A second example shows how a seemingly simple concept can really be more complex. Hassan and colleagues (1988) set out to investigate the concept of male/female equality. During the conceptualization phase of their research, the researchers identified seven ways this concept could be expressed. These were male/female equality with regard to: (1) education; (2) marital roles; (3) home and child care roles; (4) work roles; (5) social activities; (6) political participation; and (7) management of money. Researchers refer to the components or different aspects of a concept, like the seven for male/female equality, as the dimensions of the concept.

In conceptualization, investigators draw on definitions and conceptualizations reported in the literature and then present how they intend to use a concept or one or more of its dimensions. The next step is to operationalize the concept or one of its dimensions.

Operationalization

Operationalization is the process of creating a way of measuring a concept or its dimensions. This includes selecting a technique of data collection, such as conducting a survey or using observation, and developing specific ways of obtaining measures, called   indicators, for each concept or dimension.

An indicator is a single, observable measure for a concept or one of its dimensions.   Any variable can be used as an indicator. After deciding upon what indicator to use for a concept, we develop a measure or a measuring instrument for obtaining data for that indicator. Going back to the investigation of attitudes toward male/female equality, Hassan and colleagues (1988) developed sets of questions for measuring the extent to which respondents expressed views in favor of or opposed to each of the seven dimensions of male/female equality. The combined responses to each set of questions became the measuring instrument for each dimension. Thus, there was an indicator for attitudes toward equality with regard to education, based on a set of questions, another for attitudes with respect to marital roles, and so on for the other five dimensions. The questions used for each dimension of equality became the operational definition of the concept or dimension. In other words, each dimension was defined by the way it was measured.

An illustration

Let's move from the abstract description of the process of conceptualization and operationalization to a concrete example. Measures for a concept or any of its   dimensions may be based on a single indicator or on a set of indicators. Also, more than one indicator can be used for measuring a variable or one of its dimensions. The following illustration shows use of single and multiple indicators.

Suppose we asked: "What is the relationship between   the social status of men and their attitudes toward equality between men and women?"   We start with two abstract concepts - social status and attitudes toward male-female equality. Our next step would be to define each concept so readers of our report will know what we mean when we use each concept.

Conceptualizing social status

Starting with social status, we could use an accepted definition or create one that we think is better suited for our study. Social status is generally understood to refer to a person's ranking, from high to low, in terms of status within their community. But this definition contains several aspects or dimensions of status in relation to one's neighbors. Do we want to refer to some form of achievement, such as their levels of schooling or the kind of work the men do? Would the socially accorded status of the men's extended families be a better measure of their social status? Or, should we think in terms of the power the individual or his family has in the community? Each of these and perhaps other dimensions might be used.