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1. 1 Research Methods
4. 4 Main reading
5. 5 Aims and objectives
6. 6 Aims and objectives
7. 7 Aims and objectives
8. Previously…we looked at turning Research ideas into Research Projects
9. And we considered..The literature review process
11. 11 Ethical issues were considered
12. 12 Sampling issues also…
13. 13 Documents
14. 14 Documentary sources OFFICIAL STATISTICS
1. Gov. depts. request info. From e.g. tax offices, social services depts., job centres, police stations etc.
2. Published in e.g. Employment Gazette (earnings, prices, employment, unemployment, industrial disputes etc.)
3. Annual Abstract of Statistics > Social Trends & Regional Trends
4. Surveys:
a) ONS (formerly OPCS) Decennial Census – legal requirement every household > 98% return
General Household Survey – questionnaire to sample of 12,000 OFFICIAL STATISTICS
1. Gov. depts. request info. From e.g. tax offices, social services depts., job centres, police stations etc.
2. Published in e.g. Employment Gazette (earnings, prices, employment, unemployment, industrial disputes etc.)
3. Annual Abstract of Statistics > Social Trends & Regional Trends
4. Surveys:
a) ONS (formerly OPCS) Decennial Census – legal requirement every household > 98% return
General Household Survey – questionnaire to sample of 12,000
15. 15 Documentary sources
16. 16 Documentary sources
17. 17 Databases - PROMT
18. 18 Subject Coverage Information in PROMT includes:
19. 19 Subject Coverage Information in PROMT includes:
20. 20 Sources include -
21. 21 PROMT
22. 22 REUTER TEXTLINE
23. 23 Business Research using this source…..
24. 24 GT : A rigorous approach
25. 25 Definitions
26. 26 Definitions
27. 27 Definitions
28. 28 Issues of validity : Authenticity i.e. not forgeries or fakes.
authenticity = whether author is who he/she claims to be e.g. “The Hitler diaries” serialised in The Sunday Times
a) credibility = sincerity of author – whether document intended to mislead
e.g. “leaked” cabinet papers
representativeness = typicality e.g. Weber & diaries of Benjamin Franklin.
e.g. Aries & paintings and diaries (Alternatively where too many may need to “sample”)
a) meaning = (i) literal meaning (surface interpretation) – Derrida & problem of “deferred meaning” (postmodernist)
(ii) deeper interpretation of “unwitting” meaning (semiotics, discourse analysis etc.) Authenticity i.e. not forgeries or fakes.
authenticity = whether author is who he/she claims to be e.g. “The Hitler diaries” serialised in The Sunday Times
a) credibility = sincerity of author – whether document intended to mislead
e.g. “leaked” cabinet papers
representativeness = typicality e.g. Weber & diaries of Benjamin Franklin.
e.g. Aries & paintings and diaries (Alternatively where too many may need to “sample”)
a) meaning = (i) literal meaning (surface interpretation) – Derrida & problem of “deferred meaning” (postmodernist)
(ii) deeper interpretation of “unwitting” meaning (semiotics, discourse analysis etc.)
29. 29 Other criteria for analysing documents a) reliability = “accuracy” ,”consistency”, “precision”, “lack of error”, “dependable” – a technical problem
bias = e.g. Sunday Telegraph (right wing) accused CPAG reports of sounding like ‘extensions of the Labour Party’
assumptions = ‘taken-for-granted’ or ‘commonsense’ - in another culture,
at another time different taken-for-granted or commonsense assumptions
e.g: “In the next thirty years housewives as mothers have vital work to do
ensuring the adequate continuance of the British Race and of British
Ideals in the World” (Beveridge Report, 1942)
B
a) reliability = “accuracy” ,”consistency”, “precision”, “lack of error”, “dependable” – a technical problem
bias = e.g. Sunday Telegraph (right wing) accused CPAG reports of sounding like ‘extensions of the Labour Party’
assumptions = ‘taken-for-granted’ or ‘commonsense’ - in another culture,
at another time different taken-for-granted or commonsense assumptions
e.g: “In the next thirty years housewives as mothers have vital work to do
ensuring the adequate continuance of the British Race and of British
Ideals in the World” (Beveridge Report, 1942)
B
30. 30 Apply this to archival evidence…
31. 31 A drawing of Leeds in 1846
32. 32
33. 33 Otley Road, 1930’s
34. 34 Briggate, Leeds 1898?
35. 35 Hyde Park Corner, 1903?
