CMNS 260: Empirical Communication Research Methods 1-Introduction to the Course (Baxter & Babbie, Ch. 1) Professor: Jan Marontate TA: David Firman School of Communication. Simon Fraser University Spring 2007

Handouts n Syllabus (Handout #1) (Handout #1)(Handout #1) u Objectives u Course Administration (textbook, grading, office hours) u Tentative Schedule of Class Sessions n Term Assignment (Handout #2) (Handout #2)(Handout #2) u Will be discussed in detail in tutorials

Course content n Introduce different forms of research n Analyze relationships between goals, assumptions, theories and methods n Study basic data collection and analysis techniques n Research process—focusing on empirical methods

The Research Wheel Choose Topic Focus Research Question Design Study Collect Data Analyze Data Interpret Data Inform Others The “Research Wheel” Source: Neuman (1995: 12) Steps in the research process

More Detailed Diagram of the Research Process

Why study methods? Practical aspects u self-defense (against misinformation) u learn ways to find your own “data” to answer your own questions u acquire skills potential employers seek

Importance of research in everyday life & in communications studies n government policy decisions about “life and death” issues (student loans, health care, welfare benefits…etc n industry and marketing decisions (choices of products in stores, cable channels, opinion polls etc..) n Healthcare (evidence-based medicine), Personal identity and ideas about society MORE….. n Example: “This is your brain on drugs Dad” NYTimes Jan. 3, 2007 This is your brain on drugs Dad” NYTimes Jan. 3, 2007This is your brain on drugs Dad” NYTimes Jan. 3, 2007

But not all researchers agree with each other n “A Surprising Secret to a Longer Life” u Link to NYTimes article NYTimes articleNYTimes article n ….Are educated people healthier because they are educated? Or are they able to get an education because they are healthier?

Research has the potential to inform and misinform n even well-done research is not always used accurately n some research is technically flawed n knowledge of methods an important tool for understanding logic and limits of claims about research

Why study methods? u “Knowledge is power” (to acquire skills for social action or change) F “Savoir pour pouvoir, Pouvoir pour prévoir” (Auguste Comte) F «To know to do (have power), to do (have power) in order to predict the future and plan for it » u « Knowledge is understanding » F “décrire, comprendre, expliquer ” (Gilles Gaston Granger) F “to describe, to understand and to explain”

Research Methodology (Scholarly Perspectives) n Process involving u methods u logic of inquiry (assumptions & hypotheses) n produces u laws, principles and theories that can be tested F (Karl Popper & notion of falsifiability for politically engaged scholars interested in the fight against genocide in the early 20 th century)

Science as a Process Logic of Inquiry Methods

Other Ways of Knowing u authority (parents, teachers, religious leaders) u tradition (past practices) u common sense u media (TV. etc.) u personal experience Talk show host Oprah Winfrey

Ordinary Inquiry vs. Scholarly Inquiry Risks of “Errors” associated with non- scholarly knowledge n selective observation--only notice some phenomena-- miss others n overgeneralization-evidence applied to too wide a range of conditions n premature closure--jumping to conclusions n halo effect--idea of being influenced by prestige

Selective Observation (only notice some phenomena - miss others) Overgeneralization (Evidence applied to too wide a range of conditions) The Halo Effect (Influenced by prestige) Premature Closure (jumping to conclusions) Some Common “Errors” associated with non-scientific knowledge

Types of “Disciplines” (in history) n Ranking of disciplines (are they scientific or not?) n Middle ages-- prep. for theology u trivium (studied first, language skills) F logic rhetoric, grammar u quadrivium F arithmetic, geometry, music, astronomy

19th century concrete abstract concrete abstract Ranking Disciplines: Positivist ideas (Auguste Comte)

Positivist ¨ranking¨ of disciplines and notion of “science” n Auguste Comte (19 th century)-- u from most concrete to most abstract u from “simplest” to most complex subjects n sociology, biology…..astronomy, math. u (sociology on top)

Communication as a Science? n Field more recent u affiliations with the sciences, social sciences & the humanities n Scholarly work (like old ideas of science) distinguished from mythology by methods AND goals n many different approaches

Relations between theory and empirical observation n Theory and empirical research u Testing theories through empirical observation (deductive) u Using empirical observation to develop theories (Inductive)

Theories Empirical Generalizations Observations Predictions (Hypotheses) The Scientific Process Empirical and Logical Foundations of Research (does not have to start with theory) Source: Singleton & Straits (1999: 27); Babbie (1995: 55)

Scholarly Communities--Norms n universalism -- research judged on “scientific” merit n organized scepticism -- challenge and question research n disinterestedness-- openness to new ideas, non-partisan n communalism--sharing with others n honesty

Scholarly Publications vs. Other publications n peer review u by knowledgable people u “blind” F referees don’t know who did it F authors don’t know who refereed it u unpaid