CMST 509 Fall 2016
Section 001 W 1:10-4:00 Rm: COMM 262
Dr. Virginia Kupritz Email: Phone: 974-6295
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Syllabus
This course examines theoretical bases, procedures, issues, and applications of ethnography. Qualitative approaches used in organizational communication studies support research efforts to authenticate beliefs and behaviors that occur in natural settings. Unlike qualitative research in general, ethnography is rooted primarily in cultural anthropology and fieldwork sociology. Ethnography can include both qualitative and quantitative measurement, which is another important characteristic. The short time constraints mandated by corporate America increase the difficulty of establishing reliability and validity in field settings using qualitative approaches. The course emphasizes observation methods in field settings and a particular compressed ethnographic method, the Heuristic Elicitation Methodology, which allows for completion of data collection faster than the long-term fieldwork necessary for “full blown” ethnography, without threatening reliability and validity (Harding & Livesay, 1984).
References
Harding, J.R., & Livesay, J.M. (1984). Anthropology and public policy. In G. McCall and
G. Weber (Eds.) Social science and public policy: The role of academic
disciplines in policy analysis. Part Washington, NY: Associated Faculty Press.
Required Texts
Kupritz, V.W. (2015). CommStds 542 Graphic Creations reader (available from Beat the
Bookstore, Cumberland across the street from McDonald’s, phone 522-6221).
Saldana, J. (2009). The coding manual for qualitative researchers. Los Angeles: Sage.
(available from the UT bookstore.)
ALWAYS BRING YOUR READER TO CLASS.
Deliverables
1. Homework assignments
2. Team project- fieldwork
Course Objectives
After completing this course, students should be able to:
· Understand the philosophical orientation that gave rise to ethnography.
· Identify the kinds of questions that are appropriate for ethnographic procedures.
· Distinguish between ethnographic methods and other research methods, both qualitative and quantitative.
· Demonstrate competency in using field observation techniques.
· Demonstrate competency in using the techniques of the Heuristic Elicitation Methodology.
· Demonstrate competency in developing a research design incorporating field observation methods.
CMST 509 Fall 2016
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Evaluation Percent
Homework field observation results & analysis, HEM interview 50%
transcriptions & Domain analysis (major homework
assignments)
Breakdown:
-Initial “walk through” of a field setting and Participant/Observation 10%
(P/0) taking “condensed” and “expanded” notes
-Direct observation: Initial “walk through” and physical traces 10%
observed in a field setting
-Recording overt behaviors (interaction events) and 10%
behavioral (spatial) mapping
-Domain Definition Interview transcriptions 10%
-Domain analysis of Domain Definition interview 10%
Thoroughness of student position and student led discussions 10%
reflecting knowledge of homework reading (i.e., provide a
logical, sound rationale that supports your understanding of the
reading)
Team project and paper 35%
Participation (respectful attitude at all times toward classmates 5%
and instructor and consistent, positive contribution to class
discussion)
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100%
Note: All written homework must be turned in on the date that the homework is due.
If a student is not able to attend class, a hard copy of the homework still must be turned in on that original date.
CCI Diversity Statement
The College of Communication and Information recognizes and values diversity. Exposing students to diverse people, ideas and cultures increases opportunities for intellectual inquiry, encourages critical thinking and enhances communication and information competence. When all viewpoints are heard, thoughtfully considered and respectfully responded to, everyone benefits. Diversity and fairness unite us with the wider professional and global community.
Disability Accommodation Statement
Please contact the Office of Disability Services at 865-974-6087 in 2227 Dunford Hall to coordinate reasonable accommodations for students with documented disabilities.
CMST 509 Fall 2016
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The Nature of Research and Supremacy of Method
Ethnography and Communication: Part 1
(Reading material from Book I)
Give me your fruitful error any time,
full of seeds, bursting with its own corrections.
You can keep your sterile truth for yourself…
Pareto, cited in Gould (1978), p. 2
Show me your method and I will tell you how good your research is…
Good science is good science, no matter what the discipline.
Dr. Francis Ventre, Virginia Tech (1985)
Schedule
8/17 W Introduction (syllabus/schedule & course overview discussed)
Lecture and class discussion
“Nature of Research: How Knowledge is Legitimized”
In class experiential exercise and discussion
“Does divorce hurt kids? The paradigm debate”
Homework reading due 8/24
Angrosino, M.V. (2005). “What is ethnography?” (pp. 2-6).
Fetterman, D.M. (2010). “The First Step”; and “Walking in Rhythm:
Anthropological Concepts” (pp. 8-43).
