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Doing Interviews
This document provides an overview of conducting interviews for research purposes. It discusses the steps involved, which include designing the study, conducting interviews, ensuring quality and ethical standards, and analyzing the data. Key aspects covered include developing interview questions, creating an engaging dialogue with participants, addressing confidentiality and consent, and using different analytic approaches such as having participants validate interpretations. The overall aim is to understand participants' perspectives in a rigorous yet empathetic manner.
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Doing Interviews
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- 2. Introduction to InterviewResearch Seven Steps of an Interview Inquiry Epistemological issues of Interviewing Ethical Issues When Carrying Out Interviews Designing an Interview Study Conducting an Interview Interview Quality Interview Analysis
- 3. Introduction to InterviewResearch
- 6. • Interviews havebeen about for a long time! • Thucydides interviewed participants in the Peloponnesian war (Ancient Greek) • Research on interviews hasn’t been about for as long • Posh term for this is epistemology research
- 7. • Interviews area valid form of scientific research! • Freuds psychoanalytic theory based to a large extent on interviews with patients (1963) • Piaglet theory on child development formed through interviews with children (1930) • Design of consumer products heavily focused by interviews, with Dichter (1960) leading in this)
- 8. Seven Steps ofan Interview Inquiry
- 9. 1 Thematising Purpose ofthe investigation
- 10. 2 Designing Plan thedesign of the study
- 11. 3 Interviewing Conduct theinterviews
- 12. 4 Transcribing Prepare forAnalysis
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- 14. 6 Verifying Is whatyou’re saying correct?
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- 16. Epistemological issues ofInterviewing
- 17. Interviews attempt tounderstand the themes of lived daily world from subjects’ perspectives. It is very similar to an everyday conversation but has a specific approach and technique that is used.
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- 20. Qualitative Lorem ipsum dolorsit amet, consectetur adipiscing elit, sed do eiusmod
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- 25. Think of yourself asa traveller…
- 26. …and also as aminer
- 27. Ethical Issues WhenCarrying Out Interviews
- 28. Lots of ethicalissues can take place in interviews
- 29. • What arethe beneficial consequences of the study? • How can informed consent of participants be obtained? • Who should give consent, subject or other? • How much information about the study needs to be given in advance, and what can wait till the debrief? • How is confidentiality protected? • How can identity be disguised • Who has access to the interviews • How does the researchers role affect the study • Will publishing the study have any consequence, positive or negative?
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- 32. Designing an interviewstudy involves planning the procedures and techniques (the how) of the study
- 33. Temporal Dimension The keything to work out is your… (when you should think about different parts)
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- 35. Keep the endpoint in sight
- 36. Tell me about X,Y and Z Tell me about X and Z
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- 38. Difficult to generalisefindings and test hypothesis Difficult to analyse and make sense of interviews
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- 40. Don’t go inwith no knowledge! I IV V
- 41. • Open natureof interviews promotes production of new knowledge! • Take account of the 7 stages of the interview journey from the start • Interviewing can be seen as less of a method and more of a craft, it relies on you as an interviewer knowing enough about the subject to keep up with the interviewee
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- 43. A qualitative interviewis usually semi-structured. There are a sequence of themes to be covered, as well as some prepared questions. There can be an openness to change of sequence and question order to allow answers to be given and stories to be told by participants
- 44. Careful attention needsto be given to setting the stage for an interview when briefing subjects before, and debriefing subjects after, the interview How will briefing effect the knowledge that is produced in the interview?
- 45. Briefing to definethe situation for the subject Debrief with more information INTERVIEW
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- 47. Researcher Questions InterviewerQuestions Which form of learning motivation dominates in high schools? Do grades promote an external, instrumental motivation at the expense of a motivation for learning Does learning for grades socialise to working for wages
- 48. Researcher Questions InterviewerQuestions Which form of learning motivation dominates in high schools? Do grades promote an external, instrumental motivation at the expense of a motivation for learning Does learning for grades socialise to working for wages Do you find the subjects you learn important? Do you find learning interesting in itself? What is your main purpose in going to high school? Have you experienced a conflict in what you want to read and what you have to read to get a good grade? Have you been rewarded with money for getting good grades? Do you see any connection between money and grades?
- 49. Interviewer questions shouldbe brief and simple.
- 50. Introductory Questions • Canyou tell me about… • Do you remember an occasion when… • What happened in the episode you mentioned… These questions can have rich descriptions of participants experiences, allowing you to look at the experiences that are being examined
- 51. Follow-Up Questions • Anod • ‘mmm’ • [repetition of key words] • …actual follow up questions Extends through the curious, persistent, and critical attitude of the interviewer
- 52. Probing Questions • Couldyou say something more about that • Can you give a more detailed description of what happened • Do you have further examples of this Purpose is to pursue the answer, you know that it’s there - you just need to get to it!
- 53. Direct Questions • … Directlyintroduce a topic. Better left to the later parts of interviews after participants have given spontaneous answers
- 54. Silence • “…” Instead oftalking and cross-examining participants, give moments of silence for people to reflect
- 55. The art ofthe second question
- 56. Grades are oftenunjust because very often - very often - they are only a measure of how much you talk and how much you agree with the teacher’s opinion• Silence • Hmm, mm… • How much you talk? • Can you tell me more about that? • Could you give some examples of what you are saying • Have you experienced this yourself? • You feel that the grades are not fair? • You feel that the grades do not express your own abilities • When you say that they depend on how much you talk, do you mean bluffing? • When you mention the importance of following the teachers opinion, are you thinking of wheedling? • Are you sure that is correct?
- 57. The quality ofan interview not only relies on the questions posed; the way that the interviewer reacts after an answer may be just as important.
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- 60. Hamlet Do you seeyonder cloud that’s almost in shape of a camel? Polonius By th’ mass and ‘tiz like a camel indeed Hamlet Methinks it is like a weasel Polonius It is back’d like a weasel Hamlet Or like a whale? Polonius Very like a whale Hamlet (aside) They fool me to the top of my bent Short interview Leading Questions Reliability of Answer Power of Interviewer
- 61. The quality ofthe original interview is decisive for the quality of the analysis and reporting of the interview There are no criteria for what makes a good interview
- 62. Three general qualitycriteria for good interviews concern the richness of the interviewee’s answers, the length of relevant answers, and the clarification of the interviewee; statements
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- 64. We’ll cover qualitativeanalysis in more detail later on, this will give you a rough idea of the different types of analysis that are possible
- 65. 1 2 34 5 6 Subjects describe their life world during the interview. They spontaneously tell what they experience, feel, and do in relation to a topic
- 66. 1 2 34 5 6 Subjects themselves discover new relationships during an interview, see new meanings in what they experience and do so because of their own descriptions
- 67. 1 2 34 5 6 Interviewers condense and interpret the meaning of what is said with this happening during the interview itself. Interviewer then sends their back to the subject for validation.
- 68. 1 2 34 5 6 Recorded interview is analysed by the interviewer alone. Interview is structured for analysis and analysis involves developing the meanings of the interviews.
- 69. 1 2 34 5 6 Optional Re-interview. When the analysis has occurred the researcher can reinterview subjects and give interpretations back. Subjects get an opportunity to comment on what is being said.
- 70. 1 2 34 5 6 Option Action - Subjects may choose to change their thinking or behaviour based on the interview and self-report this back to the researcher.
- 71. Introduction to InterviewResearch Seven Steps of an Interview Inquiry Epistemological issues of Interviewing Ethical Issues When Carrying Out Interviews Designing an Interview Study Conducting an Interview Interview Quality Interview Analysis
- 72. Information in this presentationwas based on…