.
Make good notes
Develop critical reading skills
Use your review of the literature as a means of showing why your research questions are important.
Do not try to get everything you read in your literature review.
Dont stop with reading literature once you begin research
- Systematic review: An approach to reviewing the literature that adopts explicit procedures. It has
emerged as a focus of interest because:
Many reviews of literature tend to lack thoroughness and reflect the biases of the researcher
Systematic reviews are often seen as an accompainiment to evidence-based approaches.
- Some of the main steps of systematic review:
1. The purpose of the review must be definend.
2. Establish criteria to guide the selection of studies.
3. The reviewer should seek out and incorporate within the review of all studies that meet the
criteria of step 1. The search will be base don keywords and terms relevant to the purpose defined in
step 1.
4. Key features of each study should be identified. A formal protocol should be used to record
features: date when the research was conducted; location.
5. A synthesis of the results then has to be produced. Like; summary statistics from the quantitative
data.
- Limits of Systematic review:
Situations where research questions are not capable of being defined in terms of the effect of a
particular variable or when the subject boundaries are more fluid and open or subject to change.
It can lead to a bureaucratization of the process of reviewing the literature.
Methodological judgments inform decisions about quality and so determine the inclusion or
exclusion of an article from a literature view.
- Wheter or not the systematic review makes sense to you depends on you own knowledge of the
theory. (epistemological position)
- Narrative review: Purpose is to enrich human discource by generating understanding rather than
by accumulating knowledge.
It is a more uncertain process of discovery.
Narrative reviews tend to be less focused and more wide-ranging in scope than systematic reviews.
Less explcit about the criteria for exclusion or inclusion of studies
Narrtive review is more suitable for qualitative research.
Most reviews are of the narrative kind.
- Main methods of referencing your work:
Harvard or author-date: if you are referencing to an author you put immediately after the argument
the name and the year of publication. If you are quoting you put quatation marks around the
quotation and after the year of publication. You include the page number where the quatation is
from.
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Footnote or numeric: This approach involves the use of superscript numbers in the text that refer to
a note at the foot of the page or the end of the next.
- A good bibliography should reflect the authors informed judgement.
- Several difficulties why plagiarism is an issue:
Universities vary in their definition of what plagiarism is.
They vary in their response and punishment when it is recovered.
- Internet main source behind plagiarism.
5&6
Stances on ethics
Authors on social research ethics can be characterized in terms of the stances they take on the issue.
The following stances can be distinguished.
Universalism. Ethical precepts should never be broken. Infractions of ethical principles are wrong in a
moral sense and are damaging to social research.
Situation ethics:
- the end justifies the means. Unless there is some breaking of ethical rules,
we would never know about certain social phenomena.
no choice. It is often suggested that we have no choice but to engage in dissimulation on occasions if
we want to investigate the issues in which we are interested.
Ethical transgression is pervasive. It is often observed that virtually all research involves elements
that are at least ethically questionable. This occurs whenever participants are not given absolutely all
the details on a piece of research, or when there is variation in the amount of knowledge about
research.
Anything goes (more or less). Very few researchers subscribe to this stance. Denzin (1968) comes
close to an anything-goes stance when he suggests that social researchers are entitled to study
anyone in any setting provided the work has a scientific purpose, does not harm participants, and
does not deliberately damage the discipline.
Deontological versus consequentialist ethics. Deontological ethics considers certain acts as wrong (or
good) in and of themselves. Consequentialist ethics looks at the consequences of an act for guidance
of whether it is right or wrong.
Ethical principles
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covert observation for example, transgresses that principle, because participants are not given the
opportunity to refuse to cooperate. They are involved, whether they like it or not.
whether there is an invasion of privacy
Personal information concerning research participants should be kept condifential. In some cases it
may be necessary to decide whether it is proper or appropriate to record certain kinds of sensitive
information.
whether deception is involved
deception occurs when researchers represent their work as something other than what it is.
Ethical research is of a high quality. Thus, if a study is poorly designed, quite aside from the fact that
it almost certainly would not receive financial support from the ESRC (Economic and Social Research
Council), it is unethical.
Research staff and subjects must be informed fully about the purpose, methods and intended
possible uses of the research, what their participation entails and what risks, if any, are involved.
