Surname: COLLINS First Name: ALEXANDRA

Student Number: Z3419707 Email: z3419707@student.unsw.edu.au

Course Number: SLSP2001 Course Title: APPLIED SOCIAL RESEARCH 1

Name of Tutor: GEOFFREY BROWN Tutorial: WEDNESDAY 9AM MB LG49

Assessment Question: QUALITATIVE RESEARCH REPORT

Assessment Due Date: FRIDAY 7TH JUNE Word Count: 2710 (EXCLUDING REFERENCES)

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“I DON’T REALLY FEEL LIKE THEY HAVE PRIVACY AS THEIR MAIN CONCERN”: UNDERGRADUATE STUDENTS FACEBOOK PRIVACY PERCEPTIONS.

ALEXANDRA COLLINS – Z3419707

SLSP2001 – APPLIED SOCIAL RESEARCH 1 – 2013

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CONTENTS

Introduction:...............................................................................................................................4

Literature Review:......................................................................................................................5

Methodology:.............................................................................................................................6

Results:.......................................................................................................................................8

Passive versus active users’:................................................................................................8

Private settings versus personal privacy behaviours:.......................................................8

Digital Literacy:..................................................................................................................10

Discussion:...............................................................................................................................11

Conclusion:..............................................................................................................................14

Reference List:.........................................................................................................................15

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INTRODUCTION:

As interaction with Facebook rapidly increases (see Wilson et al. 2012; Williams et al. 2011),

concerns such as the relationship of online disclosure and privacy arise. These concerns

demonstrably connect to present literature (see Mohamed & Ahmad, 2012), privacy affected

by online education and usability, previous experience, and personal privacy perceptions

which are presented as thematic concerns in this research. Shifting from often polarised

quantitative studies (see Nosko et al. 2010), this research addresses the minimal qualitative

approaches in this field. Addressing disjuncture in existing scholarship, qualitative semi-

structured interviews create rich and informed participant interaction, thus enabling

assessment of the dichotomy between privacy and social media. By exploring the

undergraduate experience of UNSW students, the following research question will be

addressed ‘How do undergraduate students’ perceptions of privacy inform the publication of

personal information on Facebook?’

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LITERATURE REVIEW:

The nexus between online media and privacy examines several prominent themes emerging

in the following literature. To be cognisant of privacy’s necessity, the foremost concern is

exactly which information Facebook can publicise (see Nosko, et al. 2010; Kim et al. 2010).

Whilst Acquisti & Gross (2006) identify privacy concerns vary among members, empirical

evidence lacks regarding perception-disclosure relationships, which this study addresses.

While members may not be concerned about privacy settings, personal privacy practices may

manifest online through regulated disclosure. Such disclosure often links to risk-taking,

perceived vulnerability and digital literacy (see Stutzman et al. 2011; Fogel & Nehmad, 2009;

Wilson et al. 2012). Knowledge is thus essential of potential ‘environmental’ threats’,

including “misuse of personal information by others, stolen identity and losing privacy”

(Mohamed & Ahmad, 2012, p.2372). It is thus necessary to explore privacy’s manifestation

personally or online and its impact upon risk-taking, noted as lesser when knowledge of

threats exist (see Mesch, 2012; Williams et al. 2011).

Emphasising online educations, culpability shifts from network to participant in cases of

privacy breaches through active control of online information (see Park, 2011). Dissimilarly

to this thesis, and confirmed by this research, control loss may be minimally unavoidable

through targeted advertisements passively encouraged by Facebook (see Kietzmann et al.

2011; Goldfarb & Tucker, 2011). Whilst relatively scarce literature surrounds this issue,

notable discussion suggests knowledge and experience of privacy issues is often fundamental

in controlling publication of personal information (see Bossler, et al 2011; Nosko et al. 2012).

Although insightful, studies lack empirical research on university students in conjunction

with methodological flaws in the wide use of surveys. Inability to control response rate

affects participant’s demographics and quantitative generalisability, as well as potential to

misinterpret written communication by both researcher and respondent (see Taddei &

Contena, 2013; Fogel & Nehmad, 2009; Stutzman et al. 2011). Polarised quantitative focus’,

they fail to address the ‘why’, such as why digital literacy and privacy perceptions may not

equate to private profiles as this research discusses. Notwithstanding, consensus acknowledge

privacy perceptions display greater need for vigilance and self-regulation (see Child et al.

