Module 3: Concepts and Measures

Thinking Through Complex Conceptual Definitions

1. Read the PBS article “When it comes to defining ‘terrorism,’ there is no consensus” ( https://www.pbs.org/newshour/nation/defining-terrorism-consensus ). In 300-500 words, discuss why a concept like terrorism is hard to define, and explain how the selection of a definition has consequences for research. If you were researching the topic, what would you consider in selecting a conceptual definition? In your response, use at least two terms covered in the module (readings and/or videos), and be sure that all terminology is used correctly. Proofread carefully.
2. Post your response in your Learning Activity Discussion Board.
3. Provide a constructive response to at least one of your fellow group members’ posts. A constructive response is one that (a) uses supportive language to (b) identify for the author an area in which the work can be strengthened. For example, it may identify an issue where the wording is unclear or a point where terminology is used incorrectly, or suggest ideas for examples or ways to strengthen the argument, or let the author know of questions that the work raised for them. A constructive response goes beyond ‘I agree’ or ‘that is interesting’ to assist the author in improving the work. It should provide feedback that is intended to assist the author of the learning activity in improving their work.

Reminder: At the end of Module 4, you are required to select one learning activity for submission from Modules 1-4. You can use the feedback that you receive in the group forum to revise your selected learning activity prior to submission.

Concept: an abstract idea that represents or symbolizes a quality

Exhaustive response categories: inclusion of all possible response options in a measure

Feeling thermometer: a type of measure in which the metaphor of a thermometer is used to assist respondents to identify their beliefs, feelings, or thoughts as relatively “warm” or relatively “cold”; often used with a 100 point scale

Index: a complex measure that combines responses from more than one question in creation of a new measure

Indicator: a variable that is used to represent the presence of a quality

Interval level variable: level of measurement in which all values have a numerical category, the categories are ranked and there is a consistent range between each value

Measurement validity: the extent to which the measurement of a particular concept matches its operational definition

Multidimensional concept: a concept that comprises different elements or dimensions, each of which must be captured in the definition and measurement

Mutually exclusive response categories: responses cannot be in more than one category

Nominal level variable: level of measurement in which the variables are given numerical values (1, 2, 3, etc.) that represent a difference in kind rather than in degree (e.g., 2 is not higher than one but simply different)

Non-random error: inaccuracies caused by factors that are systematic or intentional; for example, systematic error that occurs because people lie

Ordinal: level of measurement in which the values represent differences and can be ranked from lowest to highest (e.g., the level of agreement on an agree/disagree questions)

Random errors: inaccuracies caused by factors that are not systematic or intentional; found in all samples because the full range of possible respondents cannot be included; amount of random error can be estimated in a probability sample

Reliability: the extent to which the measurement of a variable yields consistent results.

Values: categories that capture the variance between the observable characteristics of phenomena

Variable: the observable characteristics of phenomena that can take on more than one value; specific and concrete measurements of a concept

Note: Unless otherwise stated, glossary source is Berdahl, Loleen and Keith Archer. 2015. Explorations: Conducting Empirical Research in Canadian Political Science (Third Edition). Oxford University Press.