The independence of research must be made clear, and any conflicts of interest or partially must be
explicit. This draws attention to the possible role of affiliation bias to which some writers on ethics in
research draw attention (Bell and Bryman 2007).
Voor de overige 3 koppen,
ethics and the issue of quality:
ethical issues sometimes become difficult to distinguish from ones to do with the quality of research.
Discussie wanneer kwaliteit van het onderzoek belangrijker is of wanneer je rekening moet houden
met de ethische waarden en je kwaliteit moet inleveren.
the difficulties of ethical decision-making:
the internet and other new media have opened up new arenas for ethical decision-making.
Politics in social research:
There are political dimensions to the research process that link with the place of values.
The political dimensions of research are concerned with issues to do with the role and exercise of
power at the different stages of an investigation.
The nature of quantitative research
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Research is rarely as linear and as straightforward as the figure implies, but its aim is to do no more
than capture the main steps and to provide a rough indication of their interconnections. It represents
a useful starting point for getting to grips with the main ingredients of the approach and the links
between them.
Concepts are the building blocks of theory and represent the points around which social research is
conducted (like structure, culture, social class, etc.)
Once concepts are measured, concepts can be in de form of independent or dependent variables.
Independent: an explanation of certain aspects of the social world
Dependent: things we want to explain
Why measure?
1. Measurement allows us to delineate fine differences between people in terms of he characteristic in
question.
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2. Measurement gives us a consistent device or yardstick for making such distinctions. (Consistent over
time and other researchers)
3. Measurement provides the basis for more precise estimates of the degree of relationship between
concepts (like correlation).
In order to provide a measure of a concept, it is necessary to have an indicator that will stand in for
the concept.
Ways in which indicators can be devised (and how obtained):
- Through a question (structured interview schedule/self-completion questionnaire)
- Through the recording of individual behaviour (observation schedule)
- Through official statistics (spreekt voor zich)
- Through an examination of mass media content (content analysis)
Likert scale:
The goal of the Likert scale is to measure intensity of feelings about the area in question.
Why use multiple-indicator measures?
- It is possible that a single indicator will incorrectly classify many individuals.
- One indicator may capture only a portion of the underlying concept or be too general.
- You can make much finer distinctions.
A concept comprises different dimensions. When the researcher is seeking to develop a measure of a
concept, the different aspects or components of that concept should be considered.
BUT it would be a mistake to believe that investigations that use a single indicator of core concepts
are somehow deficient.
What is crucial: whether measures are reliable and whether they are valid representations of the
concepts they are supposed to be tapping.
Reliability is fundamentally concerned with issues of consistency (samenhang) of measures.
Factors whether a measure is reliable:
- Stability. Test-retest method: high correlation reliable
- Internal reliability. We need to be sure that all our designerism indicators are related to each other.
One way of testing internal reliability is the split-half method. The degree of correlation between
scores on two halves of indicators can be calculated.
- Inter-observer consistency. When a great deal of subjective judgement is involved and where more
than one observer is involved, there is possibility that there is al lack of consistency in their decisions.
Validity = whether a measure of concept really measures that concept.
Forms of validity:
- Face validity. The measure apparently reflects the content of the concept in question.
- Concurrent validity. The researcher employs a criterion on which cases are known to differ and that
is relevant to the concept in question.
- Predictive validity. The researcher uses a future criterion measure, rather than a contemporary one
(as in the case of concurrent validity).
- Construct validity. The researcher is encouraged to deduce hypotheses from a theory that is
relevant to the concept.
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- Convergent validity. Comparing a measure to other measures of the same concept developed
through other methods.
Reliability and validity are analytically distinguishable, but they are related because validity presumes
reliability. If a measure is not reliable, its not valid.
4 main preoccupations of quantitative researchers:
- Measurement. (zie Why measure )
- Causality. Quantitative researchers are rarely concerned merely to describe how things are, but are
keen to say why things are the way they are. An experimental design is more highly valued than a
cross-sectional research, because of the greater confidence that can be enjoyed in the causal findings
associated with the former.
- Generalization. In quantitative research the researcher is usually concerned to be able to say that
his or her findings can be generalized beyond the confines (grenzen) of the particular context in
which the research was conducted.
