臺灣博碩士論文加值系統

論文名稱：經濟學人眼中的中國
校院系：國立暨南國際大學國際企業學系 頁數：136頁
畢業時間：九十五年六月 學位別：碩士
研究生 : 鄭筱陵 指導教授 :葉日崧 教授

中文摘要
本論文主要是以質化分析的方式呈現出雜誌媒體如何解讀中國的形象，藉此方式引導有意投資中國的管理者對中國有更明確的形象。本研究的資料來源為「經濟學人」雜誌，原因為此雜誌的公正性及可信賴程度已達世界公認水準。 主要藉由傳播理論以及框架理論建構出本文所仰賴的理論架構，所使用的研究方法為內容分析法。進行內容分析法的步驟：將資料譯解、組織、給予意義。分析資料為經濟學人雜誌1980、1990、1995、2000、2005年的1月至12月，分解成以下大類：經濟、政治、環境、人權、科技、教育、宗教及休閒。個類別下的相關篇幅將有相關聯的趨勢(概念)以形容詞表示、彙整出各篇報導所呈現的涵義。一系列資料的譯解結果位於附錄一。
研究結果如下：
以經濟面而言，中國在過去從一個新的經濟體到近期在世界上建立起自信以及具影響力的權威。
以政治面而言，1980年代，中國政府政策及行動具濃厚的神秘感，加上官僚式統治控制所導致體質差的內政系統。在2005年時期，中國呈現出一個較彈性的形象，且也呈現較高程度的熱誠及接受度，這更表示在近期中國以及其它國家互相接納的事實。
以環境面而言，中國在近期表現出對此議題的主動性及關照的動作，但也必須面對世界對環境的標準。
以休閒面而言，中國希望與其他國家接軌，更積極的參予具世界規模的活動。
以人權面而言，在1980年代，中國呈現較負面的形象，而在2005情況稍有好轉。
以科技面而言，1980及1990年代中國在此面向非常落後，但之後中國呈現積極態度於吸收外來知識及科技。
以教育面而言，只有在2005年近期初的數量較多，且中國的教育系統更為民主化及活耀。
本研究主要的限制為無法移除編碼者的主觀意念，因此需要納入兩位以上的編碼者確保公正性。在宗教、科技以及教育的面向有明顯的資料篇幅不足，而無法給予更具體的形象。對未來的類似研究或是延伸，可另選本質接近的雜誌媒體做出比較或是增加本研究的研究資料(可增加1980年之前中國所呈現的形象)。

關鍵字：經濟學人、內容分析、解釋、形象、言外之意

Title of Thesis：The Image of China through the eyes of The Economist
Name of Institute：Department of International Business Studies/ National Chi-Nan University Pages：136 pages
Graduation Time：June/2006 Degree Conferred：Master degree
Student Name：Hsiao-Ling Cheng Advisor Name：Prof. Ryh-Song Yeh

Abstract

Our research arises from the need of a qualitative analysis on the image of China through printing media namely the magazine. This will aid managers interested in investing in China render a clearer view of how our magazine printing media, “The Economist” perceives China, the reason being that The Economist is itself a reliable, unbiased data source. In connection with Communication, Frame and theory of Interpretation forming the literature review of the research, the content of the magazine articles are decomposed by means of Content Analysis. Through Content Analysis, our data source is conducted in five specific years over twenty-five years. This means, our analysis is performed on 1980, 1990, 1995, 2000 and 2005, with the categorization of our contents into categories such as Political, Economic, humanitarian, Environmental, Education, Technology, Leisure and Religion, the trends associated with these categories are discussed. The whole collection of the actual analysis, where our research data is decoded into a specific format, is situated appendix 1.

Our outcomes are as follows:
Economic: From China being new to the capitalist world to being confident and influential in its presence in the world economy.
Political: From 1980, the impression of the Chinese government’s secrecy on disclosing decisions in addition to an ill structured internal system controlled by bureaucratic officials. As we move onto 2005, China has created a resilient image although it still shows a high degree of enthusiasm and hospitality, indicating a higher acceptance from both sides (China and the rest of the world)
Environmental: China gradually shows its initiative on this category. With more negative connotation for 2005, it is evident that with the prevailing economic boom, China faces a constant battle on meeting the world’s environmental standards.
Religious: Articles are mainly concerned about the Chinese influence on Tibet’s religious choice and the practice of Falun Gong, but in 2005 the tension seems to have mitigated temporarily.
Leisure: China searches for equilibrium positions within this respect and confident seems to grow as it enters year 2000.
Humanitarian: Blatant, violent image is portrayed in 1980 and later China seemed to loosen its resilience on humanitarian matter, perhaps just to a minor degree by 2005.
Technology: China shows little competency in the 1980 and 1990, but in 2005, China’s involvement and the level of competency and willingness to absorb technological know-how had grown tremendously.
Education: Articles to this section had only appeared in recent years, owing to its significance. In 2005, education systems become democratic and active.

The limitations to this research are: Firstly, the coder’s bias - The coding result as
a product of the coder’s perspective. Secondly, the coder’s bias will cause the omission of articles. Thirdly, improved accuracy on data analysis by including two or more coders and fourthly, the lack of articles in the categories of religion, technology, and education is unable to provide distinct trends

The suggestions to this research are: Firstly, making a comparison between two or more different media contexts. Secondly, a prolonged time period for in depth trend is recommended.

