Lecture Communication research: Asking questions, finding answers (4e) Chapter 8: Surveys and questionnaires. After reading this chapter, you should be able to: Design a survey or questionnaire to answer a research question or test a hypothesis; select the survey format (selfreport, facetoface, phone, or online) that will best serve the purpose of the survey; select existing or develop appropriate questionnaire items and response sets;... Đề tài Hoàn thiện công tác quản trị nhân sự tại Công ty TNHH Mộc Khải Tuyên được nghiên cứu nhằm giúp công ty TNHH Mộc Khải Tuyên làm rõ được thực trạng công tác quản trị nhân sự trong công ty như thế nào từ đó đề ra các giải pháp giúp công ty hoàn thiện công tác quản trị nhân sự tốt hơn trong thời gian tới.
Trang 1Information, but by the time I had the number it was long after five and no one answered the phone ‘Will you ring again?’ ‘I’ve rung them three times.’ ‘It’s very important.’ ‘Sorry I’m afraid no one’s there.’ I went back to the drawing room and thought for an in- stant that they were chance visitors, all these official people who suddenly filled it But as they drew back the sheet and looked at Gatsby with unmoved eyes, his protest continued in my brain ‘Look here, old sport, you’ve got to get somebody for me You’ve got to try hard I can’t go through this alone.’ Some one started to ask me questions but I broke away and going upstairs looked hastily through the unlocked parts of his desk—he’d never told me definitely that his par- ents were dead But there was nothing—only the picture of Dan Cody, a token of forgotten violence staring down from the wall Next morning I sent the butler to New York with a letter to Wolfshiem which asked for information and urged him to come out on the next train That request seemed super- fluous when I wrote it I was sure he’d start when he saw the newspapers, just as I was sure there’d be a wire from Daisy before noon—but neither a wire nor Mr Wolfshiem arrived, no one arrived except more police and photographers and newspaper men When the butler brought back Wolfshiem’s answer I began to have a feeling of defiance, of scornful
soli-darity between Gatsby and me against them all
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the prior written consent of
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QUANTITATIVE ANALYSIS OF TEXT
Chapter 12
Trang 2Information, but by the time I had the number it was long after five and no one answered the phone ‘Will you ring again?’ ‘I’ve rung them three times.’ ‘It’s very important.’ ‘Sorry I’m afraid no one’s there.’ I went back to the drawing room and thought for an in- stant that they were chance visitors, all these official people who suddenly filled it But as they drew back the sheet and looked at Gatsby with unmoved eyes, his protest continued in my brain ‘Look here, old sport, you’ve got to get somebody for me You’ve got to try hard I can’t go through this alone.’ Some one started to ask me questions but I broke away and going upstairs looked hastily through the unlocked parts of his desk—he’d never told me definitely that his par- ents were dead But there was nothing—only the picture of Dan Cody, a token of forgotten violence staring down from the wall Next morning I sent the butler to New York with a letter to Wolfshiem which asked for information and urged him to come out on the next train That request seemed super- fluous when I wrote it I was sure he’d start when he saw the newspapers, just as I was sure there’d be a wire from Daisy before noon—but neither a wire nor Mr Wolfshiem arrived, no one arrived except more police and photographers and newspaper men When the butler brought back Wolfshiem’s answer I began to have a feeling of defiance, of scornful
soli-darity between Gatsby and me against them all
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the prior written consent of
McGraw-Hill Education.