2012; Taddei & Contena, 2013). Evaluating this literature, the methodological framework for

this research allows its concurrence in evaluating the research question, as the following

chapter demonstrates.

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METHODOLOGY:

A qualitative methodological framework allowed inductive exploration of phenomena.

Beneficial through broadening the scope of existing quantified literature, it emphasises

participant perspective (see Bryman, 2012). Semi-structured interviews are thus ideal for the

following extensive reasons; improved response rate and comparability through ensuring all

questions answered, flexibility, minimal potential misinterpretation, longitudinal design,

exploration of motivations and attitudes, and ensures individual response uninfluenced as

potential in methods such as focus groups (see Bryman, 2012; Bailey, 1987; Smith, 1975;

Richardson et al. 1965; Barriball, 1994).

Pairing SLSP2001 students, semi-structured interviews were recorded and transcribed. The

nature of this method indicates no schedule restricts information, rather a guide discerned to

topic areas addressed. Obtaining participants, purposive sampling occurred twice for strategic

selection (see Bryman, 2012), initially using SLSP2001 students, and narrowing this focus to

a selected ten interviews. Conducted in a quiet setting, interviews were recorded to minimise

memory effects, allow future analysis, and assisting transcribing (see Bryman, 2012;

Heritage, 1984), although transcribing is time-consuming. Once transcribed, interviews were

imported into analytic software; nvivo10, allowing hierarchical coding and thematic analysis

(see Ryan & Bernard, 2003). This enabled categorisation of data and a clearer development

of key themes for results and discussion. Although the most effective methodology, the

interviews would have benefited from pre-testing to refine questions. Further concerns link to

the interviewers, namely the varying skill level and potential biases introduced by a multitude

of interviewers and issues of potential interviewer-participant relationships.

To maintain ethical integrity, several factors were considered. Diener and Crandall (1978)

identified four ethical requirements and applied in this research. Eliminating harm,

confidentiality maintained anonymity of participants; and a consent form outlining research

aims ensured no privacy invasion or deception. In accordance with university research

guidelines (see UNSW, 2009) an agreed consent form allowed the interviews and recording

and further an opt-out function if the participant wanted to discontinue the interview or not

have information published.

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Engaging in reflexivity, several implications of the research methodology are established.

Where time constraints made carrying out more formal means of semi-structured interviews

impractical, in retrospect conduct would be altered. More appropriate means of recording

would be acquired, though sufficient for this task. Dealing with my interview, Kvale’s (1996)

interview suggestions could have been greater utilised to eliminate the prospect of leading the

interview through asking probing questions (see Bryman, 2012). Whilst these implications

exist, however, significant results obtained contribute to literature as demonstrated in the

following chapter.

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RESULTS:

Several salient themes emerged from the research:

PASSIVE VERSUS ACTIVE USERS’:

Facebook is a demonstrably important communicative tool for undergraduate students,

whether self-identified as active or passive. This aspect is highlighted by Participant 4,

stating:

It’s a platform for me to share important information about events in my life

with friends. It is also an easily accessible tool to promote events that my

friends and I do.

Overall, majority of participants use Facebook to communicate with friends and family,

through accessibility of the medium. Participant 10, however, identified as a passive user:

I don’t make statuses at all. I don’t comment. I think I upload photos very

rarely. Sometimes I might comment on other people’s photos but um, I suppose

in that sense I am a passive user, I don’t really do a lot

PRIVATE SETTINGS VERSUS PERSONAL PRIVACY BEHAVIOURS:

A common theme emerging, minus two participants are private Facebook profiles,

questionable in Participant 1’s case, stating “I’m pretty sure it’s private”.

Participant 4, however, was more discerning:

It’s private, as private as possible.

I want to control who sees what I do. There are some people out there I don’t

want knowing where I am, or what I am up to.