- Replication. As a check upon the influence of biases and lack of objectivity, scientists may seek to
replicate (reproduce) each others experiments. If there was a failure to replicate, so that a scientists
findings repeatedly could not be reproduced, serious questions would be raised about the validity of
his findings.
Chapter 7 Sampling
Selecting individuals for survey research
The researcher has to decide what kind of population is suited to the investigation of the topic and
needs to formulate a research instrument(structured interview schedule or a self-completion
questionnaire). In quantitative research sampling is always needed.
Important with sampling is being able to generalize findings, so they represent the whole population.
In order to generalize, the sample must be representative.
Basic terms and concepts in sampling:
Population: the universe of units from which the sample must be selected.
Sample: segment of population that is selected for investigation.
Sample size: depends on a number of consideration, no definitive answer:
Absolute sample size: sample of 1000 in US has as much validity as a sample of 1000 in USA. Increasing size
increases the precision of a sample and sampling error decreases.
Costs: larger size of sample mean comes converges more to population mean, but the convergence occurs at a
decelerating rate. (very large samples are decreasingly cost efficient).
Non-response: use methods to keep it as low as possible.
Heterogeneity of population: greater heterogeneity->larger sample needed.
Kind of analysis: some kinds need a very big sample.
Sampling frame: listing of all units in the population from which the sample will be selected.
Representative sample: sample that reflects the population accurately.
Sampling bias: distortion in the representativeness.
-when some of the sampling frame stand little or no change of being selected for inclusion in the
sample.
-Sampling frame is inadequate.
-Non response
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Probability sample: method of sampling, using random selection so every unit has a known chance
of being selected. (more representative, less sampling error).
-Simple random sample: giving each unit in the population a numbers and let computer generate random
numbers) Sampling fraction: n/N n= sample size N=population size.
-Systematic sample: Variation on simple random sample: When 1 of 20 of population is chosen, number
between 1 and 20 is picked and then every time plus twenty. (16->36,56,76). There must be no ordering in the
sampling frame!
-Stratified random sampling: stratifying the population by a criterion. The resulting sample will be distributed
in the same way as the population in terms of the stratifying criterion.
-Multi-stage cluster sampling:
Sampling error: error in findings due to difference between sample and population, can occur even
when probability sample has been used.
Non-sampling error: error in findings that occur by deficiencies in the sampling approach(inadequate
sampling or non-response) or by problems as poor question wording, poor interviewing, or flawed
processing of data.
Non-response: members of the sample refuse to cooperate, cannot be contacted or for some reason
cannot supply the required data.
Census: enumeration(establish the number) of an entire population.
Hoofdstuk 8
The structured interview
Questions are usually very specific and very often offer the interviewee a fixed range of answers (
closed, closed ended, pre-coded or fixed choice). The goal of this sytle is to ensure that interviewees
replies can be aggregated and this can be achieved reliably only if those replies are in response to
identical cues.
Common sources of error:
A poorly worded question
the way the question is asked by the interviewer
misunderstanding on the part of the interviewee
memory problems on the part of the interviewee
the way the information is recorded by the interviewer
the way the information is processed, either when answers are coded or when data are entered into
the computer
variation = true variation + variation due to error; aim is to keep the error to a minimum . error has
an adverse effect on the validity of a measure.
Types of interviews: structured or standardized interview, (semi-structured, unstructured(only list of
topics) or intensive, in-depth) general term is qualitative, focused and Group interview.
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There are more interview contextst than the face-to-face one, like more than one interviewee,
more than one intervieuwer or by telephone.
Advantages disadvantages telephone.?????
Conducting interviews: You have to know the schedule, introduce your research properly, achieve a
quick relationship with the intervieuwee, Ask you questions, make clear they are recorded, give clear
instructions and think about the question order (important).
Problems with structured interviewing (Ik verwacht hierover niet sin tentamen)
- characteristics of interviewers
-Response sets
- the problem of meaning
-feminist critique
Algeheel denk ik dat dit hoofdstuk weinig toevoegt want wij hebben dit gedaan in een survey en dat
is volgens mij ook volgens frank, beter! Want in dit hoofdstuk gaan ze ervan uit dat je deze enquete
form uitvoord als interviewer-interviewiee . Anton, je hebt je best gedaan, we zijn tevreden met je. Is
uitvoord trouwens een oosters woord?