Lecompte, M.D., & Schensul, J.J. (1999). “What is ethnography”;
and “When and where is ethnography used”; “Collecting
ethnographic data”; and “Who should do ethnographic investigation?” (pp. 44-76 up to “Collecting Data with a Research Team”).
Stoller, P. (1992). “The reconstruction of ethnography”; “The
senses and ethnographic writing”; “The taste of ethnographic
things”; “Sound in Songhay possession”; and “Sound in Songhay
sorcery” (pp. 78-109).
8/24 W Ethnography and Communication
Lecture and class discussion of homework reading
“Ethnography and Communication”
CMST 509 Fall 2016
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Schedule
8/24 W continued
Ethnography
Pschometricians try to measure it.
Experimentalists try to control it.
Interviewers ask questions about it.
Observers watch it.
Participant observers do it.
Statisticians count it.
Evaluators value it.
Qualitative inquirers find meaning in it.
Halcom’s Laws of Inquiry, cited in Patton (2002), p. 1
Homework reading due 8/31
Angrosino, M.V. (2005). “Ethnographic observation” (pp. 111-116).
Fetterman, D.M. (2010). “Gearing up: Ethnographic Equipment” (pp. 117-
130)
------“Power point presentation on field research methods and types of
observation” (pp. 131-133).
Fortun, K. (2009). “Figuring out ethnography” (pp. 135-144).
Frank, C. (1999). “Ethnographic fieldnotes”; and “Making it explicit”
(pp. 145-157).
------. “Student example of direct observation fieldnotes” (p. 158).
Sommer, R., & Sommer, B. (2002). “Systematic observation” (pp. 159-
166).
Wolcott, H. F. (2005). “Fieldwork: The basic arts” (pp. 167-177).
Ethnographic Fieldwork: Part 2
8/31 W Ethnographic Fieldwork
Student team led discussion of homework reading on ethnographic
fieldwork
Team leader(s) ______
Instructor’s input on “Ethnographic Fieldwork” (including initial “walk through” of a setting)
CMST 509 Fall 2016
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Schedule
8/31 W Continued
In class experiential exercise and discussion
Initial “walk through” of a field setting
Homework reading due 9/7
Fife, W. (2005). “Participant-observation as a research method” (pp.179-
top of 183).
Mack, N.,Woodsong, C., MacQueen, K.M., Guest, G., & Namely, E.
2005). “Participant/Observation. Module 2” (pp. 185-202).
Schensul,S. L., Schensul, J.J., & LeCompte, M.D. (1999). “Fieldwork and
the field” (pp. 203-207).
Participant/Observation: Part 3
(Reading material from Book II)
9/7 W Participant/Observation
Student team led discussion of homework reading on Participant/
Observation
Team leader(s) ______
Instructor’s input on “Participant/Observation”
In class experiential exercise and discussion
Participation/observation of a setting where the senses, other than visual, dominate this setting. Pay attention to your sensory experience!
Homework fieldwork due 9/14
Initial “walk through” of a field setting and Participant/Observation (P/0) taking “condensed” and “expanded” notes.
Homework reading due 9/14
Sanoff, H. (1991). “Direct observation” (pp. 2-8).
Spradley, J. (1979). “Making an ethnographic record” (pp. 10-16).
Zeisel, J. (2006). “Observing physical traces” (pp. 18-35).
Direct Observation: Observing Physical and Social Settings
Part 4
9/14 W Class led discussion of Initial “walk through” and Participant/
Observation fieldwork (Entire class presents their individual fieldwork)
CMST 509 Fall 2016
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Schedule
9/14 W Continued
Instructor’s lecture and class discussion of homework reading
“Observing Physical Traces: Important Linkages between the Physical
Environment and Communication”
In class experiential exercise
Physical traces
Fieldwork homework due 9/21
Direct observation: Initial “walk through” and physical traces observed in a
field setting
Homework reading due 9/21
Sommer, B., & R. (1991). “Behavioral mapping and trace measures” (pp.
37-48).
Fetterman, D.M. (2010). “Finding your way through the forest: Analysis”
(pp. 49-54).
Mac (2011). “Behavioral recording” (pp. 55-58).
Observing Overt Behaviors and Behavioral Mapping: Part 5
9/21 W Class discussion of initial “walk through” and physical traces
(Entire class presents their homework)
Instructor’s lecture and class discussion of homework reading
“Observing Overt Behaviors” and “Behavioral Mapping”
No homework due 9/28
9/28 W Instructor’s lecture continued
“Observing Overt Behaviors” and “Behavioral Mapping”
Homework fieldwork due 10/5
Recording overt behaviors (interaction events) and behavioral (spatial) mapping
10/5 W Class discussion of recording overt behaviors and behavioral
mapping
(Entire class presents their homework)
Team project assigned due 11/28
CMST 509 Fall 2016
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Schedule
10/5 W Continued
Homework reading due 10/12
Fetterman, D. M. (2010). “Recording the miracle” (pp. 60-65).