Those not actively utilising Facebook settings, behaviours online presented as self-regulating

to monitor privacy via personal means, such as Participant 6:

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I’m pretty sure it’s Public...and it wasn't really a conscious decision I just

haven’t changed the settings...I don't see it as a risk to have it Public because I

keep in mind what information I disclose. It also makes it easier for people to

find you as well.

Interestingly, participants were asked how settings would change if Facebook modified those

available. Where settings weren’t utilised participants stated they wouldn’t alter their activity,

Participant 5 noting:

They wouldn’t really change as I said before my privacy is really open, yeah It

wouldn’t change it would be the same.

Alternatively, those with private profiles mostly agreed it would depend upon changes

introduced. A common theme emerging is if settings were to be non-existent or information

more accessible, behaviour would be greater monitored or reduced, such as Participant 2:

So because I block my family from seeing what status I post I probably would

make sure I didn’t say anything inappropriate in them in there was no privacy

controls. I would also post less photos and reduce the amount of personal

information...

Though settings can be adjusted, it doesn’t necessarily extend to advertisements. While it

wasn’t a concern or mere inconvenience for most, some, like Participant 10 identified

concerns of vulnerability, reasoning:

I figure if I wouldn’t tell them then why should they have access to it, and I

really hate the tailoring of ads on Facebook and you know, in my email and

things like that.

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DIGITAL LITERACY:

Personal experience largely dictates privacy perceptions, as found. One participant with a

private profile stated:

I’ve had some incidents in the past where people have posted really

um...unpleasant things on my wall and if it was a situation where I wasn’t able

to delete that information then I think that would be a contributing factor to me

not wanting to have Facebook.

Literary education has also allowed one participant to identify potential exposure to privacy

threats:

I read some of the articles that said that um, whatever, like, if you’re uploading

pictures on Facebook, technically speaking they’re not your property any more,

I mean, now that you’ve uploaded it, anyone can view it and even the Facebook

administration has legal rights over them

Functionality of settings largely presented as affecting control of maintaining private profiles.

Although navigation was identified as more manageable over time or assistance available,

some participant’s perceptions of privacy were hindered by feelings of minimal usability,

such as Participant 9:

I remember they were a bit confusing when I last looked. I know you can

change settings tailored for individual people so in that sense that if you can

tailor things to who you want to see what, that is probably user friendly. But

going about it, I think is hard.

Through the identification of these themes, many implications for social research are

highlighted, as the discussion section will elaborate.

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DISCUSSION:

The increasing growth of Facebook (see Acquisti & Gross, 2006) is demonstrated through

extensive thematic analysis in this study (see also Wilson et al. 2012; Williams et al. 2011).

This is demonstrable through both active and passive users, where even the most self-

indicated passive participants logged on to Facebook once a week at minimum irrespective of

its minimal use.

Perceptions of privacy indicate majority of participants can feel vulnerable and thus privacy

ensures security and a greater scope for disclosing personal information (see Nosko et al.

2012). Wilson, Gosling and Graham (2012) suggest private communication occurs when

dealing with privacy-disclosure issues. This is contrary to insight developed in this study. It is

important to analyse privacy perceptions in terms of how they manifest in online behaviour.

Unlike research suggesting privacy concerns are linked to increased disclosures (see

Stutzman et al. 2011; Mesch, 2012) it is important to create a distinction between the use of

privacy settings and personal privacy behaviours. Through analysing public and private

profiles, this study concludes that perceptions of privacy as important exist largely for all

participants. Where private profiles are selected, a larger range of information can be

publicised through a trusted audience as afforded by stricter privacy settings. Self-regulation

presented as a means of privacy for those participants with public profiles, enabling

monitoring and awareness of activity; a focal point omitted from existing literature. A

minimal theme generated by this regarding advertising found a minority concerned with the

idea that privacy cannot be wholly implemented and has implications both for Facebook as a

company and social science research which can be explored in future (see Goldfarb &

Tucker, 2011; Kietzmann et al. 2011). While advertisement was not of great concern, those

with private profiles indicated concern about settings if they were to be altered and generated

less capacity for privacy. Such conclusions imply that perceptions of privacy and its

importance is a fundamental concept ingrained in social processes so much so that if non-

existent social phenomena would considerably minimise.