H9&H10
Welcome to the fantastic short version of Chapter 9 and chapter 10 from Alan Brymans book on
social research methods. These chapters are found in part two of the book, which is about
quantitative research. Gemaakt door: Marcol dol koochol
We will start with chapter 9, which is called Self-completion questionnaires. Basically, this is the
enquete which you used in your research.
Introduction
Most of the information of the previous chapter also applies on self-completion questionnaires.
Evaluating the self-completion questionnaire in relation to the structured interview
In a SCQ (= Self-Completion Questionnaire), there is no interviewer present.
Further,
- there are fewer open questions
they have easy to follow designs
they are shorter
Advantages of the self-completion questionnaire over the structured interview:
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the questionnaire can be read as a whole, so respondents can read the last question first etc.
question order may not be used by the respondents
you cannot be sure that the right person answers (for example, you receive a questionnaire by mail,
your sister fills it in and sends it back)
you cannot collect additional data (makes no sense to me)
you cannot ask a lot of questions, because of respondent fatigue
a SCQ is not suited for every respondent (for example, an English SCQ for someone who doesnt
speak English)
there is a greater risk of missing data
there are lower response rates
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So that was chapter 9. Well continue with the fantastic chapter 10, which is called: Asking
questions. This chapter is mainly about the way you should or should not state your questions, and
the (dis)advantages of open and closed questions.
Open questions
Advantages:
respondents can answer in their own terms
respondents can give answers which are unusual, things the interviewer did not think of before
the questions do not suggest certain answers
it is useful for exploring new areas of research
you can use the answers given to open questions in an interview as a basis to form the questions in a
self-completion questionnaire
Disadvantages:
time consuming to administer
coding is needed (= also time consuming)
require a lot of effort from the respondents
if there are multiple interviewers, there is the possibility of variability between the interviewers
Closed questions
Advantages:
easy to process answers
the answers can be compared better
sometimes the possible answers that are given, can clarify a question for a respondent
it is easier to perform for the respondent
in interviews, closed questions reduce the possibility of variability in the recording of answers in
structured interviewing
Disadvantages:
a loss of spontaneity in respondents answers
it can be difficult to make forced-choice answers mutually exclusive
it is hard to let the different answers given as options cover all possible answers
they can be annoying if you feel like your answer isnt one of the options given
difficult to establish rapport (de band die opgebouwd wordt tussen respondent en interviewer
Types of questions
personal factual questions
factual questions about others
informant factual questions
questions about attitudes
questions about beliefs
questions about normative standards and values
questions about knowledge
Rules for designing questions
General rules of thumb:
always bear in mind your research questions
what do you want to know?
how would you answer the question yourself?
Specific rules when designing questions:
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Samenvatting H12 & H14 gemaakt door: Daan Kuitenbrouwer (dat schrijf je zoals de schrijver)
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-Chi-square test:
Hfst 16
De 4 traditions van kwalitatief onderzoek:
1. Naturlisme, zoekt de sociale realiteit in zijn eigen termen, zoals het echt is. (rijkelijke beschrijving van
mensen en interacties
2. Ethnomethodology, begrijpen hoe sociale orde is ontstaan, door praten en interacties.
3. Emotionalism, een belang weergeven met subjectiviteit en daardoor toegang krijgen tot de inside
experience, dus het innerlijk van mensen
4. Postmodernism, dit is gewoon method talk, maar dan wel per sociale groep verschillend.
1.
2.
3.
4.
5.
6.
7.
8.
9.
1.
2.
3.
4.
5.
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Vaak worden meerdere methodes tegelijkertijd gebruikt, en de invloed van theorie is vrij groot in
kwalitatief onderzoek.
The main steps in kwalitatief onderzoek:
1. General research questions, je beginpunt is dit.
2. Selection of relevant site(s) and subjects, hier kijk je waar het kwalitatief onderzoek tot zijn recht
komt
3. Collection of relevant data,
4. Interpretation of data,
5. Conceptual and theoretical work, het samenvoegen van de bevinden, labelen,
5a. Tighter specification of the research question
5b. Collection of further data
6. Writing up findings/conclusion
Dit laat zien date r een belangrijke link is tussen theorie en onderzoek.
