Conceptualization. ESP178 Research Methods Dr. Susan Handy 1/7/16

Transcription

1 Conceptualization ESP178 Research Methods Dr. Susan Handy 1/7/16

2 Research gives us knowledge of how the world works Knowledge of how the world works gives us the power to fix things

3 Factor Outcome Examples Pollution Driving Sprawl Examples Health Pollution Driving

4 Do cul-de-sacs promote children s outdoor play?

5 Factor Outcome Living on a cul-de-sac Independent variable Outdoor play Dependent variable

6 The Research Cycle Inductive = Theory building Empirical Generalizations Theory Hypothesis Deductive = Theory testing Observation What is a theory?

7 Types of Explanation Idiographic Nomethetic

8 The Research Cycle Inductive = Theory building Empirical Generalizations Theory Hypothesis Deductive = Theory testing Observation Exploratory Explanatory

9 The Research Cycle Inductive = Theory building Empirical Generalizations Theory Hypothesis Deductive = Theory testing Observation Usually Qualitative Usually Quantitative

10 At the most basic level Quantitative Qualitative

11 How things (usually) go together Type of Question Explanatory Exploratory Type of Research Deductive Inductive Type of Data Quantitative Qualitative Explanatory Exploratory

12 How things (usually) go together Type of Question Explanatory Exploratory Type of Research Deductive Inductive Type of Data Quantitative Qualitative Sampling Probabilistic Random Representative Larger Non-probabilistic Convenient, purposeful Illustrative Smaller

13 How things (usually) go together Type of Question Explanatory Exploratory Type of Research Deductive Inductive Type of Data Quantitative Qualitative Sampling Data Collection Probabilistic Random Representative Larger Surveys Available data Observation Non-probabilistic Convenient, purposeful Illustrative Smaller In-depth interviews Focus groups Observation

14 How things (usually) go together Type of Question Explanatory Exploratory Type of Research Deductive Inductive Type of Data Quantitative Qualitative Sampling Probabilistic Random Representative Larger Non-probabilistic Convenient, purposeful Illustrative Smaller Data Collection Surveys Available data Observation In-depth interviews Focus groups Observation Data Analysis Statistical analysis Content analysis

15 How things (usually) go together Type of Question Explanatory Exploratory Type of Research Deductive Inductive Type of Data Quantitative Qualitative Sampling Probabilistic Random Representative Larger Non-probabilistic Convenient, purposeful Illustrative Smaller Data Collection Surveys Available data Observation In-depth interviews Focus groups Observation Data Analysis Statistical analysis Content analysis Other Qualities Nomothetic explanation Focus on proving Dissective Idiographic explanation Focus on understanding Holistic

16 Factor Outcome Quantitative What is the distribution of the factor? What share of streets are cul-de-sacs? What share of households live on culde-sacs? DESCRIPTIVE Is there a relationship? How big is it? How much more time do children spend playing outdoors if they live on a cul-de-sac? EXPLANATORY What is the distribution of the outcome? How much time do kids play outdoors on average? What share of kids play outdoors at least once per week? DESCRIPTIVE

17 Factor Outcome Qualitative What is the nature of the factor? Are there others? Are there different kinds of cul-de-sacs? What are key characteristics of culde-sacs? DESCRIPTIVE What is the nature of the relationship? How does it work? What is it about cul-desacs that influences children s outdoor play? EXPLORATORY What Is the nature of the outcome? Are there others? What kinds of things do children do when playing outside? How do they use the street versus sidewalks? DESCRIPTIVE

18 Thinking like a researcher

19 Unit of Analysis Unit of Analysis vs. Unit of Observation INDIVIDUAL Children INDIVIDUAL Children GROUP Households INDIVIDUAL Children GEOGRAPHIC UNIT Neighborhoods INDIVIDUAL Children

20 From Conceptual to Operational

21 From Conceptual to Operational Concept Cul-de-sacs Proposition leads to more Concept outdoor play for children Variable Living on a cul-desac Hypothesis is positively associated with Variable number of days children play outside

