2. Introduction to Interview Research
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
6. • Interviews have been 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 are a 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)
17. Interviews attempt to understand 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.
29. • What are the 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?
41. • Open nature of 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
43. A qualitative interview is 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 needs to 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 define the situation for the
subject
Debrief with more information
INTERVIEW
47. Researcher Questions Interviewer Questions
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 Interviewer Questions
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?
50. Introductory Questions
• Can you 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
• A nod
• ‘mmm’
• [repetition of key words]
• …actual follow up questions
Extends through the curious, persistent, and critical attitude of the
interviewer
52. Probing Questions
• Could you 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
• …
Directly introduce a topic. Better left to the later parts of interviews after
participants have given spontaneous answers
54. Silence
• “…”
Instead of talking and cross-examining participants, give moments of
silence for people to reflect
56. Grades are often unjust 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 of an interview not only relies on the questions
posed; the way that the interviewer reacts after an answer
may be just as important.
60. Hamlet
Do you see yonder 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 of the 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 quality criteria for good interviews concern
the richness of the interviewee’s answers, the length of
relevant answers, and the clarification of the interviewee;
statements
64. We’ll cover qualitative analysis in more detail later on, this
will give you a rough idea of the different types of analysis
that are possible
65. 1 2 3 4 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 3 4 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 3 4 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 3 4 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 3 4 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 3 4 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 Interview Research
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