A look at the principles of media research; textual analysis, qualitative research and ethics.

I am a thirty-something knowledge management and communications consultant based in Cape Town where much of my work involves the curating, translating and synthesing of knowledge from researchers working in the sustainable development and climate change space. This blog represents an output of my learning from the world of research; an opportunity for me to "walk" in someone else's shoes, in this case my colleagues. I believe greater understanding and insight into the ethics, issues and methodologies of qualitative research will help me better communicate not only the key findings of research, but also the integrity of study. While I do not intend on becoming a researcher, I believe research skills will be necessary to better communicate in my line of work.

Henceforth begins my adventure in research – gaining a skillset in understanding media both internationally and in South Africa and starting here with the principles of media research. In addition, by making use of an online forum such as Blogger, I hope to yield interaction from my fellow media research students, gaining different perspectives and learning together.

Research process and textual analysis:

According to Wagner, Botha and Mentz, the research process should follow seven distinct steps, namely: problem statement, development of the research question, literature review, choice of theoretical approach and methodology, data analysis and interpretation and finally conclusions presented through discussion and presentation (Wagner et al., 2012). Meanwhile, Altheide and Schneider posit there to be four stages: document reading, data collection, data organisation and analysis – each stage affected by the historical-cultural context in which the research takes place. “That is, research methods develop in and are influenced by a social context” (Altheide & Schneider 1996).

Therefore, while conducting even textual analysis – the description and interpretation of recorded or visual messages (Fray, Botan & Kreps, 1999), one must be cognizant of the process and the context in which these were published and how it relates to the current problem statement. Jensen and Jankowski would appear to be in agreement when they posit that “Perhaps the key contribution of the humanities to qualitative research is an emphatic commitment to studying the language of particular texts and genres in their historical setting” (Jensen & Jankowski, 1992). This contextualisation of text will become a clear directing principle in my media research going forward.

Five core principles for media studies research:

1.      Ethical considerations

Ogletree and Kawulich posit that research participants may face harm as a result of a researcher’s failure to follow ethical guidelines (Olgetree & Kawulich, 2012: 62). While they were speaking to a social research context, it is important that the research process not affect participants in any field of study. This includes inconvenience, stress, humiliation or retribution.  

2.      Credibility

A common concept when putting something forward for public consideration, but one that is no less important in research is that of credibility. Being credible means using multiple sources and being aware of bias and historical contexts, but it is also determined by the participants’ input. According to Madeleine Leininger in Critical Issues in Qualitative Research Methods, credibility refers to the truth as defined by those being studied and interpreted through evidence.  Without consensual input from participants and without considering other research in the field, one’s own research would lack credibility.

3.      Consent

This leads me to a third point. Credibility and ethical practices are only achieved if consent is given by participants. According to Zena O’Leary, imformed consent implies that participants are competent, volunteers and are aware of the right to discontinue. Importantly, researches must be not deceive, coerce or induce inappropriately participants (O’Leary, 2005:53). Clearly consenting participation in one’s research will contribute to the credibility of the findings.

4.      Gatekeeping

Ogletree and Kawulich define gatekeepers as those that allow researchers access to participants – be they in organisations or communities (2012: 64). While this may be a matter of procedure or respect, often – especially in social research – this is a matter of culture, in which case the gatekeeper could act as an interpreter of culture helping the researcher understand the appropriateness of their actions. “It is essential that the relationship between the researcher and the community be founded on mutual respect, trust and rapport, and it begins with the process of gaining entry into the community” (2012:65).

5.      Context

Related to credibility and gatekeeping is the act of doing one’s research before doing research to answer the problem statement. Establishing a baseline from whence to work from will help direct the study. A thorough literature review is important as well as understanding the context in which the study will take place – this could be understanding history, culture and contemporary or current influences. “Data collection in qualitative research involves a variety of techniques: in-depth interviewing, document analysis, and unstructured observations” (Jensen & Jankowski, 1992:59). Together, these acts will contribute to credibility.

Sources consulted:

Altheide, D., Schneider, C. (1996). Qualitative media analysis. 1st ed. Thousand Oaks [u.a.]: Sage.    

Frey, L., Botan, C., & Kreps, G. (1999). nvestigating communication: An introduction to research methods. (2nd ed.) Boston: Allyn & Bacon.

Jensen, K. and Jankowski, N. (1992). A Handbook of qualitative methodologies for mass communication research. 1st ed. Abingdon: Taylor & Francis Ltd.           

Morse, J. (1999). Critical issues in qualitative research methods. 1st ed. Thousand Oaks, Calif. [u.a.]: Sage Publ.

O'Leary, Z. (2005). The essential guide to doing research. 1st ed. New Delhi: Vistaar Publications.

Wagner, C., Kawulich, B., Garner, M. and Botha, A. (2012). Doing social research A global context. 1st ed. New York: McGraw-Hill Higher Education.