3. Data collection
Data collection for research refers to the systematic process
of gathering relevant and accurate information or data
from various sources or participants in order to address
research questions, test hypotheses, and draw meaningful
conclusions.
4. Types of data collection
PRIMARY DATA COLLECTION SECONDARY DATA COLLECTION
DEFINITION new and original data directly from
the source or participants for a
specific research project
using existing data that has been
collected by other researchers,
organizations, or sources for purposes
other than the current research project
ADVANTAGES ✓ Relevance
✓ Control (Data quality and
consistency)
✓ Specificity
✓ Freshness
✓ Time and Cost Savings
✓ Convenience
✓ Historical Analysis(trends, changes
over time)
✓ Large scale data
DISADVANTAGES ➢ Time and Resources
➢ Complexity
➢ Bias (Researcher bias or
unintentional influence)
➢ Relevance
➢ Qulaity
➢ Limited Control
➢ Availability
METHODS Surveys,Interview, Observation,
Experiments
Focus group, Case studies,
Ethnography
6. Surveys
presenting a set of structured questions to participants, usually in
written or digital format.
Surveys can be administered through various channels, such as
paper forms, online platforms, emails, or mobile apps
7. Interview
direct interaction between the researcher and the participants to gather in-depth information,
insights, opinions, and perspectives on a specific research topic.
Allow researchers to delve into the thoughts, experiences, and viewpoints of participants,
providing rich qualitative data
9. STEPS
Define Objectives Select Participants
Demographics, expertise, or
roles.
Choose Interview
Type
•Structured Interviews (pre-
defined set of questions)
•Semi-Structured Interviews
(pre-determined questions with
open-ended follow-up questions)
•Unstructured Interviews
(more conversational style)
Develop Interview
Guide
•questions you plan to ask,
along with prompts or probes
to encourage elaboration
Preparation
•interview guide, topic, and
participants' backgrounds
Scheduling and
Conduct Interviews
•mode of interview (in-person,
phone, video)
Recording and
Transcription
Data Analysis and
coding
Interpretation Quoting and
Reporting
•use direct quotes from
participants to illustrate key
points and support your findings
10.
11.
12. Methodology
In 2017, we interviewed six Mumbai residents aged 60 and over who had been victims of cybercrime,
and five of their family members. The victims interviewed were all males, aged from 62 to 77 years,
graduates and used the internet for an average of an hour a day before their victimization. They lost
between 30K and 2000K rupees, through cell phone, bank card hacking or social engineering fraud.
We also interviewed seven experts: two from banking (n = 2, a Bank Chairman and Chief technology
office), one police inspector, one lawyer, one private investigator specializing in cybercrime and two
older people’s welfare workers from a third sector organization.
13. From victims
semi-structured, qualitative interviews, in English or
Hindi.
The interview topic guide:
✓ how the cybercrime took place
✓ experiences reporting the crime
✓ impacts of the crime upon victims
✓ their emotional and practical responses
✓ how the crime be prevented, or better managed.
14. From experts
semi-structured, qualitative interviews, in English or
Hindi.
The interview topic guide:
✓ how and why older people might be particularly
vulnerable to cybercrime
✓ what they consider to be protective factors
✓ about the institutional response to cybercrime
experienced by older people in Mumbai
✓ how it might be prevented or better managed.
15. theoretical basis was the crime triangle approach
Themes: Unresponsive institutions, Lack of data protection and privacy
safeguards of data protection and privacy safeguards
“In foreign countries if anything happens the bank will take the responsibility
and refund the money, here bank will not take any cognisance of it.” (Wife of
a victim)
Themes:Lack of proximal family support,
Relative affluence
“Senior citizens don’t understand that they
have to protect their password very
carefully. Since it is very difficult, maybe it is
difficult for them to remember the password,
they write it somewhere … They generally
write it on a paper and keep it with the credit
card or the debit card. So if their wallet is
stolen, then all the information is gone.”
(Police inspector)
“The criminals are organised. If some amount
is stolen or deposited by some victim in an
account here in Bombay, the amount is
withdrawn from different ATMs all over India.
And it has to be an organised racket to work in
this fashion. Moreover, it is a very low-risk
crime. Even if the criminal is caught, there is no
proper investigation to collect the evidence and
to take the case to its logical end. That’s why
the criminals have become more and more
bold to commit these type of crimes.” (Police
inspector)
16.
17. Focus group discussion
A focus group is a small group of six to
ten people led through an open
discussion by a skilled moderator.
