Lecture Communication research: Asking questions, finding answers (4e) Chapter 12: Quantitative analysis of text

Lecture Communication research: Asking questions, finding answers (4e) Chapter 8: Surveys and questionnaires. After reading this chapter, you should be able to: Design a survey or questionnaire to answer a research question or test a hypothesis; select the survey format (selfreport, facetoface, phone, or online) that will best serve the purpose of the survey; select existing or develop appropriate questionnaire items and response sets;... Đề tài Hoàn thiện công tác quản trị nhân sự tại Công ty TNHH Mộc Khải Tuyên được nghiên cứu nhằm giúp công ty TNHH Mộc Khải Tuyên làm rõ được thực trạng công tác quản trị nhân sự trong công ty như thế nào từ đó đề ra các giải pháp giúp công ty hoàn thiện công tác quản trị nhân sự tốt hơn trong thời gian tới.

Chapter 12 QUANTITATIVE ANALYSIS OF TEXT Copyright © 2015 McGraw-Hill Education. All rights reserved No reproduction or distribution without the prior written consent of McGraw-Hill Education  Study of texts or messages is central to the communication discipline  Two data collection and analytical methods  Content analysis  Interaction analysis Copyright © 2015 McGraw-Hill Education. All rights reserved No reproduction or distribution without the prior written consent of McGraw-Hill Education CONTENT ANALYSIS   A data collection and analytical technique  Can make inferences by identifying specific characteristics of messages    Manifest content Latent content Objective  Systematic    Carried out according to rules and procedures Identifying content to be coded Coding and interpreting content Generality  Findings should have theoretical relevance Copyright © 2015 McGraw-Hill Education. All rights reserved No reproduction or distribution without the prior written consent of McGraw-Hill Education BASIC PRINCIPLES OF CONTENT ANALYSIS  Messages can be classified into a set of categories   Elements classified together have similar meanings Categories produce frequency counts to allow for comparisons  Evaluate the relevance of frequencies to the theoretical propositions supporting the study Copyright © 2015 McGraw-Hill Education. All rights reserved No reproduction or distribution without the prior written consent of McGraw-Hill Education WHAT CAN BE ANALYZED?      Sources, senders, or receivers of messages Functions or types of messages Message channels Content of messages Message effects       Nonverbals cues or behaviors Sounds Visual images Webages Text messages, tweets Topics Copyright © 2015 McGraw-Hill Education. All rights reserved No reproduction or distribution without the prior written consent of McGraw-Hill Education CONTENT ANALYSIS PROCESS Develop hypothesis or research question that calls for content analysis Select messages to be analyzed Select categories and units for coding Develop procedures for resolving coding differences If all messages cannot be coded, select sample Code messages into categories Interpret the results of the coding Copyright © 2015 McGraw-Hill Education. All rights reserved No reproduction or distribution without the prior written consent of McGraw-Hill Education SELECTING WHAT TO CODE  Are the messages available or must they be created?  Narrow the data set for the elements of interest  May still need to sample elements  Messages may have structural characteristics that need to be considering in sampling Copyright © 2015 McGraw-Hill Education. All rights reserved No reproduction or distribution without the prior written consent of McGraw-Hill Education DEVELOPING CONTENT CATEGORIES    Theoretical or emergent  What was said  How message was said Categories must be  Exhaustive  Equivalent  Mutually exclusive Be careful of using “other” as a catchall category Copyright © 2015 McGraw-Hill Education. All rights reserved No reproduction or distribution without the prior written consent of McGraw-Hill Education UNITS OF ANALYSIS Complete thoughts or sentences  Themes  Paragraphs  Characters or speakers  Communicative acts, behaviors, or processes  Television programs or scenes  Advertisements   Discrete element that is coded and counted  Rules for identifying the unit should be explicit Typical units of analysis in communication Copyright © 2015 McGraw-Hill Education. All rights reserved No reproduction or distribution without the prior written consent of McGraw-Hill Education TRAINING CODERS  All coders must be trained  Increases coding agreement  Commit coding system and rules to paper  Practice on similar texts or messages  Once sufficient degree of reliability is established, coders then work independently Copyright © 2015 McGraw-Hill Education. All rights reserved No reproduction or distribution without the prior written consent of McGraw-Hill Education CODING RELIABILITY AND VALIDITY  Intercoder or interrater reliability  Unitizing  Do we identify the same thing to code?  Coding  Do  reliability reliability we code it in the same way? Validity – appropriateness and adequacy of coding scheme for this set of messages Copyright © 2015 McGraw-Hill Education. All rights reserved No reproduction or distribution without the prior written consent of McGraw-Hill Education INTERPRETING CODING RESULTS  Analysis must be relevant to hypothesis or research question  Frequencies  Differences  Trends  Patterns  Standards Copyright © 2015 McGraw-Hill Education. All rights reserved No reproduction or distribution without the prior written consent of McGraw-Hill Education STRENGTHS LIMITATIONS Data close to the communicator  If message cannot be captured, it cannot be coded  Unobtrusive  Coding scheme may not reveal nuances of messages  Applicable to a variety of text or message structures  Selection process may not be representative  STRENGTHS AND LIMITATIONS OF CONTENT ANALYSIS INTERACTION ANALYSIS  Researcher codes content of ongoing communication between two or more individuals  Identifies verbal or nonverbal features or functions from the stream of conversation  Allows complex analyses  Intent and function of messages  Effect of messages  Examines messages relative to one another over time Copyright © 2015 McGraw-Hill Education. All rights reserved No reproduction or distribution without the prior written consent of McGraw-Hill Education PREPARING AND CODING INTERACTION  Interaction is recorded and then transcribed  Coders trained  Interaction must be unitized   Interaction coded according to coding scheme   Unitizing reliability calculated Coding reliability calculated All coding differences resolved Copyright © 2015 McGraw-Hill Education. All rights reserved No reproduction or distribution without the prior written consent of McGraw-Hill Education ANALYZING AND INTERPRETING CODED DATA  Return to the research question or hypothesis  Compare to theoretical position  Frequency analysis is common  Look for patterns that simple frequency analyses cannot illuminate Copyright © 2015 McGraw-Hill Education. All rights reserved No reproduction or distribution without the prior written consent of McGraw-Hill Education EXAMPLE OF INTERACTION ANALYSIS Copyright © 2015 McGraw-Hill Education. All rights reserved No reproduction or distribution without the prior written consent of McGraw-Hill Education STRENGTHS LIMITATIONS Elements before and after a coded element are considered  Limited by validity and representativeness of coding scheme  Places emphasis on relative position   Several coding schemes have been developed and validated over time Ongoing streams of conversation are not neat and tidy – can be difficult to code  Time consuming  STRENGTHS AND LIMITATIONS OF INTERACTION ANALYSIS