The document discusses key aspects of conducting interviews as a research method. It provides 3-4 main points about interviews: 1) Interviews are a flexible research tool that allow researchers to ask follow-up questions and explore responses in more depth than other methods like questionnaires. 2) When used properly, interviews can provide detailed information through conversation. However, they require a small sample size and are time-consuming. 3) Researchers must consider how to design interview schedules, including the appropriate number and types of questions and logical question order. Piloting the schedule is also important.

1. ISM for D&T: Research Methods 2
Interviews
Alison Hardy & Sarah Davies
Monday 28th January 2013

2. Learning outcomes
• Know about the interview as a research tool and
as a method for collecting data;
• Be able to design and construct your own
interview schedule in accordance with
conventional practice
• Be able to conduct research interviews with
confidence
• Be aware of some of the strengths and limitations
of interviewing in educational research
Sharp (2012. p.73)

3. One major advantage of the interview is its
adaptability.
A skilful interviewer can follow up ideas,
probe responses and investigate motives
and feelings, which the questionnaire can
never do.
Bell (2010, p.161)
27 January 2013 3

4. Approaches and paradigms
Normative paradigm Interpretive paradigm
Survey research Case study research
Documentary research
Experimental research Action research
Sharp 2012. p.46
This is just one interpretation of approaches to educational research. Cohen, Manion
and Lawrence (2007a) discuss these paradigms and how they represent a researchers
epistemology and ontology.
Reflect:
• Where are you on the paradigm spectrum?
• What do you think this says about you as a researcher?

5. A SEQUENCE OF CONSIDERATIONS
Ontology, epistemology, constraints,
PREPARATORY
purposes, foci, ethics, research
ISSUES question, politics, literature review
METHODOLOGY Approaches, reliability, validity
SAMPLING &
Reliability, validity, piloting
INSTRUMENTATION
TIMING &
SEQUENCING

6. A SEQUENCE OF CONSIDERATIONS
ORIENTING DECISIONS
E.G. SURVEY, EXPERIMENT,
RESEARCH DESIGN & NATURALISTIC, CASE STUDY,
METHODOLOGY ACTION RESEARCH, TESTING
DATA ANALYSIS
Cohen, Manion and Morrison, PRESENTING AND
2007b REPORTING RESULTS

7. Key features of the interview include:
Summary from Sharp 2009 p.74 and Cohen, Manion and Morrison
2007, p.349:
• A flexible tool
• Collect detailed information through conversation
• Used with a relatively small number of participants
• Can be expensive in time
• Can be open to bias
• Anonymity may be difficult
• Allows for the exploration and nature of expressed views, opinions,
perceptions, attitudes, preferences and behaviours
• allows specific lines of enquiry or matters of interest to be pursued
as they arise and in depth
• achieve relatively high levels of personal interaction
• maintain an acceptable level of standardisation

8. Planning an interview Schedule
• Be clear about the data that you wish to
collect in relation to your questions
• Consider how many questions to ask and plan
a logical order

9. Questions first?
‘Questions then survey or survey then questions?
• The kind of questions you ask will in part
determine the kind of survey you will produce.
• In turn, the kind of survey you produce will in
part determine the kind of questions you will
ask.
• Always think about how you are going to
analyse your survey data (levels of
measurement, dependent/ independent/
control variables. ‘
(Lake 2011. P.4)

10. Activity
In 3’s look at the interview example schedule
(SECURE Interview guidance)
• How has the schedule been designed?
– Amount of questions
– Types of questions
– Order of questions
• What data will be collected?
Compare with SD example (again semi-
structured but one to one phone interview)

11. considerations
• Pilot and review of schedule
• Interview protocol

12. Types of interview
Structured
Unstructured
Semi-structured
Group interviews and focus groups

13. Interviewing Skills
• Quality and nature of questions
• Listening skills
• Body language
• Setting and atmosphere
• Overall conduct of the interview
(Burton and Bartlett 2005, p.111)

14. References
• BELL, J., 2010. Doing your Research Project: a
Guide for First-Time Researchers in Education,
Health and Social Science. 5th ed. Maidenhead:
McGraw-Hill Open University Press.
• BURTON, D., and BARTLETT, S., 2005. Practitioner
Research for Teachers. London: Paul Chapman.
• COHEN, L., MANION, L. and MORRISON, K., 2007.
Research Methods in Education. 6th ed. Oxon:
Routledge.
• SHARP, J., 2009. Success with your education
research project. GB: Learning Matters Ltd.

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