Exigence

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In the course ENGL 8500: Research Methods, I was instructed to design an empirical research proposal for a study that could be completed in order for me to gain experience with empirical research and the process of ethically and correctly designing a research study. I completed a proposal that can be utilized to conduct a real study, but I did not carry out the actual study, as my assignment was to merely compose a thorough proposal. Please click on the PDF above to view the 22 page proposal.

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Audience

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My audience consisted of Dr. Howard, the professor of the course, my peers, and if the study were to be conducted, hypothetically, the diverse research community.

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Rhetorical Strategies

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As is the case with rhetoricians, as a researcher, establishing one’s credibility is also key. Aristotle states that “character is almost, so to speak, the most authoritative form of persuasion” (39). People within the research realm will not consider someone’s research findings to be sound or valuable if the process of obtaining their results is not ethical or correct based on traditional research methods. Researchers establish their credibility and character through fair design and transparency of their methodology, subject selection, data collection, and all of the major parts of a study. Goubil-Gambrell states that “the most common error made in reading research is overlooking the methodology and concentrating on the conclusions. Yet if the methodology isn’t sound, the conclusions and subsequent recommendations won’t be sound” (583). Every portion of a designed study must be carefully planned and transparent.

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Specifically, for qualitative studies, “because there is no randomization of subjects, no identification of variables, and no treatment, it is important that the qualitative researcher provide readers with a full description of the setting where the data were collected and how they were collected” (Goubil-Gambrell 588). As a result, in my proposal, I thoroughly explained every variable and how it would be obtained. For example, there are sections dedicated specifically to my methodology, my means of sampling, data collection, data analysis, and appendixes to display how all of these variables would be manifested. By dedicating a section to each of these variables and strategically designing them based on empirical, qualitative, and case study practices, my goal was to thoroughly outline the study enough so if it were to be conducted, my results would be able to contribute to the field of digital visual communication within non-profit organizations as it relates to Millennials.

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Process

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Phase 1: Determine Research Focus & Research Questions

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The first step of this study involved me choosing a research topic. In “Analyzing Texts in Organizational Settings,” Carol Berkenkotter states that “the objects of study in technical communication research are everyday texts” (50). I knew I wanted to focus on some aspect of non-profit organizational communication, and my first thought was to think of an everyday communication problem non-profit organizations may experience. I eventually decided to explore visual communication and how Millennials respond to digital visual communication via social media networks and organizational websites.

 

Phase 2: Provide Context

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Before designing a research study, researchers must study the literature that already exists about their topic and determine how their own study will contribute to the field. I began researching visual communication-focusing on what specific elements attracts people and persuades them, and wrote a literature review so as to provide context for my study (pages 2-4). Next, I needed to compose a research question to guide my study. I utilized my findings from the literature review in order to create one. As Berkenkotter states, “research questions are often related to issues and concerns appearing in the published literature[…], and this material can help the researcher to better understand issues of concern in the field” (54). From my research I discovered that although many scientists and researchers had written a lot of information about what visually appeals to people and why in the general sense, I realized that there was no information about what specifically attracts Millennials to non-profit visual media or what visual elements would persuade them to donate to a non-profit organization. Once I realized my study was needed within the field and why, I was able to write my abstract and describe the problem in the field that created the need for my study (please see the first two pages in the proposal).

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Phase 3: Outline the Methodology

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Realizing that my research would best work as a case study, I began to research the best methods to use in order to receive data from Millennials. From the various qualitative studies discussed in the course, I decided to employ think aloud protocols and questionnaires.  

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Phase 4: Explain Sampling

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My participant selection is outlined on pages 5-6 in the proposal. In order to study younger millennials, I decided to target individuals born between the years of 1980 and 2000. Case studies usually consist of “a small group of individuals” (Goubil-Gambrell 587). Thus, I decided to sample 20 people, a little over the standard size of a case study, so, although my results would not be conclusive, I would have more people to support my findings. In order to study Millennials and their interaction with visuals via social media networks and websites, I decided to target Millennials who have social media accounts, via an online sampling service. I created a pre-verification survey (Appendix B) and consent form (Appendix C) for the participants for these purposes.