22 Note: Concept versus Construct Explanations require development of concepts or generalizable properties or characteristics associated with objects, events, or people. While objects such as a person, a firm, or a car are not concepts, their specific characteristics or behavior such as a person s attitude toward immigrants, a firm s capacity for innovation, and a car s weight can be viewed as concepts. A construct is an abstract concept that is specifically chosen (or created ) to explain a given phenomenon. A construct may be a simple concept, such as a person s weight, or a combination of a set of related concepts such as a person s communication skill, which may consist of several underlying concepts such as the person s vocabulary, syntax, and spelling. The former instance (weight) is a unidimensional construct, while the latter (communication skill) is a multi-dimensional construct (i.e., it consists of multiple underlying concepts). Outdoor play Sidewalk Street Park Parent s attitude re. outdoor play Safety concerns Health benefits Neighbors views

23 Note: Variables by Unit of Analysis Unit of Analysis Variable INDIVIDUAL Children Number of days child played outside per week GROUP Households GEOGRAPHIC UNIT Neighborhoods Share of children in household who played outside at least once per week Share of households in neighborhood who had children who played outside at least once per week

24 Conceptual Model = Nomological Network Field of Study Control variable

25 It s all relative sprawl driving pollution health sprawl driving driving pollution pollution health sprawl driving pollution

26 It s all relative sprawl driving pricing pricing driving sprawl

27 Theory versus Conceptual Model Theory of Planned Behavior Conceptual Model Attitude about outdoor play Is outdoor play is normal? Intention to have kid play Outdoor play Can my kid do it? Note: could do kid s perspective or parent s perspective or both

28 Do cul-de-sacs promote children s outdoor play?

29 Matt s research: Climate change adaptation policy networks in the Lake Victoria region

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31 Motivation Why is it worthwhile to do this research? High exposure and sensitivity to climate change effects Population pressure, poverty, poor infrastructure, high participation in climate-sensitive sectors

32 Question How do policy institutions build adaptive capacity to climate change in the Lake Victoria region? Policy institutions = task forces, steering committees, venues, etc.

33 Conceptual model Dynamics of policy networks Effects of CC adapt. policy Resilience of communities

34 Model again, zoomed in Dynamics of Policy Networks Effects of CC adapt. policy Network structure Learning Cooperation Collaborative decisions and other CC adapt. policy outcomes

35 For the class exercises: Bicycling!

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39 Percent of Trips by Bicycle 30% 27% 25% 20% 18% 15% 10% 5% 0% 1% 1% 1% 2% 2% 3% 3% 4% 5% 6% 8% 10% 10% 11% Source: Pucher and Buehler 2008

40 Boom in Cycling to Work (USA) / 1996 (Canada) Bike Share of Regular Commutes (USA and Canada) * 2011 figures for Canadian cities are preliminary estimates Source: Pucher, J. and Buehler, R. City Cycling, MIT Press, Cambridge, Mass, 2012.

41 Percent Biking to Work in Smaller Cities 18% 16% 14% 12% 10% 8% 6% 4% 2% 0% * has major university Source: Handy, Heinen, and Krizek, 2012

42 Bicycling in Davis 60% 50% 40% 30% 20% 10% 0% Davis workers bicycle commuting UCD staff in Davis bicycle commuting UCD faculty in Davis bicycle commuting UCD students in Davis bicycle commuting Davis residents bicycling >=1 per week Source: Handy, Access,

43 Not Bicycling in Davis 100% 90% 80% 70% Not bicycling! 60% 50% 40% 30% 20% 10% 0% Davis workers bicycle commuting UCD staff in Davis bicycle commuting UCD faculty in Davis bicycle commuting UCD students in Davis bicycle commuting Davis residents bicycling >=1 per week Source: Handy, Access,

44 Policy question: How do we get more people bicycling? Research question: Why do or don t people bicycle?

45 To do Read proposal assignment overall and stage 1 Think about possible topics for proposal Readings read Schneider article for Tuesday Attend section tomorrow!