The ideal amount of time to set aside
for a focus group is anywhere from 45
to 90 minutes.
A focus group is not:
ƒ
A debate ƒ Group therapy ƒ A conflict
resolution session ƒ A problem solving
session ƒAn opportunity to collaborate ƒ
A promotional opportunity ƒ An
educational session
This Photo by Unknown Author is licensed under CC BY-SA-NC
19. Designing focus group
questions
Twelve is the maximum number of questions for any one
group. Ten is better, and eight is ideal
questions should be
❑ Short and to the point
❑ Focused on one dimension each
❑ Unambiguously worded
❑ Open-ended or sentence completion types
❑ Non-threatening or embarrassing
❑ Worded in a way that they cannot be answered with a
simple “yes” or “no” answer (use “why” and “how”
instead)
Engagement questions
Exploration questions
Exit question
20.
21. Recruiting and preparing
for participants
all the participants are very comfortable with each other
but none of them know each other
Homogeneity is key to maximizing disclosure among focus
group participants. Consider the following in establishing
selection criteria for individual groups:
✓ Gender – Will both men and women feel comfortable
discussing the topic in a mixed gender group? ƒ
✓ Age – How intimidating would it be for a young person
to be included in a group of older adults? Or vice versa
✓ Power – Would a teacher be likely to make candid
remarks in a group where his/her principal is also a
participant?
✓ Cliques – How influential might three cheerleaders be in
a group of high school peers?
22. Recruiting and preparing for participants
Participant inclusion/exclusion criteria should be established upfront and based on the purpose of the study.
Use the criteria as a basis to screen all potential applicants.
Nomination
Random selection
All members of the same group
Same role/job title
Volunteers
participants
recruitment
methods
(over invite/offer
incentives/reduce barrier of
attending)
Once a group of viable recruits has been established, call each one to confirm interest and availability. Give
them times and locations of the focus groups and secure verbal/ email confirmation.
23. Conducting the focus
group
Moderator (listen/think/group
participation/knowledge of
topic/handle group
challenges)
Assistant moderator
(tape recording/notes/body
language and cues)
This Photo by Unknown Author is licensed under CC BY
29. Strengths of Focus Group
Discussions
Rich Qualitative Data
Group Dynamics
Exploration of Complex Issues
Rapid Data Collection
Understanding Diversity
Contextual Insights:
30. Weaknesses of Focus Group
Discussions
Group Influence
Lack of Anonymity
Limited Generalizability
Moderator Skill Dependency
Time and Resource Intensive:
Analysis Complexity
Limited Privacy
31. Observation methods
Primary data collection through observation
involves systematically observing and
recording behaviors, events, or phenomena
in their natural setting.
This method is particularly useful when
researchers aim to gain a direct understanding
of how people or objects behave and interact in
real-world situations. Here's how primary data
collection by observation method works:
32. Define Objectives:
Choose the Setting: public space, a workplace, a classroom, a natural
habitat, or any location relevant to your research.
Select Participants: demographics, roles, or characteristic
Decide on Observation Type: Structured
Observation/Unstructured Observation/Participant Observation
Create Observation Plan: location, duration, and frequency of
observation sessions.
Training and Pilot: multiple observers, provide training to ensure
consistency in observations
33. Ethnography
Conducting ethnography involves immersing
yourself in a particular culture or social
setting to gain a deep understanding of its
practices, behaviors, beliefs, and values.
Ethnography is commonly used in
anthropology and sociology to study human
societies. Here's a step-by-step guide on how
to conduct ethnography:
34. Select :a Research Topic:
lives, practices, or beliefs.
Research and Background
Study: culture or community,
history, language, traditions,
and any existing research
Establish Relationships
Participant Observation:
Observe and take notes on their
behaviors, interactions, rituals,
and practices.
Field Notes and Journals: field
notes and journals during your
observations.
Conduct Interviews: Collect Artifacts
Document
Visuals: photographs, videos, or
sketches to document visual
such as architecture, clothing,
and rituals.
Triangulation: Use multiple
sources of data to validate your
findings.
Constant Comparative Analysis
Data Analysis and Writing
Ethnographic Reports
Feedback and validation
35. This Photo by Unknown Author is licensed under CC BY
36. Secondary data collection refers to the process of
gathering and using existing data that has been
previously collected by someone else or for a different
purpose.
research studies
government reports
academic literature
online databases
.
