Qualitative research, textual analysis and ethics in media research

1   ABOUT ME

As a 20-something media enthusiast living in the 21^st century it was the intrigue of the media sector and particularly the ‘blog-sphere’ that peaked my interest in communication science. Having majored in media, communications and marketing in my undergrad years, it was not until I delved into the blogging arena locally and abroad that I came to realise I had a concentrated passion for media. During my quest to sharpen my writing skills it became evident that I needed to grasp an understanding of media ethics, particularly online in order to write more confidently, with certainty and conviction.

I viewed my attempts at blogging as my way of voicing my opinion whilst simultaneously respecting my audience. By the end of 2016 my goal is to educate myself on ethical reporting and learning how to strike a balance in content between my personal views and opinions against that of the public and my readers.  I believe that this is a skill that academic writing teaches scholars; about how to sharpen their skills by providing helpful guidelines on how to conduct proper media research as well as providing a framework of influential academics and authors who illustrate ways in which novice writers can channel and learn from, when establishing their own writing style and niche in the new media market.

2   ABOUT MY BLOG

The purpose of my blog is threefold. Firstly, I want to use this opportunity to facilitate effectiveness in my writing, with the goal of excelling in this module as well as to complete my research module about the South African film industry. Second, I anticipate that through this blog I will be able to engage with and apply qualitative research methods as well as learn more about textual analysis techniques and ethical processes in research. Lastly, I will pride myself on ensuring that this blog airs a contemporary voice to traditional research methodologies by incorporating modern day technology such as the internet and tools such as search engines and social networks into my research.

3   REFLECTION

3.1 The research process   

Research studies require that any research which is conducted is able to extract information that is accurate, valid and reliable. Therefore in order for researchers to ensure that the data they collect is trustworthy they must ensure that a workable research process is followed. By following a framework when conducting research, researchers are able to generate results that present truth and honestly in their reporting. In A handbook of qualitative methodologies for mass communication research by Jankowski and Jensen (2002:58) the qualitative research process is categorised as the following; data collection, analysing qualitative data, analytical procedures and reporting qualitative research. The process by which these are gathered have become a concern as a challenge these days is that “new electronic information bases are becoming available in libraries as well as home computers” (Altheide 1996:3).

Data collection is made up of a compilation of research techniques such as “in-depth interviewing, document analysis, and unstructured observations” (Jankowski & Jensen 2002:59). These techniques are housed under the singular terminology “participant observation” (Jankowski & Jensen 2002:59). However, this becomes problematic based on the needs of the research and data collection method that is used. A challenge of participant observation is the wide-spread methods of data collection that is utilises. Whilst gathering large volumes data may appear as an advantage early on in the research process, it could lead to the potential oversight of material and potential misinterpretation of finding during the analysis and interpretation stages.

The use of multiple data collection techniques is called triangulation. It is assumed that “a multiple method strategy is that such an approach provides for more valid results than a single research strategy” (Jankowski & Jensen 2002:62). Jankowski and Jensen (2002:62) separate the techniques of triangulation into the following four types; data triangulation, investigator triangulation, theoretical triangulation and methodological triangulation. Triangulation enables the continuity of study by removing restrictions when approaching data collection. Where participant observation could run into a road-block, triangulation has the ability to “help uncover unexpected dimensions of the area of inquiry” (Jankowski & Jensen 2002:63).

Triangulation pushes forward in the compilation of data and begins a “phase of theoretical analysis examining the nature of agreements and disagreements” (Jankowski & Jensen 2002:63).Throughout the research process it is imperative to remember that it remains social. Altheide states that “social and cultural environments in which one operates as an investigator contribute to how one views research problems, data sources and methodological approaches” (1996:3).

3.2 Textual analysis    

Traditionally the storage of data for analysis “seldom went beyond recommending filing systems for documents” (Jankowski & Jensen 2002:64). In the new age of qualitative research “there is a call for explicit and systematic procedures of analysing qualitative data sets” (Jankowski & Jensen 2002:64).This is accredited to the rise of a paper-less generation. Millennial scholars have moved away from the traditional data storage methods and towards online accessibility and interaction. The rise of the internet and the World Wide Web has re-engineered outdated systems and operate using modern technology. Methods of analysis however are always developing. Jankowski & Jensen (2002:65) summarise the use of computers in textual analysis and add how the computer aides the research process. For the purpose of textual analysis computers have assisted in easing the process of capturing and retrieving data. Longevity of data as well as the ability to analyse, share and update data has also improved and benefits textual analysis. Analytical procedures support textual analysis. “These procedures are analytical inclusion, grounded theory, ethnographic analysis and phenomenological analysis” (Jankowski & Jensen 2002:66).The gathering of data during the research process is the first step towards generating a research theory. Research is a continual process that requires attention, engagement and flexibility. “It is only through intervention by a researcher, operating within a theoretical perspective, that data can be examined and used to develop theory” (Jankowski & Jensen 2002:69).

3.3 Qualitative research    

The qualitative research process is an enduring process that requires the formulation of a research question, the collection of data, analysis, interpretation and reporting. One of the most commonly used methods of qualitative research is content analysis which requires interpretative skill (Stokes 2003:56). Stokes (2003:58) covers the process of content analysis thoroughly and highlights the advantages and disadvantages of content analysis. Some advantages include that it is “flexible, creative and easy” (Stokes 2003:58). Some disadvantages of content analysis it can be insensitive, too descriptive and lacks reliability (Stokes 2003:58). Qualitative research is the sum of its reporting ability and it is a researchers ability to consciously report their findings by utilising there data analysis correctly. The integrity and validity of qualitative research is reflected in its reporting which researchers generate. Lofland (Jankowski & Jensen 2002:69) advises scholars about how to interact with qualitative research. In support of this Agar (Jankowski & Jensen 2002:69) believes that researchers must maintain a personal ownership and connection to their qualitative research. “Qualitative research findings are constituted through the subjects’ categories of meaning and experience” (Jankowski & Jensen 2002:70). Thus, qualitative research is successful when researchers are able to apply research methods and personal experience to their work all the while maintaining an unbiased viewpoint.

