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![Strengths of Good Interview
Doesn’t push too hard, patient, [in the end it lets the interviewee have time
to think and answer]
“For example…?”
Repeats some examples back, shows she’s paying attention and able to recall
for follow up.
“Is there any other feedback that would help us?”
Calls her by name
Power relation leans toward the interviewee](https://image.slidesharecdn.com/sessionondatacollection-220825083818-96c08d6e/85/Conducting-Interviews-1-pptx-23-320.jpg)
. Conducting Interviews(1).pptx
- 1. Overview of DataCollection Methods Dr Nazim Aman Hunzai Methods for collecting qualitative data Participant Observation Qualitative Interviews Planning Interviews Conducting Interviews (Text)
- 2. Participant Observation Afirst-hand participant observation study related to your research topic Guided by a research (sub-)question that can be answered through observing a specific setting and people 1 hour of observation Informed consent of the people you are observing Taking field notes and writing a reflective memo
- 3. Interview Plan andconduct interviews with people Guided by a research (sub-)question that can be answered by interviewing people relevant to your topic Each interview should last approximately 1 hour, for in-depth data Audio-record the interviews Transcribe two pages one of the interviews
- 4. Other methods ofdata collection Documentary and Visual Sources Observational Fieldwork Interviews Focus Groups Diaries Case Records
- 5. Which Type ofData is appropriate? The choice of data, and the methods for collecting it, should be guided by your research question and other considerations
- 6. How to conductan interview? “Conducting an Interview” “Interview Quality” “Transcribing Interviews”
- 7. How to conductan interview? “Many ‘why’ questions in an interview may lead to an over- reflected intellectualized interview, and perhaps also evoke memories of oral examinations. Figuring out the reasons and explanations why something happened is primarily the task of the investigator. ‘Why’ questions about the subjects' own reasons for their actions may nevertheless be important in their own right, and when posed, then preferably towards the end of the interview.”
- 8. Coherence Conceptual framework Research questions Interview protocol and individual questions Interview quality Interpretations during interviews Interview data analysis
- 9. Conducting (Student) Interviews Pilot / Practice interview on two friends Securing interview agreement Approached students or asked someone to introduce me to students Briefly explained the nature of the research Asked if they were willing to be interviewed How long the interview would be expected to last Assured them of anonymity and confidentiality Asked their consent to be recorded Fixed an appointment (date, time, place) A quiet, private place is ideal, but not always possible
- 10. Conducting (Student) Interviews Conducting the Interviews Reminded students of the purpose Confirmed that I could record the interview And that they would remain anonymous Interview conducted in their native language Yes/No questions followed by “Why / why not?” Need to prompt, probe, ask for more detail Or skip questions they have already answered Shortest: 20 minutes; Longest 1.5 hours Took brief notes while recording
- 11. Conducting (Student) Interviews Concluding and Follow-up Thanked the interviewee and offered to show them the interview transcript for checking later Immediately after the interview Fill in any notes on the interview guide Write a brief memo on the interview How did the interview go? How could I improve conducting the next interview? What was surprising? Any need to modify questions for the next interview? Any questions to add or delete in the next interview? Any thoughts on how the interview contributes to the answer to my research question? How did the interview compare with the previous interview?
- 12. Interview DemonstrationVideos Apoor quality interview What is wrong with it? A good quality interview What is good about it? Discussion A good quality interview What is good about it?
- 13. The Bad Interview https://www.youtube.com/watch?v=U4UKwd0KExc
- 14. Problems with BadInterview Very erratic body language (would make me uncomfortable) Pursed lips, very tense No eye contact at all Just blasts questions like a firing squad Yes/no questions No follow-up on answers
- 15. Problems with BadInterview Leading with examples, and leading with tone of voice (“a LOT”) Seems to be looking for particular answers Too talkative, talks at length Playing with phone Obviously not listening, not giving full attention to the interviewee
- 16. Problems with BadInterview Condescending, almost antagonistic, blaming (“you are contradicting yourself, you seem to be changing your mind, now I’m confused”) Suggesting answers Absolutely no indication that she is listening, just recording answers to fixed questions Seems annoyed, impatient Questions are very broad (what are some of the other problems…? – too broad, vague)
- 17. Problems with BadInterview Fiddling with the paper throughout No rapport at all Uninterested Looking at watch Seems like she wants to get rid of the interviewee Seems confused, not like she knows what she is doing Power relation leans toward the interviewer
- 18. The Good Interview https://www.youtube.com/watch?v=eNMTJTnrTQQ
- 19. Strengths of GoodInterview More personable, softer tone of voice Reinforces answers Slow pace, more relaxing, encouraging of answers Nuanced, casual questioning Responsive, politely Shows interest
- 20. Strengths of GoodInterview “I heard you say that …” with a follow up question Much more like a conversation – conversational Doesn’t offer answers, waits for interviewee to answer “That’s interesting, can you tell me more about that?” – makes the interviewee feel good, but without being disingenuous or condescending “So it sounds like this is something that you’ve noticed …” paraphrases answer and interprets answer, and leads into a follow up question
- 21. Strengths of GoodInterview “How’s that going for you?” Smile “I'm hearing you laugh as you say it…” elicits emotion Obviously listening Takes her time, not rushing, shows thoughtfulness, naturalness Able to elicit more detailed answers
- 22. Strengths of GoodInterview “Thank you, very helpful” – reinforcement during process, not just at end “Let me make sure that I have it right… I think what I have here, I thought I heard you say… I’m confused” Repeats/paraphrases answer; expresses interpretation; very mild, subtle, tentative in approaching an apparent contradiction in the interviewee’s answer. Puts the blame on herself, not the interviewee “That’s a really good example …” Leads into next question that is related but touches on another aspect.
- 23. Strengths of GoodInterview Doesn’t push too hard, patient, [in the end it lets the interviewee have time to think and answer] “For example…?” Repeats some examples back, shows she’s paying attention and able to recall for follow up. “Is there any other feedback that would help us?” Calls her by name Power relation leans toward the interviewee
- 24. Transcribing Interviews Time-consuming 1 hour of recording = at least 3 hours of transcription time Informal analysis continues Ideas form Variation as to the detail of the transcription Coherence with research questions and purpose Analysis is not possible without transcripts
- 26. Transcription “Include asan Appendix the transcript of one interview (from the Interview Exercise)” Importance of gaining experience (learn by doing) Block 8 Assignment partially based on analysis of interview(s) Requirement: At least two full pages, normal margins, 12-point font, single-spaced of transcription.
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- 28. Types of QualitativeResearch Types of Qualitative Research (Creswell) Ethnography Grounded Theory Narrative Phenomenology Case Study