"Cybercrime has been on the rise since the 1990s, and so is the need for researchers and public administrations to better estimate its prevalence, incidence, distribution and nature. The limitations of police statistics as measures of crime are widely known and seem even more severe—in terms of th
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e volume of unrecorded offenses—in the case of cybercrimes. The problem of under-recording may be even more acute for crimes suffered by organizations. From that perspective, victimization surveys with national representative samples are seen as the main alternative to obtain more valid and reliable estimates of cybercrime and cyberdeviance. Self-reported delinquency studies can provide information on juvenile cybercrime and cyberdeviance from the point of view of the offenders and, if accompanied by a victimization module, on the incidents suffered by the younger generations. Surveys also provide information on many other variables that are absent from police or court recorded crimes, related to the personal characteristics of individuals, their everyday activities, cybersecurity practices and so on, which allow identifying key risk factors and testing different theories of online crime and deviance. In addition, surveys conducted regularly can also be key to assessing temporal changes in overall criminal behavior. While we have seen a rapid increase in the number of crime surveys that include measures of cybercrime since the early 2010s, our scoping review has identified a series of practices that could be refined to better measure online victimization and offending, and to enable cross-national and temporal comparisons. Overall, it seems reasonable to state that cybercrime and cyberdeviance is measured less adequately than more traditional crime types. This might be in part due to the ever-changing nature of cyberspace." (Ways forward and conclusions, pages 65-66)
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"This third edition is again a practical introduction to communication research methods, foregrounding the role research plays in communication and media industry careers. Covering major methodologies such as surveys, experiments, focus groups, in-depth interviews, content analysis, and others, the
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book takes the reader through the research process from beginning to end. The text continues to help students link the research methods they learn to practical contexts through its activities and features, which include Voices from Industry boxes written by practitioners that give insight into application of methods; Steps to Success research review checklists; and numerous end-of-chapter activities to reinforce concepts. This third edition contains updates throughout, including an expanded discussion of reliability and validity across both qualitative and quantitative research contexts as well as new Research in Action boxes that showcase how research is used in professional and public contexts." (Publisher description)
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"This set of questions offers a framework for buyers to use when evaluating the offerings of different online sample providers. It updates and replaces the 2012 ESOMAR publication, 28 Questions to Help Buyers of Online Samples. The questions identify the key issues to consider, introduce consistent
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terminology, explain why each question should be asked, and note the issues buyers should expect to be covered in an answer. The intended use of these questions is that they form a basis for a conversation between buyer and sample provider, rather than simply being used as a checklist to compare offerings across providers. The questions do not cover B2B samples, nor do they attempt to cover specific requirements for different types of research such as pricing, new product development, ad testing etc. When online access panels were first introduced in the 1990s, the model was relatively simple: a buyer provided sampling specifications to a panel owner who drew a sample (from that panel). Over the intervening 25 years, online sample selection has changed in two fundamental ways. First, buyers can now access a a broader set of sources that now includes participants in loyalty programmes and rewards communities within “Get Paid To’ sites, customer lists, intercepts from offer walls, affiliate networks, social media, and other platforms, as well as traditional panels that may or may not be owned by the provider. Second, buyers have the option to access these sources directly via self-service tools, rather than relying on a sample provider to generate the sample on their behalf. There have been other important changes as well. Online research has become truly global and mobile devices have become a common data collection platform. The use of online samples has broadened beyond surveys to include qual/quant applications, communities, passive data collection, and so on. Concerns about privacy and data protection have led to a much-changed regulatory environment that imposes new requirements on both sample buyers and sample providers. Quality assurance techniques have become increasingly sophisticated. As a consequence, the number of issues that buyers must consider when choosing a sample provider has increased substantially." (Purpose and scope, page 3)
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"As part of IPA’s response to COVID-19, many existing and new data collections have shifted to remote data collection modes including computer-assisted telephone interviews (CATI), interactive voice response (IVR) and SMS surveys. This transition has required new protocols, new tools, and new work
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flows to ensure that data can be collected at similarly high-quality across remote survey modes. This is compounded by the logistics and health challenges associated with a global pandemic. This document contains tips and best practices for shifting face-to-face surveys to remote survey modes, as a response to pandemic conditions where person-to-person contact risks virus transmission. IPA’s Global Research and Data Support (GRDS) team has created technical tools and protocols that fall into four categories of tasks for remote surveying. We summarize the major changes and available tools for CATI, the predominant choice for remote data collection mode." (Executive summary, page 1)
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Since ITU first published this Manual in 2009, the digital technology sector has evolved almost beyond recognition. The Internet is now accessed through a multitude of devices, including mobile phones, tablets and similar handheld computers. The impressive spread of mobile broadband networks has bro
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ught online access to people in areas where fixed infrastructure is limited – for example, outside major urban areas, especially in developing countries. And the world over, more and more young people are growing up using digital technologies.