Study of texts or messages is central to the
communication discipline
Two data collection and analytical methods
Content analysis
Interaction analysis
Trang 3Information, but by the time I had the number it was long after five and no one answered the phone ‘Will you ring again?’ ‘I’ve rung them three times.’ ‘It’s very important.’ ‘Sorry I’m afraid no one’s there.’ I went back to the drawing room and thought for an in- stant that they were chance visitors, all these official people who suddenly filled it But as they drew back the sheet and looked at Gatsby with unmoved eyes, his protest continued in my brain ‘Look here, old sport, you’ve got to get somebody for me You’ve got to try hard I can’t go through this alone.’ Some one started to ask me questions but I broke away and going upstairs looked hastily through the unlocked parts of his desk—he’d never told me definitely that his par- ents were dead But there was nothing—only the picture of Dan Cody, a token of forgotten violence staring down from the wall Next morning I sent the butler to New York with a letter to Wolfshiem which asked for information and urged him to come out on the next train That request seemed super- fluous when I wrote it I was sure he’d start when he saw the newspapers, just as I was sure there’d be a wire from Daisy before noon—but neither a wire nor Mr Wolfshiem arrived, no one arrived except more police and photographers and newspaper men When the butler brought back Wolfshiem’s answer I began to have a feeling of defiance, of scornful
soli-darity between Gatsby and me against them all
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the prior written consent of
McGraw-Hill Education.
CONTENT ANALYSIS
A data collection and
analytical technique
Can make inferences by
identifying specific characteristics of
messages
Manifest content
Latent content
Objective
Carried out according to
rules and procedures
Systematic
Identifying content to be
coded
Coding and interpreting
content
Generality
Findings should have
theoretical relevance
Trang 4Information, but by the time I had the number it was long after five and no one answered the phone ‘Will you ring again?’ ‘I’ve rung them three times.’ ‘It’s very important.’ ‘Sorry I’m afraid no one’s there.’ I went back to the drawing room and thought for an in- stant that they were chance visitors, all these official people who suddenly filled it But as they drew back the sheet and looked at Gatsby with unmoved eyes, his protest continued in my brain ‘Look here, old sport, you’ve got to get somebody for me You’ve got to try hard I can’t go through this alone.’ Some one started to ask me questions but I broke away and going upstairs looked hastily through the unlocked parts of his desk—he’d never told me definitely that his par- ents were dead But there was nothing—only the picture of Dan Cody, a token of forgotten violence staring down from the wall Next morning I sent the butler to New York with a letter to Wolfshiem which asked for information and urged him to come out on the next train That request seemed super- fluous when I wrote it I was sure he’d start when he saw the newspapers, just as I was sure there’d be a wire from Daisy before noon—but neither a wire nor Mr Wolfshiem arrived, no one arrived except more police and photographers and newspaper men When the butler brought back Wolfshiem’s answer I began to have a feeling of defiance, of scornful
soli-darity between Gatsby and me against them all
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the prior written consent of
McGraw-Hill Education.
BASIC PRINCIPLES OF CONTENT ANALYSIS
Messages can be classified into a set of categories
Elements classified together have similar meanings
Categories produce frequency counts to allow for
comparisons
Evaluate the relevance of frequencies to the theoretical
propositions supporting the study
Trang 5Information, but by the time I had the number it was long after five and no one answered the phone ‘Will you ring again?’ ‘I’ve rung them three times.’ ‘It’s very important.’ ‘Sorry I’m afraid no one’s there.’ I went back to the drawing room and thought for an in- stant that they were chance visitors, all these official people who suddenly filled it But as they drew back the sheet and looked at Gatsby with unmoved eyes, his protest continued in my brain ‘Look here, old sport, you’ve got to get somebody for me You’ve got to try hard I can’t go through this alone.’ Some one started to ask me questions but I broke away and going upstairs looked hastily through the unlocked parts of his desk—he’d never told me definitely that his par- ents were dead But there was nothing—only the picture of Dan Cody, a token of forgotten violence staring down from the wall Next morning I sent the butler to New York with a letter to Wolfshiem which asked for information and urged him to come out on the next train That request seemed super- fluous when I wrote it I was sure he’d start when he saw the newspapers, just as I was sure there’d be a wire from Daisy before noon—but neither a wire nor Mr Wolfshiem arrived, no one arrived except more police and photographers and newspaper men When the butler brought back Wolfshiem’s answer I began to have a feeling of defiance, of scornful
soli-darity between Gatsby and me against them all
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the prior written consent of
McGraw-Hill Education.
WHAT CAN BE ANALYZED?
