Tvisebrivi meTodebi socialur kvlevaSi - Center for Social Sciences
Tvisebrivi meTodebi socialur kvlevaSi - Center for Social Sciences Tvisebrivi meTodebi socialur kvlevaSi - Center for Social Sciences
Week 8. Ethics of Qualitative Research Lecture, 2 hours; discussion, 2 hours It’s hard to overestimate significance of ethical issues while doing fieldwork. During our last class, we will focus on the responsibility of the researcher while doing fieldwork and the requirements of professional communities towards their members. Codes of ethics have been elaborated in a systematic way after the Second World War by professional associations of the social scientists in Europe and North America; other countries joined them later. Nowadays, most of the professional association are international, which leads to unification of ethical standards of the respective professional activity over the state boarders. Codes of ethics should be distinguished from the legal requirements, and from mutual responsibilities outlined in the contracts signed between the researchers and clients; during the class, we discuss the specific character of ethical norms. Two Codes of Ethics we are focusing on in this class are ICC/ESOMAR International Code of Marketing and Social Research Practice (ICC/ESOMAR, 1995) and Code of Ethics and Policies and Procedures of the ASA Committee on Professional Ethics (American Sociological Association, 1999). We focus on: (a) Rights of the respondents; (b) Rights of the clients who commission research; and (c) responsibility towards the society in general. Sanctions against those who violate ethical norms are discussed based on the hierarchy of sanctions in the ASA Code of Ethics. We will also discuss special rules that try to regulate publications of research results in the media, in order to avoid misinformation and deception of public. Two case studies are presented during the class, to be discussed during the seminar; one is a CNN publication where survey results are presented, and the second is a paper where an ethnographer (Eric J. Arnould) discusses ethical dilemmas he faced while doing fieldwork in Chad. Homework assignments for this week are: 1. the students are required to find on the web codes of ethics of several professional organizations whose members are involved in social research, and to compare these Codes; 2. Assess the quality of presentation of the finding in the CNN publication distributed in class. 3. Discuss the case study concerning ethical dilemmas that Eric J. Arnould faced during his fieldwork and provide their own assessment of the situation and best ways to deal with it. Required readings for this week are: W. Lawrence Newman. 2003. Social Research Methods: Qualitative and Quantitative Approaches. Fifth edition. Boston: Allyn and Bacon. Pp. 396-398 (“Ethical Dilemmas of Field Research”). Earl Babbie. 2004. The Practice of Social Research. 10 th Edition. Belmont, Calif.: Thomson/Wadsworth. Pp. 306-307 (“Research Ethics in Qualitative Field Research”). Eric J. Arnould. 1998. “Ethical Concerns in Participant Observation/Ethnography,” in Advances in Consumer Research 25: 72-74. ICC/ESOMAR International Code of Marketing and Social Research Practice. http://www.esomar.org/esomar/show/id=65961 American Sociological Association. 1997. Code of Ethics. http://www.asanet.org/members/ecoderev.html American Sociological Association Committee on Professional Ethics. 1997. Policies and Procedures. http://www.asanet.org/members/enforce.html 110
In the Appendix 1, a transcript of a focus group interview is presented. In the Appendix 2, a Short Glossary of the terms used in qualitative research practice is presented. This is a concise reference for the students, where only terms covered in terms of this particular course are explained. Nevertheless, I hope this will be helpful for the students, given that some of them may not be familiar with any vocabulary connected with research practice, and few of the terms used in this course are already established in Georgian (some are not fully established even in English). Over 40 terms are defined in this glossary, e.g.: actor; respondent; in-depth interview; biographic interview; life history; research design; observation; close-ended questions; openended questions; ethnography; ethics; qualitative methods; quantitative methods; content analysis; focus group; moderator; case-study; fieldwork; discussion guide, transcript; hypothesis, et al. The terms and in (Georgian) alphabetical sequence. This Glossary, however, is not the only one the students will be using; they will be encouraged to consult academic social science dictionaries. 111
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In the Appendix 1, a transcript of a focus group interview is presented.<br />
In the Appendix 2, a Short Glossary of the terms used in qualitative research practice is<br />
presented. This is a concise reference <strong>for</strong> the students, where only terms covered in terms of<br />
this particular course are explained. Nevertheless, I hope this will be helpful <strong>for</strong> the students,<br />
given that some of them may not be familiar with any vocabulary connected with research<br />
practice, and few of the terms used in this course are already established in Georgian (some<br />
are not fully established even in English).<br />
Over 40 terms are defined in this glossary, e.g.: actor; respondent; in-depth interview;<br />
biographic interview; life history; research design; observation; close-ended questions; openended<br />
questions; ethnography; ethics; qualitative methods; quantitative methods; content<br />
analysis; focus group; moderator; case-study; fieldwork; discussion guide, transcript;<br />
hypothesis, et al. The terms and in (Georgian) alphabetical sequence.<br />
This Glossary, however, is not the only one the students will be using; they will be<br />
encouraged to consult academic social science dictionaries.<br />
111
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