Key words: The Economist, Content Analysis, Interpretation, image, and connotation

Content

1.Introduction------------------------------------------------------1
1.1 Motives and objectives------------------------------------------1
1.2 Research background-----------------------------------------3
2.Literature Review-------------------------------------------------6
2.1 Building a fundamental basis for The Economist - “Mass Communication”------------------------------------------------------9
2.2 The Economist’s interpretation of China------------------------11
2.2.1 Interpretation------------------------------------------------11
2.2.2. Frame Theory------------------------------------------14
2.2.3 H. Lasswell’s Model of Communication------------------16
2.3 Other studies with the use of Content Analysis------------------19
2.3.1 Examples of Content Analysis usage by scholars in Taiwan (in Chinese) -----------------------------------------------------------20
2.3.2 Examples of content analysis usage by scholars in areas outside Taiwan------------------------------------------------------25
3.Research Methodology----------------------------------------------27
3.1 Identify the Question.------------------------------------------27
3.2 Choose samples for analysis.--------------------------------28
3.3 According to each year and month, texts are reduced into categories and sentences or paragraphs are coded. Later, concepts generated from the text will be decided-----------------------------29
3.4 Explore the relationships between concepts (meaning and direction).---------30
3.5 Connect the relationships. -------------------------------------31
4.Data Analysis and explanation-------------------------------------33
4.1 An example of how Content Analysis is conducted on one article--33
4.2 The content dimension and topics attended----------------------34
4.3 Data explanation------------------------------------------------36
4.3.1 Economic, political, religious and technological trends from
1980 to 2005:-------------------------------------------------------37
4.3.1.1 Explanation on the Economic trends -------------------------40
4.3.1.2 Political trends from 1980 to 2005:--------------45
4.3.1.3 Religious trends from 1980 to 2005:-------------------------48
4.3.1.4 Technological trends from 1980 to 2005-----------49

4.2.2 Humanitarian, leisure, environmental and education trends from
1980 to 2005: ------------------------------------------------------50
4.2.2.1 Leisure trends from 1980 to 2005----------------------------52
4.2.2.2 Environmental trends from 1980 to 2005----------------------54
4.2.2.3 Humanitarian trends from 1980 to 2005------------56
4.2.2.4 Education trends from 1980 to 2005---------------57
5.Conclusion---------------------------------------------58
5.1 Image of China with respect to year--------------------------59
5.2 The image of China with respect to categories----------------62

6.Limitations-------------------------------------------------------65
6.1 The coder’s bias - The coding result as a product of th coder’s perspective---------------------------------------------------------65
6.2 The coder's bias – omission of articles------------------------66
6.3 Improved accuracy on data analysis by including two or more coders--------------------------------------------------------------66
6.4 The lack of articles in the categories of religion, technology, education is unable to provide distinct trends----------------------66
7.Suggestions ------------------------------------------------------67
7.1 Making a comparison between two or more different media contexts. --------67
7.2 Prolonged time period for in depth trend -----------------------67
Appendix 1----------------------------------------------------------68
Appendix 2---------------------------------------------------------121
Appendix 3---------------------------------------------------------130
Chinese Reference--------------------------------------------------132
English Reference--------------------------------------------------133
World Wide Web Reference-------------------------------------------135




Tables and Diagrams

[Diagram 1] Structure of the literature review, The Economist in relation to Mass Communication, Interpretation and Lasswell’s Model of Communication.
[Diagram 2] Interpretation: the relationship between scanning, apprehension and learning.
[Diagram 3] H.Lasswell’s Model of Communication – elements of a communication process (Lasswell, 1948)
[Diagram 4] Representation of the Economic, political, religion and technology
trends of China in 2005 by means of a concept map
[Diagram 5] Representation of the Economic, political, religion and technology trends of China in 2000 by means of a concept map
[Diagram 6] Representation of the Economic, political, religion and technology trends of China in 1995 by means of a concept map
[Diagram7] Representation of the Economic, political, religion and technology trends of China in 1990 by means of a concept map
[Diagram8] Representation of the Economic, political, religion and technology trends of China in 1980 by means of a concept map
[Diagram9] Representation of the Environmental, Education, Humanitarian and Education trends of China in 2005 by means of a concept map
[Diagram10] Representation of the Environmental, Education, Humanitarian and Education trends of China in 2000 by means of a concept map
[Diagram11] Representation of the Environmental, Education, Humanitarian and Education trends of China in 1995 by means of a concept map
[Diagram12] Representation of the Environmental, Education, Humanitarian and Education trends of China in 1990 by means of a concept map
[Diagram13] Representation of the Environmental, Education, Humanitarian and Education trends of China in 1980 by means of a concept map

[Diagram14] A map representing relationships among concepts (taken from The Palmquist, Carley and Dale Study, Colorado State University,”Conducting Content Analysis”2003)
[Diagram15] Map representing the relationship between the categories and its corresponding concepts from The Economist, year: 1990(Adapted from the The Palmquist, Carley and Dale Study, Colorado State University,”Conducting Content Analysis)

[Table1] Examples of Content Analysis usage by scholars in Taiwan (in Chinese)
[Table2] Examples of content analysis usage by scholars in areas outside Taiwan
[Table3] Category-year distribution table
[Table4] Economic concept-year distribution table
[Table5] Structural changes in China’s use of foreign investment (amounts in 100
million U.S. Dollars) source: 「中國統計年鑑」
[Table6] China’s trade development trend from 1952 to 1999 (amounts in 100 million
U.S. Dollars) source: 「中國統計年鑑」
[Table7] Political concept-year distribution table
[Table8] Concept-year distribution table
[Table9] Technology concept-year distribution table
[Table10] Leisure concept-year distribution table
[Table11] Environmental concept-year distribution table
[Table12] 2001 Energy intensities of Selected Countries
[Table13] Humanitarian concept-year distribution table
[Table14] Education concept-year distribution table

[Appendix 1]: Article-decoding summaries
[Appendix 2] Connotation Table
[Appendix 3] Distribution Table for 1980, 1990, 1995, 2000, 2005

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