The second edition of the Manual, published in 2014, extended the list of ICT indicators and added a full on coordination of the national statistical system in the area of ICT statistics. However, the continued rapid growth and evolution of the global information society demands continuous review of our current ICT indicators and their definitions. A key component of ITU’s statistical work therefore involves the development and revision of the international standards used to monitor the progress of countries’ transformation into information societies.
In this third edition, we continue the trend of expanding the list of ICT indicators, while taking stock of the experiences of developed and developing countries alike in the implementation of ICT surveys. In addition, we have also introduced new measurement topics, reflecting the evolving nature of digital access and use.
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"Ideally, a survey should gather data on every single person in the target population. For example, a survey about learning outcomes at a small school could track the test scores of every student. Collecting data on everyone in the target population is the best case scenario, since it ensures that e
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verybody who matters to the survey is represented accurately. However, this is only possible if the population is small enough and the researchers have sufficient resources to reach out to everyone. This often is not the case, so researchers have to identify a subset of the population to survey. How you choose this subset of the target population is crucial to the quality of your data. The group must be carefully identified and representative of the larger population, else your data will not be useful for drawing inferences. If done right, survey sampling can save time and money while allowing you to draw interferences about a large group of people." (Introduction)
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"Sampling is a process that enables information to be collected from a small number of individuals or organisations within a project or programme, and then used to draw conclusions about a wider population. There are many different sampling methods. Quantitative analysis tends to require large, rand
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om samples. Qualitative analysis usually relies more on smaller, purposefully chosen samples." (Introduction)
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"Surveys enjoy great ubiquity among data collection methods in social research: they are flexible in questioning techniques, in the amount of questions asked, in the topics covered, and in the various ways of interactions with respondents. Surveys are also the preferred method by many researchers in
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the social sciences due to their ability to provide quick profiles and results. Because they are so commonly used and fairly easy to administer, surveys are often thought to be easily thrown together. But designing an effective survey that yields reliable and valid results takes more than merely asking questions and waiting for the answers to arrive. Geared to the non-statistician, the Handbook of Survey Methodology in Social Sciences addresses issues throughout all phases of survey design and implementation. Chapters examine the major survey methods of data collection, providing expert guidelines for asking targeted questions, improving accuracy and quality of responses, while reducing sampling and non-sampling bias. Relying on the Total Survey Error theory, various issues of both sampling and non-sampling sources of error are explored and discussed." (Publisher description)
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"The first six chapters of this book give you the background information you need to understand how to do an audience survey to a high standard. The explanation is based on the standard face-to-face survey method, where trained interviewers speak directly to audience members. You can use the informa
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tion in Part I in several ways: to organize your own survey, or to commission an expert to do a survey for you, and understand most of the decisions that they and you will face, or to help decide whether you need a survey, or some other type of research. If you are interested doing your own research, but after reading these six chapters you realize that it may be too difficult, slow, or expensive to complete a face-to-face survey, try Part II of the book, which describes some other types of survey, and several methods of qualitative research." (Page 5)
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"The objective of the household survey is to measure the transformational development indicators on nutrition, immunization, education, water, diarrhoea management, household resilience, poorest households and HIV/AIDS. Development programs should aim to be able to use this survey method with a leve
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l of precision and accuracy for measuring these eight indicators. This volume of the Transformational Development Indicators (TDI) field guide explains, step by step, how to design and implement the TDI household survey. Each step in the process is clearly numbered to assist staff in using this guide. Chapters 1-5 describe the actual process of survey implementation, which includes defining the survey and area to be surveyed, preparation of the questionnaire, determination of sample size and the selection of the sample. There are also sections on data collection and bias inherent with this method. Chapter 6 describes the steps involved in data analysis using the software provided by the Development Resources Team (DeRT). The appendices include additional resources that may be useful for training and learning about household survey method, random sampling. It includes sample questionnaires, as well as a glossary and bibliography of survey literature." (Introduction, page 7)
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