3.4 Ethics in media research

Media studies research has endured numerous changes and the most significant of that has been the use of the internet and social media networks. The current conduct between researchers and social media facilitates an interactive relationship between researchers and their data. Therefore ethics in media studies has sensitised itself to the changes that occur in media studies environment and at the same time follow the basic principles of conducting media research. “Research ethics is specifically interested in the analysis in ethical issues that are raised when people are involved as participants in research” (Walton [sa]). Ethical principles stress the need to (a) do good (known as beneficence) and (b) do no harm (known as non-malfeasance)” (Principles of research… 2012).

According to Principles of research ethics (2012) in order to stay true to these principles researchers must first gain informed consent from any person who is involved ensuring that no person is harmed and that confidentiality is maintained. Additionally, researchers must not manipulate participants into participating in their research and must allow them to relinquish their involvement at any time. Ethical conduct varies and awareness around proper ethical conduct in media research is constantly promoted. Tertiary institutions in South Africa for instance persevere to stress the importance of practising ethical research behaviour.

3.5 Core principles of qualitative research ethics and textual       analysis

3.5.1 The communicative process

The first of the core principles of textual analysis is identified as the communicative process (Jankowski & Jensen 2002:19).This process is grounded on three components namely; “the message of communication, the communicators, and the embedding social structure; or-in a humanistic terminology-discourse, subjectivity, and context” (Jankowski & Jensen 2002:19). Qualitative research in media as previously mentioned is a social process by which a research topic is formed based on a researchers discourse around a particular subject. The communicative process invokes relation and association through the use of language and deduction. Communicative influence can infer meaning at a subconscious level, thus enabling a scholar to educate recipients by embedding meaning into their work on a cultural level. This is a uniqueness that a scholar can bring to their research which can create awareness around social and cultural difference in media studies research.

3.5.2 Communication and linguistics

Discourse influences communication as well as linguistics and supports textual analysis as scholars are able to use language as a means to interact with, during textual analysis. “Language serves to establish a mode of interaction between communicators” (Jankowski & Jensen 2002:34). During the data collection phase the importance of communication and linguistics is present. Semiotics is responsible for breaking “down the content of texts into their component parts and relates them to broader discourses” (Stokes 2003:72). A core principle of textual analysis is the ability to practically source, analyse and interpret data whilst considering culture in order to accurately present ones findings. Stokes stipulates a helpful framework to follow when using semiotic analysis from the first step in defining the object of analysis to making conclusions (Stokes 2003:74).

3.5.3 Understanding history

Qualitative research ethics and textual analysis hold in high regard the history of the research process. “Qualitative historical research also emphasises the importance of negotiations with sources” (Jankowski & Jensen 2002:88). The political, social and cultural background of a scholar affects their approach to handling research. A sensitive approach to research contributes positively to data collection. “A major contribution of the humanities to mass communication research derives from its attention to the long waves or deep structures of society and culture-the relationship between text and context” (Jankowski & Jensen 2002:36).

3.5.4 Navigating information vaults

Scholars are frequently advised to use articles, journals and books that have been recycled in use over and over for several years. For scholars to benefit from the wealth of knowledge that exists outside of these ‘traditional’ sources they need to learn how to navigate through the stores of information that is available offline and online as well. In particular the internet boom has boosted the use of contemporary sources. By utilising current information, researchers are able to expand on the repertoire of their current information database. Altheide (1996:8) encourages the advances of information availability. “Culture is more available to document analysis today partly because the electronic and information technology revolution” (Altheide 1996:8). Because of this Generation Y scholars are learning to adopt and incorporate electronic and social advances into their textual analysis.

 3.5.5 be ethically conscious

Scholars are often drilled about the consequences of plagiarising and the penalties they can face if they are found guilty. A core principle of qualitative research ethics is that scholar’s must educate themselves on conducting ethically sound research, analysis and reporting. Ethically conduct must be practised from the outset and at every level of the research process. Researchers need to educate themselves and show respect towards the sources they reference as well as the subjects they involve in their research. By being actively aware and practising ethical decision-making, researchers are able to ensure that their research projects are valid and reliable when completed. A scholar who in any way betrays qualitative research ethics nullifies their research and unfairly jeopardises the safety and trust of their subjects or the material collected and used. 

LIST OF SOURCES CONSULTED

Altheide, DL. 1996. Qualitative media analysis. Arizona: Sage.

Jankowski, NW & Jensen, KB (eds). 2002. A handbook of qualitative methodologies for mass communication research.  Taylor & Francis e-Library.

Principles of research ethics. 2012. http://dissertation.laerd.com/principles-of-research-ethics.php (Accessed 19 May 2016).

Stokes, JC. 2003. How to do media and cultural studies research. London: Sage.

University of South Africa. Department of Communication Science. 2016. Media Research: Tutorial Letter 101/0/2016 for COM4802. Kwa Zulu Natal.

University of South Africa. Department of Communication Science. 2016. Honours Studies: Tutorial Letter 301/0/2016 for CMNHONE.Kwa Zulu Natal.

Walton, N. [Sa]. Research Ethics: What is research ethics. [Online]
Available at: https://researchethics.ca/what-is-research-ethics/
(Accessed 19 May 2016).