1. LIS 570 How can I measure that? Selecting Variables. Developing indicators for concepts

2. Summary  Define concepts  Identify dimensions  Identify variables  Identify indicators  Evaluate the indicators Moving from the abstract and theoretical to the empirical and measurable

3. Descending the Ladder of Abstraction  Problem statement Statement of Concepts Abstractions Not empirical  Process of making empirical Operationalization (Bouma) Clarifying concepts (De Vaus )

4. Descending the Ladder of Abstraction  Process Develop a conceptual definition for the concept(s) locate a range of definitions select one for the study Find variables for the concept Assess validity of variables

5. Develop a Conceptual Definition  Conceptual definition “Dictionary type definition” Consists of more concepts Leisure Activities of Interest “activities-apart from obligation to work, family & society to which a person turns at will”  “interests = those activities which people actively seek out”

6. Locate and select a definition  Locate a range of definitions everyday definitions scholarly definitions  Select one definition Useful Appropriate Relevant Necessary to measure validity

7. Delineate the dimensions of the concept  Many concepts have a number of different aspects or dimensions should be distinguished we may use one of these dimensions in the study we may develop indicators for each dimension E.g. What are the dimensions of leisure activity?

8. Conceptual definitions  Importance of definition Determines type(s) of data Clarifies meaning for researchers, participants and readers “interests” = “likes and dislikes” leisure = “non-utilitarian activities

9. Concepts and variables  Operationalization finding measurable variables for concepts  Operational definition defines a concept in empirical terms How can I measure that?

10. Find Variables for the concept  Definition Concept which varies in type or amount Gender varies in type  Male or female Time spent engaging in leisure activities varies in amount Concept which is measurable Concept to which values have been assigned. Values must be - exhaustive; exclusive

11. Variables  For most concepts there will be many variables Leisure Activities of interest Different types of Activities:  Engages in boxing  Engages in cooking Amount of time engaging in leisure Location of activity Level of organisation

12. Indicators  Indicators become the focus of questions asked and evidence gathered  An empirical observation that can be taken as evidence of particular attributes of a variable eg male or female is an indicator of gender Marital status? Educational level?

13. Indicators  To study the compassion of LIS570 students “a feeling of deep sorrow for living things stricken by misfortune” “a strong desire to alleviate the pain of living things”  indicators cry when people die in movies vomit at motor accidents feel sad when the local possum stops coming for food

14. Indicators  How many indicators should we use?  How do we develop indicators? Measures developed in previous studies observation, unstructured interviews informants

15. Evaluating indicators  Validity the indicators measure the concept that we think they are measuring appropriateness and relevance of the indicators eg is educational level a valid indicator of social status?  reliability we can rely on the answers that people give to the questions that we ask

16. Levels of measurement  Any variable is composed of 2 or more categories or attributes eg sex (male/ female); country of birth (Australia, USA, NZ etc)  Level of measurement refers to how the categories of the variable relate to one another

17. Levels of measurement  Nominal - measuring a variable at this level involves naming the calibration units (1) = Male  Value Label (2) = Female  Value Label Sample data: 2 2 1 1 2 2 1 1

18. Levels of measurement  Ordinal - involves arranging the calibration units into a logical order of rank  Age (number of years) (1) 18-24 (2) 25-31 (3) 32-38 (4) 39-45  There is an order in the calibrations without any assumption that the distances between each calibrating unit are equal

19. Levels of measurement  Interval e.g.Number of hours; Values designate quantity; 2 more than 1 less than 3; Person 2 has more of the characteristic number of hours exercising (5 hours) than person 1 (2 hours); Difference between them is 3 hours  Has order but also involves specifying an equal distance between each successive unit

20. Levels of measurement  Ratio specifies a distance between each successive calibration assumes there is a point at which the variable literally does not exist eg height and weight

21. Which level to aim for (De Vaus)  Interval or ratio levels precise averages can be calculated ie what is the average sex of students at UW? More powerful and sophisticated techniques of analysis are available higher levels of measurement provide more information interval level measures can be converted to ordinal or nominal level but not vice versa

22. Summary - descending the ladder of abstraction