Dissimilarly, digital literacy research complements current scholarship, identifying the

influence of education and experience in dictating privacy perceptions (see Park, 2013; Fogel

& Nehmad, 2009; Bossler et al. 2012). This study contributes to literature through providing

qualitative focus regarding usability of privacy settings and knowledge of online threats and

their moderating publication behaviour as preventative measures. Indicating victimisation,

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some participants showed how personal behaviour influences privacy perceptions and their

online formation.

Where Mohamed & Ahmad (2012) indicate key threats existing online, education is

significant through participant’s literary research and awareness. This knowledge provides

awareness of moderating Facebook settings where necessary, the usability described as

efficient or assistance accessible. Two fundamental categories are thus explored in this

research through thematic analysis, providing insight into the influence and social and

educative sphere upon privacy perceptions and by extensive online disclosure as identified by

the research aims. Privacy manifests itself in the rules we personally provide ourselves,

whether this be manifested in self-regulated privacy behaviours or through assistance gained

by Faceboook privacy settings. This research thus provides significant implications in

potential developments of enhanced social media privacy models.

While conducted in an ethical and authentic manner, three minor limitations present in this

study. Firstly, internal reliability could have been improved, which would have been

beneficial where multiple researchers were involved. In order to enhance this, future studies

would allow the process of exchanging information to ensure the same conclusions had been

drawn and the same meaning gathered through transcribing interviews all conducted by

different researchers.

To further enhance the study, credibility could have been improved through the process of

respondent validations to ensure corroboration of insights obtained. This would have been

particularly useful through the research’s semi-structured interview methodology where

validations could more greatly have ensured information was correct prior to reaching

transcribing stages of the research.

Lastly, triangulation techniques could also have been emphasised. Though multiple

observers, theories and data were used, the methodology could have been broadened to

include a range of qualitative data collection such as focus groups to improve insights

developed. Nevertheless, the study provides meaningful perspectives unhindered by these

limitations.

Acquisti & Gross (2006) identify that many Facebook participants are unaware of issues

surrounding privacy. This, however, may be an outdated concept as explored in this research.

Created in 2004, Facebook now has a multitude of users, the majority of students in the

sample identifying as having an online account. Raised in a vastly technological landscape,

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students today are identified as digitally literate and profoundly aware of dangers existing

online, perhaps at a level that surpasses the same age group in the time Acquisti & Gross’s

(2006) studies were conducted. It would be interesting to conduct future qualitative studies to

explore how generationally these views may potentially alter. Mixed method studies could

also produce interesting results in creating a comparable basis through which to investigate

demographic links to the information obtained in this study. Further, studies could extend

beyond analysing Facebook, and investigate a qualitative understanding if and how privacy

settings would differ and alter publication of personal information on networks where you

can appear anonymous. While providing direction for future studies, this research is a

seminal contribution to existing literature.

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CONCLUSION:

Exploring the publication of personal information on Facebook by undergraduate students,

the research aimed to develop thematic analysis surrounding perceptions of privacy. Through

the methodological framework of qualitative semi-structured interviews, these perceptions

were explored, and adding to an otherwise polarised quantitative focus in social research.

Engaging in any social media, in this instance Facebook, it is essential to be cognisant that

potentially millions of people could access your information. As such, undergraduate students

who were observed are noted as holding the perception that privacy is vastly important.

Whether manifesting in personal privacy behaviours such as self-regulation or through

utilising optional Facebook privacy settings, this perception is demonstrable throughout this

study. Linking heavily to education and providing insights into literary gaps, through digital

literacy, general awareness, or prior experience, perceptions of privacy are moderated in

accordance with deeper levels of understanding surrounding potential threats posed online.

As aforementioned, potential future research can largely be developed through the concurrent

insights of this study and existing literature. Both qualitative and quantitative studies can be

adopted in the future with the potential to elaborate upon demographic and multiple online

network studies, as well as providing a basis from which to explore generational accounts of

privacy awareness. Conclusively, while privacy settings used by undergraduate students may

not eliminate all potential hazards, it provides a necessary barrier that would be otherwise

non-existent; an important factor in mediating publication of personal information on

Facebook.

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