Sources, senders, or
receivers of messages
Functions or types of
messages
Message channels
Content of messages
Message effects
Nonverbals cues or behaviors
Sounds
Visual images
Webages
Text messages, tweets
Topics
Trang 6Information, but by the time I had the number it was long after five and no one answered the phone ‘Will you ring again?’ ‘I’ve rung them three times.’ ‘It’s very important.’ ‘Sorry I’m afraid no one’s there.’ I went back to the drawing room and thought for an in- stant that they were chance visitors, all these official people who suddenly filled it But as they drew back the sheet and looked at Gatsby with unmoved eyes, his protest continued in my brain ‘Look here, old sport, you’ve got to get somebody for me You’ve got to try hard I can’t go through this alone.’ Some one started to ask me questions but I broke away and going upstairs looked hastily through the unlocked parts of his desk—he’d never told me definitely that his par- ents were dead But there was nothing—only the picture of Dan Cody, a token of forgotten violence staring down from the wall Next morning I sent the butler to New York with a letter to Wolfshiem which asked for information and urged him to come out on the next train That request seemed super- fluous when I wrote it I was sure he’d start when he saw the newspapers, just as I was sure there’d be a wire from Daisy before noon—but neither a wire nor Mr Wolfshiem arrived, no one arrived except more police and photographers and newspaper men When the butler brought back Wolfshiem’s answer I began to have a feeling of defiance, of scornful
soli-darity between Gatsby and me against them all
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the prior written consent of
McGraw-Hill Education.
CONTENT ANALYSIS PROCESS
1 Develop hypothesis or research question that calls for
content analysis
2 Select messages to be analyzed
3 Select categories and units for coding
4 Develop procedures for resolving coding differences
5 If all messages cannot be coded, select sample
6 Code messages into categories
7 Interpret the results of the coding
Trang 7Information, but by the time I had the number it was long after five and no one answered the phone ‘Will you ring again?’ ‘I’ve rung them three times.’ ‘It’s very important.’ ‘Sorry I’m afraid no one’s there.’ I went back to the drawing room and thought for an in- stant that they were chance visitors, all these official people who suddenly filled it But as they drew back the sheet and looked at Gatsby with unmoved eyes, his protest continued in my brain ‘Look here, old sport, you’ve got to get somebody for me You’ve got to try hard I can’t go through this alone.’ Some one started to ask me questions but I broke away and going upstairs looked hastily through the unlocked parts of his desk—he’d never told me definitely that his par- ents were dead But there was nothing—only the picture of Dan Cody, a token of forgotten violence staring down from the wall Next morning I sent the butler to New York with a letter to Wolfshiem which asked for information and urged him to come out on the next train That request seemed super- fluous when I wrote it I was sure he’d start when he saw the newspapers, just as I was sure there’d be a wire from Daisy before noon—but neither a wire nor Mr Wolfshiem arrived, no one arrived except more police and photographers and newspaper men When the butler brought back Wolfshiem’s answer I began to have a feeling of defiance, of scornful
soli-darity between Gatsby and me against them all
Copyright © 2015 McGraw-Hill Education All rights reserved No reproduction or distribution without
the prior written consent of
McGraw-Hill Education.
SELECTING WHAT TO CODE
Are the messages available or must they be created?
Narrow the data set for the elements of interest
May still need to sample elements
Messages may have structural characteristics that
need to be considering in sampling
Trang 8Information, but by the time I had the number it was long after five and no one answered the phone ‘Will you ring again?’ ‘I’ve rung them three times.’ ‘It’s very important.’ ‘Sorry I’m afraid no one’s there.’ I went back to the drawing room and thought for an in- stant that they were chance visitors, all these official people who suddenly filled it But as they drew back the sheet and looked at Gatsby with unmoved eyes, his protest continued in my brain ‘Look here, old sport, you’ve got to get somebody for me You’ve got to try hard I can’t go through this alone.’ Some one started to ask me questions but I broke away and going upstairs looked hastily through the unlocked parts of his desk—he’d never told me definitely that his par- ents were dead But there was nothing—only the picture of Dan Cody, a token of forgotten violence staring down from the wall Next morning I sent the butler to New York with a letter to Wolfshiem which asked for information and urged him to come out on the next train That request seemed super- fluous when I wrote it I was sure he’d start when he saw the newspapers, just as I was sure there’d be a wire from Daisy before noon—but neither a wire nor Mr Wolfshiem arrived, no one arrived except more police and photographers and newspaper men When the butler brought back Wolfshiem’s answer I began to have a feeling of defiance, of scornful
soli-darity between Gatsby and me against them all
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the prior written consent of
McGraw-Hill Education.
