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.