38. 38 Using official statistics: Pros
39. 39 Using official statistics: Pros
40. 40 Using official statistics: Cons
41. 41 Analysis
42. 42 Types of Analysis Content analysis
1. Quantitative method - turning qualitative material into quantitative data
2. “Content analysis categories” OHT (sexist bias in children’s books)
3. Says little about meaning author intended (more about social scientists priorities in deciding categories) nor meaning to audience.
Thematic analysis
1. Look for motives/ideologies underpinning documents.
2. e.g. GUMG used content & thematic analysis to argue there is pro-management/ anti-TU bias in reporting industrial disputes in newspapers
3. Problems:
a) Who is to say social scientists interpretation correct?
b) Does it matter? i.e. Do audience ignore bias e.g. Sun readers voting Labour? Content analysis
1. Quantitative method - turning qualitative material into quantitative data
2. “Content analysis categories” OHT (sexist bias in children’s books)
3. Says little about meaning author intended (more about social scientists priorities in deciding categories) nor meaning to audience.
Thematic analysis
1. Look for motives/ideologies underpinning documents.
2. e.g. GUMG used content & thematic analysis to argue there is pro-management/ anti-TU bias in reporting industrial disputes in newspapers
3. Problems:
a) Who is to say social scientists interpretation correct?
b) Does it matter? i.e. Do audience ignore bias e.g. Sun readers voting Labour?
43. 43 Types of Analysis Textual analysis
1. Closer examination of text to see how it “encourages” particular reading
2. e.g. technique of “innocent victim”/”wicked perpetrator” pair-extremes (Leah Betts)
3. “Terrorists”, “guerrilla fighters”, “freedom fighters” or “liberation forces”?
4. “Reading” may have little to do with what author intended
Discourse analysis
1. Post- structuralists more concerned to uncover large patterning of thought that structures whole texts - “chain of signifiers”
2. Though this what Barthes doing rejected as economic reductionist
3. Foucault - “discourses” = historically produced, loosely structured combinations of concerns, concepts, themes & types of statement = “discursive formations” Textual analysis
1. Closer examination of text to see how it “encourages” particular reading
2. e.g. technique of “innocent victim”/”wicked perpetrator” pair-extremes (Leah Betts)
3. “Terrorists”, “guerrilla fighters”, “freedom fighters” or “liberation forces”?
4. “Reading” may have little to do with what author intended
Discourse analysis
1. Post- structuralists more concerned to uncover large patterning of thought that structures whole texts - “chain of signifiers”
2. Though this what Barthes doing rejected as economic reductionist
3. Foucault - “discourses” = historically produced, loosely structured combinations of concerns, concepts, themes & types of statement = “discursive formations”
44. 44 CONTENT ANALYSIS Examples -
45. 45 Stages in Content Analysis
46. 46 CONTENT ANALYSIS Units of analysis -
47. 47 Measuring the importance of a unit of analysis -
48. 48 A CODING SYSTEM
49. 49 A CODING SYSTEM
50. 50 An example
51. 51 Visual images
52. 52 Textual images
53. 53 Textual images
54. 54 Textual images
55. 55 Apply this to websites……
56. 56 Contrasts…
57. 57
58. 58
59. 59
60. 60
61. 61
62. 62
63. 63 Other forms of analysis
64. 64 Techniques of DA
65. 65 Techniques of DA
66. 66 Actively seek out :
67. 67 Rhetorical Organization
68. 68
69. 69 Rhetorical techniques used may include:
70. 70 Rhetorical techniques used may include:
71. 71 Using Critical Discourse Analysis (CDA)
72. 72 CDA
73. 73 CDA
74. 74 Example of CDA
75. 75 Example of DA
76. 76 Discourses found by Parker included…
77. 77 Criticisms of DA
78. 78 Thank you!
79. 79 Appendix
80. 80 Table 7.3 Checklist to evaluate Secondary Data sources
81. 81 Table 7.3 Checklist to evaluate Secondary Data sources
82. 82 Table 7.3 Checklist to evaluate Secondary Data sources
83. 83 Table 7.3 Checklist to evaluate Secondary Data sources
84. 84 Table 7.3 Checklist to evaluate Secondary Data sources
85. 85 Table 7.3 Checklist to evaluate Secondary Data sources
86. 86 Table 7.3 Checklist to evaluate Secondary Data sources
87. 87 Table 7.3 Checklist to evaluate Secondary Data sources
88. 88 Table 7.3 Checklist to evaluate Secondary Data sources
89. 89 Thank you!
