The Role of Conceptual Learning in Health Impact Assessment

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Ben Harris-Roxas

Presentation for IAIA'10 International Association for Impact Assessment Conference in Geneva. http://iaia.org/iaia10/

Health & Medicine

The Role of Conceptual Learning in Health Impact Assessment B Harris-Roxas Centre for Health Equity Training, Research and Evaluation (CHETRE) Part of the UNSW Research Centre for Primary Health Care and Equity Sydney, Australia

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Research Paradigms.html The term ‘research’ is commonly understood to denote a systematic process of discovering more about a topic, using methods that are transparent and publicly defensible. Within this broad definition lie different strands of activity. A key distinction in education and development is between scholarly research and research conducted for consultancy or monitoring and evaluation purposes. Monitoring and evaluation (sometimes referred to as ‘M & E’) is chiefly used in relation to specific projects and usually focuses on the effectiveness of the project in relation to specified (and often narrow) goals. It is unlikely to be asking deeper questions or engaging with the debates in academic literature that scholarly research tends to be concerned with. Measurement and indicators 1 TEGINT Project The TEGINT project (Transforming Education for Girls in Nigeria and Tanzania) sought to address gender inequalities in schools and communities through three interventions: the establishment of ‘girls’ clubs’ in schools, of school committees and of participatory, gender-sensitive teaching methodologies. The monitoring and evaluation process, run at regular points during the programme, sought to discover the impact on particular outcomes such as girls’ enrolment and progression. Data collected annually for M & E included gender-disaggregated figures for enrolment by class, exam entry, exam passes, drop-outs, attendance, numbers of teachers and numbers on the school management committees. However, broader research conducted at the start and the end of the project, in conjunction with university partners, attempted to address more complex issues such as the relationships between girls’ club membership, community attitudes and girls’ empowerment (ActionAid 2012). Epistemological and political positions; decolonizing methodologies; different research traditions As a researcher, it is always important to consider which assumptions and political positions underpin one’s work. No research (and no researcher) is completely objective and without a position, no matter how unbiased they believe themselves to be. These are particularly important considerations when working on education and development. If the researcher is from a different educational background to that which is being researched, it may lead to some comparative bias, particularly if the context being researched is a developing country. Researchers may become overwhelmed with the deficiencies of the research context and be blind to positive aspects that may have been undervalued or lacking in their own education. It is also important to note that some methodological approaches explicitly and intentionally contain political positions and aims (e.g. feminist research). A number of theoretical and methodological developments since the 1970s have aimed to reveal and break down hidden assumptions in research. Postcolonial perspectives seek to question the extent to which certain educationa ...

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Research methods a critical review 1 Aims To re-cap on learning to date To explore in a little more depth some examples of methods To review grounded theory To explore ethnography In-put around 3 actual research projects (PhD study) So far…. We are aware that there are different research methodologies which lead to the use of different methods There is a fundamental split based upon structure determining whether a qualitative or quantitative approach is taken This is influenced by researcher preferences and the area to be followed Which methods is best? Opinion is divided and this means there is no simple answer Debate about which approach is superior ends in personal preference and that all methods have their own strengths Yet there is a critical review of both methods and methodology Important to engage with to understand bias and limitation Method 1: Surveys What? Gathers information / opinions / can describe a trend Can be structured / semi-structured / sample or whole population Usefulness / strengths: Provides a quantitative or numeric description of events Limitations: Closed and encoded / lacks flexibility/ restricted information / researcher and tool are in control Method 2: Interviews What? ‘Conversation with a purpose’ / two way approach / Unstructured / semi-structured Usefulness / strengths: Findings are created and recorded at the time / flexibility / allows for a reflexive approach Limitations: Requires a skilled interviewer / side-lining can be a problem / personal disclosure / ethically challenging Methods 3: Focus group What? A group interview or discussion (Gill et al., 2008). Based upon interaction to create findings. Usefulness / strengths: Less time required and rich qualitative data created / findings are co-constructed / potential for egalitarianism Limitations: Requires careful facilitation / some participant may dominate / ethics / sensitivity need to be adhered to E.G. Grounded Theory (GT) A qualitative strategy were theory is derived from participants feedback (understand humans) Data collection and analysis occur simultaneously Social processes are discovered building ideas / theory from the ground up / avoiding pre-conceptions Categories and analytic codes developed from data Theoretical sampling used to refine categories Analytical memos used between coding and writing Categories integrated into a theoretical framework Defining and evaluating… “The spirit of grounded theory is open-ended and flexible, a form of research that seeks to understand individuals involved in social interactions of various types within various contexts” Gilgun (2010) GT provides tools, which are flexible, reflexive and allowing ‘fresh ways’ to examine data “ We begin by being open to what is happening in the studies scenes and interview statements so that we might learn about out research participants’ lives” Charmaz (2006) Ethos / Guides for GT Charmaz comments on the importance of .

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Presentation Understanding Research Methodology In conducting social science research, the social scientist seeks to understand, and in turn explain, the world in which he or she lives. Rather than simply rely on what they observe and apply assumptions, beliefs, or general guesses to explain observations, social scientists approach this endeavor for an increased understanding using a systematic scientific method. Social scientists in the fields of homeland security, emergency management, and many others take this approach because it is their ultimate intention to go beyond their own personal understanding of why things happen. They want to inform others of these explanations and contribute to a greater body of knowledge. The purpose of developing, testing, and refining explanations for what is observed is to ultimately predict future behaviors or prescribe potential remedies for negative conduct in the form of policies. Research methodology is comprised of the approaches, designs, plans, methods, and tools or instruments scientists will use to conduct their exploration. Remember that social science includes studying phenomena and activities related to emergency management, criminal justice, and homeland security. Consider an example to help understand this need for a systematic approach to studying your surroundings to devise a strategy or policy. In this example, a planner known as Officer Lightly works in a local law enforcement department and is directed to develop a community policing plan with the intent to solicit and incorporate the assistance of citizens in reducing the annual number of property crimes each year. The former planner, Officer Grimly, had planned to develop a program based on his own beliefs about what would work. Officer Grimly simply briefed and published the plan to his department's leadership and then moved on to his next assignment. However, Officer Lightly is familiar with the scientific process and understands its value for tackling social science projects. Officer Lightly determines there is a wide assortment of objectives he might pursue, but he knows he needs to first start with a specific research question and then develop and test a hypothesis. Depending on the findings from his test of the hypothesis, he may proceed in his original direction or decide to take a different course. Officer Lightly decides to craft two research questions and at least one hypothesis for each. He has formulated the following: · Research Question 1 (R1): Where in the community do property crimes occur in the largest concentrations? · Hypothesis 1 for R1: If an area in the community is low income, property crimes are higher. · Research Question 2 (R2): What are citizens in areas of high crime currently doing in response to, or to protect against, property crimes? · Hypothesis 1 for R2: If citizens act purposively to prevent property crime, they will not be victims of property crime. Measuring Phenomena In examining Officer Light.

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