DEVELOPING CONTENT CATEGORIES
Theoretical or emergent
What was said
How message was said
Categories must be
Exhaustive
Equivalent
Mutually exclusive
Be careful of using “other” as a catchall category
Trang 9Information, but by the time I had the number it was long after five and no one answered the phone ‘Will you ring again?’ ‘I’ve rung them three times.’ ‘It’s very important.’ ‘Sorry I’m afraid no one’s there.’ I went back to the drawing room and thought for an in- stant that they were chance visitors, all these official people who suddenly filled it But as they drew back the sheet and looked at Gatsby with unmoved eyes, his protest continued in my brain ‘Look here, old sport, you’ve got to get somebody for me You’ve got to try hard I can’t go through this alone.’ Some one started to ask me questions but I broke away and going upstairs looked hastily through the unlocked parts of his desk—he’d never told me definitely that his par- ents were dead But there was nothing—only the picture of Dan Cody, a token of forgotten violence staring down from the wall Next morning I sent the butler to New York with a letter to Wolfshiem which asked for information and urged him to come out on the next train That request seemed super- fluous when I wrote it I was sure he’d start when he saw the newspapers, just as I was sure there’d be a wire from Daisy before noon—but neither a wire nor Mr Wolfshiem arrived, no one arrived except more police and photographers and newspaper men When the butler brought back Wolfshiem’s answer I began to have a feeling of defiance, of scornful
soli-darity between Gatsby and me against them all
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the prior written consent of
McGraw-Hill Education.
UNITS OF ANALYSIS
Discrete element that is
coded and counted
Rules for identifying the
unit should be explicit
Complete thoughts or
sentences
Themes
Paragraphs
Characters or speakers
Communicative acts,
behaviors, or processes
Television programs or
scenes
Advertisements
Typical units of analysis in
communication
Trang 10Information, but by the time I had the number it was long after five and no one answered the phone ‘Will you ring again?’ ‘I’ve rung them three times.’ ‘It’s very important.’ ‘Sorry I’m afraid no one’s there.’ I went back to the drawing room and thought for an in- stant that they were chance visitors, all these official people who suddenly filled it But as they drew back the sheet and looked at Gatsby with unmoved eyes, his protest continued in my brain ‘Look here, old sport, you’ve got to get somebody for me You’ve got to try hard I can’t go through this alone.’ Some one started to ask me questions but I broke away and going upstairs looked hastily through the unlocked parts of his desk—he’d never told me definitely that his par- ents were dead But there was nothing—only the picture of Dan Cody, a token of forgotten violence staring down from the wall Next morning I sent the butler to New York with a letter to Wolfshiem which asked for information and urged him to come out on the next train That request seemed super- fluous when I wrote it I was sure he’d start when he saw the newspapers, just as I was sure there’d be a wire from Daisy before noon—but neither a wire nor Mr Wolfshiem arrived, no one arrived except more police and photographers and newspaper men When the butler brought back Wolfshiem’s answer I began to have a feeling of defiance, of scornful
soli-darity between Gatsby and me against them all
Copyright © 2015 McGraw-Hill Education All rights reserved No reproduction or distribution without
the prior written consent of
McGraw-Hill Education.
TRAINING CODERS
All coders must be trained
Increases coding agreement
Commit coding system and rules to paper
Practice on similar texts or messages
Once sufficient degree of reliability is established,
coders then work independently