Lecture 3: Concepts and Theories

Question 1

Internal validity

Answer 1

the extend to which the research enables us to draw conclusions from our research

Question 2

External validity

Answer 2

the extent to which the results of a research can be generalized

Question 3

Data-set observations

Answer 3

= standardized across cases

• matrix structure
• can be based on secondary or primary sources

Question 4

Causal process observations

Answer 4

= unstandardized within cases

• jigsaw puzzle structure
• often based on primary sources

Question 5

Necessary condition

Answer 5

Something which must be present for something else to be possible

Question 6

Sufficient condition

Answer 6

Something which, if present, guarantees that something else will occur

Question 7

Credibility

Answer 7

The extent to which an analysis is authentic and offers a genuine believable interpretation of reality

Question 8

Transferability

Answer 8

To enable the readers to assess the broader applicability of the lessons drawn from findings

Question 9

Quality criteria for research designs - positivism

Answer 9

Internal validity and external validity

Question 10

Quality criteria for research designs - interpretivism

Answer 10

Credibility and Transferability

Question 11

Theory consists of:

Answer 11

• prime hypothesis
• one or more explanatory hypotheses
• one or more antecedent conditions

Question 12

Criteria of a good theory

Answer 12

• parsimony
• fertility
• falsifiability (positivism)
• generalizability (positivism)
• contextuality (interpretivism)

Question 13

Parsimony

Answer 13

A theory that explains more with less is considered a better theory

Question 14

Fertility

Answer 14

Theories that prompt us to do further research (accumulate knowledge) are considered valuable

Question 15

Falsifiability

Answer 15

If a theory cannot be refuted, it is not a good theory. We need to be able to discard theories that do not explain the empirical world well

Question 16

Generalizability

Answer 16

A theory that can help us understand cases beyond those from which we derived it is a better theory (predictiveness)

Question 17

Contextuality

Answer 17

A theory that works in a certain context is better

Question 18

Theory - positivism

Answer 18

• emphasis lies on theory testing (falsification)
• concept formation and formulation of hypotheses comes first
• aim: testing causal relationships that hold beyond the studied cases

Question 19

Theory - interpretivism

Answer 19

• emphasis lies on thick description (and on theory building)
• concept formation is a constant proces
• aim: meaning-making and contextuality

Question 20

What is a concept?

Answer 20

Basic unit of thinking

Question 21

Why do we need concepts?

Answer 21

to communicate, understand and compare

Question 22

What are the problems of non- or ill-defined concepts?

Answer 22

• bad labelling (already in use, ambiguous or offensive)
• too wide / general (not meaningful, not distinguish)
• definition too narrow (limit yourself)
• no clear definition (ambiguity)

Question 23

Common mistakes with concept formation

Answer 23

• no concept definition at all
• many concept definitions without clear statements
• one concept definition, which is later not used

Question 24

Difference in kind

Answer 24

either / or concepts

Question 25

Difference in degree

Answer 25

more or less concepts

Question 26

Positive concepts

Answer 26

• presence of a given attribute
• belongs to the positive concept

Question 27

Negative concepts

Answer 27

• absence of a given attribute
• belongs to the opposite of a positive concept

Question 28

Genus

Answer 28

The class of objects to which it belongs

Question 29

Differentiam

Answer 29

The particular attributes that make it different from all other objects in the same class

Question 30

What does a concept consist of?

Answer 30

• extension = cases to be defined
• intension = attributes defining the cases covered
• label = clear name, unambiguous, neutral