Veel kwalitatieve onderzoekers denken dat theorie uit het onderzoek verschijnt, dus nieuwe theorie,
echter hoeft dit niet het geval te zijn en wordt er juist alleen maar (door bijvoorbeeld stap 5a en 5b)
geschoven in al bestaande theorien.
Concepten in kwalitatief onderzoek
Concepten moeten in, sociaal onderzoek, volgens Blumer niet definitef zijn, niet vast staan. Dit
omdat concepten in elke situatie anders kunnen zijn, daarom moeten concepten volgens hem
sensitizing concepts zijn. Ze moeten een gids als het ware zijn. Ze moeten een algemeen beeld
schetsen. Hierop is kritiek omdat een te algemeen concept niet meer bruikbaar is in onderzoek.
(staat voorbeeldje over ernst concepten op pg 374)
Sampling in kwalitatief onderzoek
Voornamelijk in purposive sampling (hfst 17.4), door de selectie van kennis is dit een goede manier
voor het onderzoek. Ook probability sampling kan worden toegepast(interviews). Dit is handig als je
het naar een grotere populatie wilt vertalen(generaliseren), of als de onderzoeker niet verwacht dat
er bepaalde categorien van mensen gesampled moeten worden. Bij purposive sampling wordt er
dan vaak op meerdere nivos gesampled.
o
o
o
o
o
o
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o
o
Educative authenticity, heeft het educatieve waarde voor de ene groep om de andere groep beter te
begrijpen?
Catalytic authenticity, heeft het onderzoek beweegredenen gegeven om actie te ondernemen, om
de omstandigheden te veranderen.
Tacitical authenticity, heeft de onderzoeker de onderzochte mensen genoeg stappen gegeven om
actie te ondernemen?
(laatste 2 horen voornamelijk bij action research(als onderzoek bedoeld is om echt verbeteringen te
brengen voor bepaalde groepen ofzo), zijn niet van levensbelang)
De nadruk is dus meer op kwaliteit van het onderzoek gekomen, daar zijn deze criteria voor, zo zijn er
nog wel meer zoals:
Sensitivity to context, commitment and rigour, transparency and coherence en impact and
importance. (criteria van Hammersley)
Vrij logisch klinkende criteria!
Wat opvalt is dat er eigenlijk niet maar 1 goed criterium is waaraan al het kwalitatief onderzoek moet
voldoen, veel onderzoekers hebben hun eigen meningen.
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Het is moeilijk na te doen. Dit is sowieso moeilijk in social sciences, omdat het vrij ongestructureerd
is. Maar in kwalitatief onderzoek brengt het nog meer problemen met zich mee, omdat de focus kan
verschillen, de respondenten hun visie enz.
Het probleem van generaliseren. Er worden te weinig respondenten gebruikt om het te kunnen
generaliseren. (daarom noemen ze het moderatum generalization)
Lack of transparency, het is lastig na te gaan wat de onderzoeker precies allemaal heeft gedaan.
Enkele tegenstellingen tussen kwantitatief en kwalitatief onderzoek:
Kwantitatief
Numbers
Point of view researcher
Researcher is distant
Theory and concepts tested in research
Static
Structured
Generalization
Hard, reliable data
Macro
Behaviour
Artificial settings
Kwalitatief
Words
Point of view participant
Researcher is close
Theory and concepts emergent from data
Process
Unstructured
Contextual understanding
Rich, deep data
Micro
Meaning
Natural settings
Deze verschillen zijn niet altijd even duidelijk aan te wijzen, in survey research bijvoorbeeld neigt
kwalitatief al meer naar kwantitatief.
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focus, or more then one person has to do fieldwork, or you are doing a multiple case study, you
mostly choose the semi-structured interview.
How to devise and use an interview guide for semi-structured interviewing
Interview guide=brief list of memory prompts of areas to cover/questions to be asked.
To prepare a interview guide one should order the questions by topic, formulate questions so they
help you to answer your main question, use relevant language for your interviewees, dont ask
leading questions, ask general information(age,name etc).
