lis 570 how can i measure that? selecting variables. developing indicators for concepts

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

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

LIS 570

How can I measure that? Selecting Variables. Developing indicators for

concepts

Page 2: LIS 570 How can I measure that? Selecting Variables. Developing indicators for concepts

Summary

Define concepts Identify dimensions Identify variables Identify indicators Evaluate the indicators

Moving from the abstract and theoretical to the empirical and measurable

Page 3: LIS 570 How can I measure that? Selecting Variables. Developing indicators for concepts

Descending the Ladder of Abstraction

Problem statement Statement of Concepts

AbstractionsNot empirical

Process of making empirical Operationalization (Bouma) Clarifying concepts (De Vaus)

Page 4: LIS 570 How can I measure that? Selecting Variables. Developing indicators for concepts

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

Page 5: LIS 570 How can I measure that? Selecting Variables. Developing indicators for concepts

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”

Page 6: LIS 570 How can I measure that? Selecting Variables. Developing indicators for concepts

Locate and select a definition

Locate a range of definitions everyday definitions scholarly definitions

Select one definition Useful Appropriate Relevant Necessary to measure validity

Page 7: LIS 570 How can I measure that? Selecting Variables. Developing indicators for concepts

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 studywe may develop indicators for each dimension

E.g. What are the dimensions of leisure activity?

Page 8: LIS 570 How can I measure that? Selecting Variables. Developing indicators for concepts

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

Page 9: LIS 570 How can I measure that? Selecting Variables. Developing indicators for concepts

Concepts and variables

Operationalization finding measurable variables for concepts

Operational definition defines a concept in empirical terms

How can I measure that?

Page 10: LIS 570 How can I measure that? Selecting Variables. Developing indicators for concepts

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

Page 11: LIS 570 How can I measure that? Selecting Variables. Developing indicators for concepts

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 leisureLocation of activityLevel of organisation

Page 12: LIS 570 How can I measure that? Selecting Variables. Developing indicators for concepts

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?

Page 13: LIS 570 How can I measure that? Selecting Variables. Developing indicators for concepts

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

Page 14: LIS 570 How can I measure that? Selecting Variables. Developing indicators for concepts

Indicators

How many indicators should we use? How do we develop indicators?

Measures developed in previous studies observation, unstructured interviews informants

Page 15: LIS 570 How can I measure that? Selecting Variables. Developing indicators for concepts

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

Page 16: LIS 570 How can I measure that? Selecting Variables. Developing indicators for concepts

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

Page 17: LIS 570 How can I measure that? Selecting Variables. Developing indicators for concepts

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

Page 18: LIS 570 How can I measure that? Selecting Variables. Developing indicators for concepts

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

Page 19: LIS 570 How can I measure that? Selecting Variables. Developing indicators for concepts

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

Page 20: LIS 570 How can I measure that? Selecting Variables. Developing indicators for concepts

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

Page 21: LIS 570 How can I measure that? Selecting Variables. Developing indicators for concepts

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

Page 22: LIS 570 How can I measure that? Selecting Variables. Developing indicators for concepts

Summary - descending the ladder of abstraction