Lecture 3: Concepts and Theories Flashcards
Internal validity
the extend to which the research enables us to draw conclusions from our research
External validity
the extent to which the results of a research can be generalized
Data-set observations
= standardized across cases
- matrix structure
- can be based on secondary or primary sources
Causal process observations
= unstandardized within cases
- jigsaw puzzle structure
- often based on primary sources
Necessary condition
Something which must be present for something else to be possible
Sufficient condition
Something which, if present, guarantees that something else will occur
Credibility
The extent to which an analysis is authentic and offers a genuine believable interpretation of reality
Transferability
To enable the readers to assess the broader applicability of the lessons drawn from findings
Quality criteria for research designs - positivism
Internal validity and external validity
Quality criteria for research designs - interpretivism
Credibility and Transferability
Theory consists of:
- prime hypothesis
- one or more explanatory hypotheses
- one or more antecedent conditions
Criteria of a good theory
- parsimony
- fertility
- falsifiability (positivism)
- generalizability (positivism)
- contextuality (interpretivism)
Parsimony
A theory that explains more with less is considered a better theory
Fertility
Theories that prompt us to do further research (accumulate knowledge) are considered valuable
Falsifiability
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
Generalizability
A theory that can help us understand cases beyond those from which we derived it is a better theory (predictiveness)
Contextuality
A theory that works in a certain context is better
Theory - positivism
- emphasis lies on theory testing (falsification)
- concept formation and formulation of hypotheses comes first
- aim: testing causal relationships that hold beyond the studied cases
Theory - interpretivism
- emphasis lies on thick description (and on theory building)
- concept formation is a constant proces
- aim: meaning-making and contextuality
What is a concept?
Basic unit of thinking
Why do we need concepts?
to communicate, understand and compare
What are the problems of non- or ill-defined concepts?
- bad labelling (already in use, ambiguous or offensive)
- too wide / general (not meaningful, not distinguish)
- definition too narrow (limit yourself)
- no clear definition (ambiguity)
Common mistakes with concept formation
- no concept definition at all
- many concept definitions without clear statements
- one concept definition, which is later not used
Difference in kind
either / or concepts
Difference in degree
more or less concepts
Positive concepts
- presence of a given attribute
- belongs to the positive concept
Negative concepts
- absence of a given attribute
- belongs to the opposite of a positive concept
Genus
The class of objects to which it belongs
Differentiam
The particular attributes that make it different from all other objects in the same class
What does a concept consist of?
- extension = cases to be defined
- intension = attributes defining the cases covered
- label = clear name, unambiguous, neutral