Before the interview, make sure: youre familiar with the setting in which the interviewee works,
have a good recording machine, quiet and private surroundings. After the interview make notes
about: how the interview went, where it took place, feelings about the interview, the surroundings
Different kinds of question that can be answered in an interview guide
Most interviews contain all 9 of this types of questions:1. introducing qs: have you ever?
2. follow-up qs: what do you mean by that?
3. Probing qs: could you say some more about that
4. specifying qs: what did you do then?
5. direct qs: are you gay?
6. indirect qs: what do most people around here think of his sexual geaardheid?
7. structuring qs: I would now like to move on to a different topic.
8. silence : so you give the interviewee the opportunity to explain his self.
9. interpreting qs: Do you mean that that X has to be Y?
Besides, also pictures can be used.
Importance of recording and transcribing qualitative interviews
Important to hear the way people say something, you can listen to interviews more than once.
Approaches to sampling in studies using qualitative interviews
Purposive sampling is the best for qualitative interview research, 2 approaches;
1. snowball sampling, used when there is no sampling frame, use contacts between individuals to trace
additional respondents.
2. theoretical sampling, sampling until your categories have achieved theoretical saturation. Difficult to
know when you have theoretical saturation.
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Togethersetting of headpiece 22
Qualitative data analysis
Contrary to quantative data analysis, there are very few well-established or widely accepted rules on
how to analyze qualitative data. Most writers would argue that this isnt even desirable anyway.
There are, however, broad guidelines that can guide you through qualitative data analysis.
General strategies of qualitative data analysis
Two general strategies are discussed
1. Analytic induction
Analytic induction is an approach to the analysis of data in which the researcher seeks universal
explanations of phenomena. He does this by making a hypothetical explanation of a research
question and then examines whether the cases are consistent with his theory. If this is not the case
he reformulates his hypothesis and examines the cases again, or he refines his explanation to exclude
the cases that are not consistent (see figure 22.1)
2. Grounded theory
Grouded theory is the most used framework for analyzing qualitative data analysis. It is best
understood by looking at figure 22.1 on page 545.
Tools of grounded theory:
Theoretical sampling the process of data collection for generating theory whereby the analyst
collects, codes and analyzes his data jointly and then decides what data to collect next in order to
develop his theory as it emerges.
Coding - The key process of grounded theory is coding. Coding is done by breaking down data into
component parts which are given names. It is advisable to start coding soon after the collection of
data.
Theoretical saturation Sampling is carried on with untill no new data emerges.
Constant comparison A process of maintaining a close connection between concepts and
categories to compare phenomena being coded. This is done so theoretical elaborations can emerge.
An important aid in grounded theory is the memo. A note made for the researcher or his collegaus to
remind them about the terms being used and what they mean.
Very similar to Grounded theory is Thematic analysis. Thematic Analysis is an approach to dealing
with data that involves the creation and application of codes to data. The data being analysed might
take any number of forms an interview transcript, field notes, policy documents, photographs,
video footage. As I said before, there is a clear link between this type of analysis and Grounded
Theory, as the latter clearly lays out a framework for carrying out this type of code-related analysis.
Narrative analysis is an approach to analyzing data in the form of a story of some event. Its purpose
is not to discover whether the story told is true, but to uncover the way the story-teller makes sense
of the event.
The last part of chapter 22 is about secondary analysis (chapter 13) and that this is done more lately
than in the past.
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Benno L.
Definition
Mixed strategy research is a term used this book to describe investigations combining quantitative
and qualitative research. But mixed methods research has become the preferred term, because it
emphasizes the mixing of the research methods and not just using them in tandem. In other words:
the quantitative and qualitative data derived from mixed methods research should be mutually
illuminating (mijn vertaling: wederzijds aanvullend/verklarend)
(Kijk uit dat Robin niet ineens in je bed op duikt, want als ze er ligt komt ze niet meer van je af, ik kan
het weten, ik ben Benno L.)