Kupritz, V.W. (2007). “Reporting qualitative findings” (pp. 66-69).
Kupritz, V.W., & Hillsman, T. (2011). “The impact of the physical
environment on supervisory communication skills transfer”
(pp. 70-107).
Reporting Qualitative Findings: Part 6
10/12 W Research papers
Student team led discussion of homework reading on writing qualitative
and quantitative research papers
Team leader(s) ______
Instructor’s input on “How to write a scientific paper”
Homework reading due 10/19
Patton, M.Q. (2002) “Qualitative interviewing” (pp. 109-156).
Kupritz, V. W. (1996). “HEM: Directed means for improving current limits
of privacy research” (pp. 157-175).
Kupritz, V. W. (1998). “The Heuristic Elicitation Methodology (provides a
general overview (pp. 177-180).
Kupritz, V.W. (2004). “Structured interviews” (pp. 181-182).
Zeisel, J. (2006). “Focused interview” (discussion of Kupritz research and
methods) (pp. 183-186).
Work on team project.
Qualitative Interviewing
The Heuristic Elicitation Methodology
Part 7
The HEM, although not a procedure that provides immediate answers,
allows for completion of data collection faster than long-term fieldwork
without endangering authenticity and trustworthiness.
Harding & Livesay, 1984
CMST 509 Fall 2016
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Schedule
10/19 W Qualitative interviewing and the HEM
Student team led discussion of homework reading on qualitative interviewing (only) -Dr. Kupritz will lecture on the HEM
Team leader(s) ______
Instructor’s lecture and class discussion of homework reading
“The Heuristic Elicitation Methodology: An Introduction”
Homework reading due 10/26
Kupritz, V. W. (2007). “Domain definition- interview packet” (pp. 187-198).
Homework reading due 11/2 (ADVANCE NOTICE is being given because of the intensity of the other 11/2 homework due—interview and transcription)
These readings provide a general overview of content analysis and coding procedures and displays:
Miles, M.B., & Huberman, A.M. (1994). “Qualitative data analysis” (pp.200-
225).
Saldana, J. (2009). “An introduction to codes and coding” (pp. 1-31); “First
cycle coding methods” (pp. 45- 54); “Invivo coding” (pp. 74-77); and
“Themeing [sic] the data “(pp. 139-148) from Saldana’s textbook.
These readings target Domain and Taxonomic analyses:
Kupritz, V. W. (1999). “Student instructions” (for domain analysis) (pp.
226-230).
Kupritz, V.W. (2007). “Homework class comments for domain analysis”
(pp. 231-240).
Saldana, J. (2009). “Domain and taxonomic coding.” (pp. 133-138) from
Saldana’s textbook.
Spradley, J. P. (1979). “Analyzing ethnographic interviews”; and
“Making a domain analysis” (pp. 242-257).
Spradley, J. P. (1979). “Making a taxonomic analysis” (pp. 258-269).
Work on team project.
CMST 509 Fall 2016
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HEM Domain Definition, Content Analysis, and
Domain and Taxonomic Analyses
HEM Beliefs Matrix and Preference Ranking
Part 8
Schedule
10/26 W Lecture and discussion of homework reading
“HEM Domain Definition Interview”
In class experiential exercise
Student practice conducting Domain Definition interview
Homework due 11/2 (in addition to reading assigned on 10/19):
§ Secure 2 participants for student to interview after class meets on 11/2 using HEM.
§ Conduct 2 interviews using HEM procedures and bring in typed copy of Domain Definition interview transcriptions of the interviews.
Work on team project.
11/2 W Class discussion of Domain Definition Interview transcriptions
(Entire class presents their homework)
Content analysis and Coding
Student team led discussion of homework reading on content analysis (Miles and Huberman reading) and coding procedures (Saldana reading)
Team leader(s) ______
Instructor’s lecture and discussion of homework reading
“Domain and Taxonomic Analyses”
Typed homework due 11/9
Domain analysis of Domain Definition interview
Work on team project.
11/9 W No class (NCA)
Work on team project.
CMST 509 Fall 2016
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Schedule
11/16 W Class discussion of Domain Analysis
(Entire class presents their homework)
Work on team project.
11/23 W Independent team day- Finalize team project.
11/30 W Lecture, discussion and experiential exercise
“Beliefs Matrix/Preference Ranking Questionnaire”
Student presentations. End of class.
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Copyright ©2016 Virginia W. Kupritz