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Phase 5: Outline Data Collection

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My data collection is outlined on pages 6-9 in the proposal. My professor suggested that I use a think aloud protocol to obtain my data, and so I did. I typed up an instruction sheet with information about the actual think aloud activity that would be e-mailed to the sample of people chosen for the study (Appendix D). However, I also knew I needed more methods in order to strengthen my findings and maintain my credibility. Goubil-Gambrell states that “triangulation is an important concept in qualitative research. It helps to reduce systematic bias in the data and it contributes to the verification and validation of the qualitative analysis” (589). Thus, I used methods triangulation in order to accomplish this. Methods triangulation “involves checking the consistency of information gathered by different means-field notes by researcher, interviews, […] and so on” (589). So, I added two follow up interviews (Appendix E & F) in addition to the think aloud protocol in order to strengthen my findings. Additionally, Daniel Murphy states that “a single question will not by itself give an adequate representation of the phenomena that is being investigated. Rather, the researcher should come up with more than one question that tries to get at the issue or elements that seem to lie at the core of the phenomena being investigated” (103). As a result, both of my questionnaires feature more than one question for participants.

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Phase 6: Explain Data Analysis

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Next, I needed to explain how I would analyze the data received from the think aloud protocols and follow-up interviews. Berkenkotter talks about how “researchers [commonly] develop a set of coding categories for systematically conducting their analyses” (57). Following that tradition, I outlined how I would code the information received from my participants (pages 9-10). In order to maintain my credibility as a researcher, I also mentioned calculating the mean and standard deviation from my coding in order to reduce any threats to validity.

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Phase 7: Provide Schedule & Timeline of Events

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The last step involved making a timeline for the study, which also included making time for IRB approval. This addition would not only ensure I conducted an ethical study, but it would also strengthen the reliability of my study.

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Constraints (artistic proofs)

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While I was able to design an entire research study and my goal was to gain experience doing so, I did not actually conduct the study because I decided to complete a client project for the MAPC program instead. As a result, I was not able to gain the full experience of undergoing empirical research.

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(inartistic proofs)

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If I were to conduct the study, I foresee two possible constraints. First, with any study, participants are unpredictable; sometimes people drop out of studies for whatever reason. In this case, I only planned to have 20 participants, so if several people were to drop out of the study, it could have skewed my results. Also, the study does not include monetary incentives, which may have possibly deterred some people or many people from participating. With little to no participants, the study would have been hard to conduct.

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Reflection

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Overall, the process of designing a qualitative case study has taught me more about the process of conducting empirical research and all that it entails when a researcher is trying to present themselves as a credible contributor within the field. This process has taught me that it is very important that technical communicators are knowledgeable about research methods for different types of studies-whether they be quantitative or qualitative, in order to “be more informed readers and users of research” (Goubil-Gambrell 583). With a specialized interest in non-profit organizations, in the future, I am sure I will come into contact with and/or utilize studies similar to this one, and may even conduct more like these.

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If followed through, this particular study has the potential to add to pre-existing theories within the realm of non-profit organizational visual communication filling in the gaps that present literature does not attend to. It also has the potential to help diverse non-profit organizations enhance their visual media in order to secure financial support from future millennial donors. At the least, it will provide some insight into the elements within visuals that are attractive to millennials, and that itself could lead to more and more quantitative and qualitative research.

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Works Cited

Aristotle. On Rhetoric: A Theory of Civic Discourse. Trans. George A. Kennedy. New York:

    Oxford University Press, 1991. 25-51, 172-214.

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Berkenkotter, Carol. “Analyzing Everyday Texts in Organizational Settings.” Research Methods

    in Technical Communication. Ed. M. Lay and L. Gurak. Westport, CT: Praeger, 2002.

    47-66.

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Goubil-Gambrell. “Practitioner’s Guide to Research Methods.” Technical Communication. 39.4

    (1992): 582-591.

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Murphy, Daniel. “Surveys and Questionnaires.” Research Methods in Technical

    Communication. Ed. M. Lay and L. Gurak. Westport, CT: Praeger, 2002. 93-110.