Argument against mixed methods research
In het boek vind ik het niet heel helder uitgelegd, dus volgende stukje is vanuit het book
gecombineerd met een artikel:
The argument is based on two ways of thinking:
1. The idea that research methods carry epistemological commitments, and
2. The idea that quantitative and qualitative research are separate paradigms.
Recap: Epistemological issue concerns the question of what is (or should be) regarded as acceptable
knowledge in a discipline
The first argument comes from the idea that every method is embedded in epistemological and
ontological commitments. A couple of criticisms are: The two methods are not complementary
because they have totally different epistemological implications. And the integration of research
strategies ignores the assumptions underlying research methods and transforms qualitative research
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When successful?
Success depends on 4 factors:
well designed and conducted
methods appropriate to research questions
effects of spreading limited resources
skills and training of researchers
Not inherently superior to mono-method or mono-strategy research
Chapter 27 Gemaakt door de man die in staat is Neutronen te splijt: Jimmy Neutron!!!
Witing up a social research
Many people find writing up a research more difficult than carrying it out. Your readers have to be
convinced about the credibility of the knowledge claims you are making. Good writing is persuasive
and convincing.
Key concept 27.1 What is rhetoric? The way in which attempts to convince or persuade an audience
are formulated.
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The first bit of advice is Start early with writing up your research.
You also should be persuasive. Convince your readers of the credibility of your conclusions.
Get feedback. Get as much feedback and response as possible.
Avoid sexist, racist, and disablist language.
Structure youre writing.
Title page
Acknowledgements (pay attention to the ones how helped you and gave you feedback)
List of contents
An abstract (brief summary)
Introduction. - Explain what you are writing about and why it is important.
- Indicate the general theoretical approach you will be using
- Outline your research questions
- A good opening sentence which is not to evasive (niet te open)
Results
- Do not include ALL results. Only the results that relate to the research questions
- Point to particular parts of your results. Do not just summarize what a table shows.
- Also describe the results dont just present a graph or a table without any comment.
- When reporting quantitative findings, try to vary the results if possible (variation)
- The major problem we face in qualitative inquiry is not to get data, but to get rid of it.
- If you have more chapters with results, than show in the beginning of the chapter which research
questions will be addressed and summarize it at the end of the chapter.
Discussion. How do the results illuminate your research questions? Are the hypotheses confirmed or
not. And speculate what could be improved.
Conclusion.
- Relating you findings and discussion to your research questions.
- Make clear the implications of our findings for your research questions.
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- Abstract
- Introduction. Try to grab the attention of the audience in the first sentences.
- Theory.
Hypothesis.
- Data
- Measurment. Concepts and scale
- Methods and models.
relationships
- results
- conclusion
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What is postmodernism?
Postmodernism as an approach is at least two things. One is an attempt to get grips with the nature
of modern society and culture. The other is that it represents a way of thinking about and
representing the nature of the social schiences and their claims to knowledge.
Wikipedia: Het meest in het oog springende kenmerk van de stroming is het in twijfel trekken van
lang gekoesterde begrippen als waarheid en - romantische - authenticiteit.
27.3 What is the linguistic turn?
The linguistic turn is based on the idea that language shapes our understanding of the world.
27.4 What is reflexivity?
The way in which speech and action are constituitive of the social world in which tey are located.
In other words, they do more than merely act as indicators of deeper phenomena.
Writing ethnography
Zie hoofdstuk 17.
Refers both to a method of social research and to the finished product of ethnographic research.
Wikipedia over etnografie: betekent letterlijk het in kaart brengen van etnien. In de sociolingustiek
duidt het woord op een systematische methode om, door bestudering van plaatselijke attitudes, en
niet het minst talige attitudes, verschillende bevolkingsgroepen te onderscheiden.
27.5 Three forms of ethnographic writing.
1. Realist tales.
2. Confessional tales
3. Impressionist tales.
Experiential authority
The author provides a narrative in which he or she is no longer to be seen. As a result, an impression
is conveyed that the findings presented are what any reasonable, similarly placed researcher would
have found.
Typical forms
The author is generalizing about a number of recurring features of the group in question to create a
typical form that that feature takes.
The natives point of view
The commitment to seeing through the eyes of the people being studied. This is an important feature
for qualitative researchers because it is part of a strategy of getting at the meaning of social reality
from the perspective of those being studied.
Interpretative omnipotence
The author rarely presents possible alternative interpretations. Instead the phenomenon in question
is presented as having a single meaning or significance.
Eindwoord van onze begeleider Anton,
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