37. Internal
Secondary
Data
an organization or individual
has collected for their own
purposes, and it's being reused
for a new analysis
External
Secondary
Data
data collected by external
sources, such as government
agencies, research
institutions, or other
organizations, and is made
available for public use
39. GOAL OF LITERATURE
SEARCH
✓ SEARCH COMPREHENSIVELY 9
(TERMINOLOGY/DATABASE)
✓ SEARCH FOR GREY
LITERATURE
✓ SEARCH FOR UNPUBLISHED
STUDY
40. Sources of Information
Retrieval
❑ Subject specific journals
❑ Citations from most relevant
articles (crossref)
❑ Electronic Databases
❑ Grey literature
(dissertation/thesis/govt. report, research
reports, organization websites)
❑ Experts in the field
51. CASE STUDY
A case study is a research method that
involves an in-depth and detailed
examination of a specific subject, often
within its real-world context.
This method is commonly used in various
fields, including psychology, sociology,
business, education, and medicine, among
others.
52. The primary characteristics of a case study
Focus on a Specific Subject (single individual, group, organization,
event, or phenomenon)
In-Depth Investigation (interviews, observations, surveys, or
document analysis)
Contextual Analysis (ircumstances, conditions, and factors that
influence or are influenced by the case)
Holistic Perspective (psychological, social, cultural, economic,
historical etc)
53. The primary characteristics of a case study
Qualitative and/or Quantitative Data
Analytical Approach (identify patterns, themes,
relationships, and key insights)
Narrative Presentation (description of the case,
analysis of the data, conclusions, and often
recommendations or implications)
Unique and Contextualized Findings
55. Select Your Case
Define Your Research
Questions or Objectives
Choose Your Case Study
Type (Single/Multiple/
Longitudinal)
Gather Data
(Primary/Secondary/Trian
gulation)
Data Collection Methods
(Interviews/Observations/
Surveys/Document
Analysis/Archival
Research)
Data Analysis
(qualitative/quantitative/c
ross reference)
Develop a Case Study
Narrative (description of
the case, its context, key
events, and the people
involved,Use quotations to
support analysis)
Draw Conclusions and
Interpretations
Provide Recommendations
or Implications
Write the Case Study Report
(Introduction, literature review (if
applicable), methodology, case
description, analysis, conclusions, and
recommendations)
56. This Photo by Unknown Author is licensed under CC BY
57. SUMMARY: students will analyse
cases in order to explore and combat
gender stereotypes and homophobia
58. CASE STUDY 1
John has recently moved to a different town with his parents, because they found better jobs. As he hadn’t
had the chance to meet people and make friends yet, he decided to find an extracurricular activity to do after
school. He searched for lessons or activities available and he found an incredible offer about some ballet
classes. On Wednesday, after school, he went to enrol to the lessons. When he entered the class, the girls that
were already there were really surprised and staring at him. After he explained that he wanted to attend the
lessons, the girls started pointing at him, laughing. The teacher did not react at all and looked really surprised.
John ran out of the class, crying.
Questions:
Do you think there are stereotypes in the case of John?
Could you mention some?
How do you think John feels about this situation?
Do you think that something like that could happen in real life?
How do you think you would react if something like that happened in your school?
59. CASE STUDY 2
Laura is running for president of the class. She is really happy that she will have a
chance to contribute to the exercise of students’ rights and she has made a plan on what
she wants to change. One day, five of her male classmates approached her and said ‘You
can’t be the president of our class! You’re a girl! Girls cannot be the leaders!’. Laura was
devastated, since she has been trying really hard to find ways in order for all students to
be represented by her plan.
Questions:
Do you think there are stereotypes in the case of Laura?
Could you mention some?
How do you think Laura feels about this situation?
Do you think that something like that could happen in real life?
How do you think you would react if something like that happened in your school?
60. CASE STUDY 3
Paul is a 17year old boy who has been struggling in order to accept himself for the past few
years. He understood that he was into boys two years back, but he has been trying to ‘fix
himself’ as he was told. He dated girls, hung out with male classmates and did what other
boys his age did. One day, his girlfriend, Sarah, wanted their relationship to go further, but
Paul was not into it. Sarah started mocking him and told everyone in their class that he was
gay. After one day, the whole school started calling Paul names, telling him that he was a
‘weirdo’ and that this was not normal.
Questions:
Do you think there are stereotypes in the case of Paul?
Could you mention some?
How do you think Paul feels about this situation?
Do you think that something like that could happen in real life?
How do you think you would react if something like that happened in your school?
