Professional Documents
Culture Documents
pp. 16-17
The qualitative research interview is most appropriate:
1. Where a study focuses on the meaning of particular phenomena to the participants.
2. Where individual perceptions of processes within a social unit are to be studied prospectively,
using a series of interviews.
3. Where individual historical accounts are required of how a particular phenomenon developed.
4. Where exploratory work is required before a quantitative study can be carried out.
5. Where a quantitative study has been carried out, and qualitative data are required to validate
particular measures or to clarify and illustrate the meaning of the findings.
The structured interview is most appropriate:
1. Where testing of a formal hypothesis (-ses) is desired.
2. Where data gathered can be readily (and meaningfully) quantified.
3. Where factual information is to be collected and the researcher knows in advance the type of
information the participants will be able to provide.
4. Where a postal survey would be likely to produce a very poor response rate.
5. Where the generalizability of previously obtained qualitative findings is to be tested.
The structured open-response interview is most appropriate:
1. Where a quick, descriptive account of a topic is required, without formal hypothesis-testing.
2. Where factual information is to be collected, but there is uncertainty about what and how
much information participants will be able to provide.
3. Where the nature and range of participants likely opinions about the research topic are not
well known in advance, and cannot easily be quantified.
Description of the method
Constructing and carrying out qualitative research interviews
Four steps in constructing and using qualitative research interviews (p.18):
1 defining the research question;
2 crating the interview guide;
3 recruiting participants;
4 carrying out the interviews.
Defining the research question. The research question should focus on how participants describe
and make sense of particular element(s) of their lives.
The primary concern not to quantify individual experience.
Researcher should not frame the research question in a way which reflects his/her own
presuppositions or biases.
Creating the interview guide (p.19)
In the qualitative research interview there is no formal schedule of questions to be asked wordfor-word in a set order.
Interview guide lists topics the interviewer should attempt to cover in the course of the interview.
Interview guide may be modified through use: adding probes or even whole topics which had
originally not been included, but have emerged spontaneously in the interviews; dropping or
reformulating those which are incomprehensible to participants or consistently fail to elicit
responses in any way relevant to research question(s).
Recruiting participants for the study (p.20)
In deciding how many participants to recruit, the amount of time and resources available is a
critical factor. Time needed to undertake a study based on qualitative research interviews
(transcribing, analyzing transcripts, developing interview guide, recruiting participants, carrying
out interviews, traveling to and from them, feedback findings) should not be underestimated.
Participants must be assured of confidentiality and should be told clearly for whom the
research is being carried out and what it hopes to achieve.
These points should be repeated at the start of the interview itself, and permission to taperecord the interview must be obtained.
The interviewee should be told what kind of feedback about the study he/she will receive and
approximately when this will happen.
Practical issues in carrying out qualitative interviews (p.21)
Flexibility is the most important factor here.
Starting the interview
It is best to open with a question which the interviewee can answer easily and without potential
embarrassment or distress. More difficult or sensitive questions should be held back until some
way into the interview, to give time for both interviewer and interviewee to relax and feel they
are getting to know each other.
Good for opening questions requests for factual or descriptive information.
Phrasing questions.
It is advisable to avoid multiple questions where in one question you ask about more than
one thing, and phrase the questions as simply as possible.
Leading questions imposing your own perceptions on the interviewee should be avoided.
You need to beware of assuming that the answer to a question is so obvious that it need not be
asked.
You should not tell the interviewee what his/her answers mean So, what youre really
saying is.
It is sometimes useful to repeat an answer back to the interviewee to seek clarification.
Ending the interview (p.22)
Avoid ending the interview on a topic which is difficult, threatening or painful.
The concluding questions should steer the interview towards positive experiences.
It may be useful to finish by giving the interviewee the opportunity to make any comments
about the subject at hand which have not been covered in the rest of the interview.
Difficult interviews and some tips about how to deal with them (pp.22-24)
The uncommunicative interviewee
Some interviewees may be defensive about the topic being discussed; they may be trying to get
the interview over with as quickly as possible; they may think that brief answers are what you
want; they may just be habitually laconic.
The risk of monosyllabism can be reduced before the interview begins by being quite clear
about how much time you require and that the interviewee has the time available and by
stressing the anonymity of all answers.
If the interviewee is still unresponsive, the first thing to check is that you are phrasing
questions in as open a way as possible. E.g. question like How useful did you find the course?
may lead to a one or two word answer. But if you rephrase it to In what ways if any did you
find the course useful? would be more likely to elicit expansive replies.
If you are anyway facing problems, a useful strategy is silence. Instead of moving on to your
next question when the interviewee provides another short response, pause for a few seconds.
This will mean that you would like to hear more on the subject.
The over-communicative interviewee
An opposite problem the interviewee who repeatedly indulges in long-winded digressions from
the interview topic.
Although some degree of digression should be tolerated, if the interviewee is repeatedly staying
far from your questions without adding anything of significant interest, you need to attempt to
impose more direction on the course of the interview. This should be done as subtly as possible,
to avoid causing offence.
A good strategy is to interrupt the digression politely at a natural pause or break and refer back
to an earlier point made by the interviewee which was relevant to your research question; Thats
very interesting. Could we go back to what you were saying earlier about as Id like you to tell
me more about
Quasi-statistical Seeks to turn the textual data into quantitative data which can be manipulated
statistically.
Illustration content analysis selects a suitable unit of measurement single words, phrases or
themes and then categorises each unit found. Statistical analyses can be then carried out.
Content analysis is firmly within the quantitative, logical-positivist tradition, concerned with
hypothesis-testing, generalisability and the separation of the researcher from the data for the sake
of objectivity.
As such, it should not be used to answer research questions which are essentially qualitative.
However, elements of content analysis can be usefully applied in the early stages of some
qualitative analysis. (p.26)
Template here text is analysed through the use of an analysis guide, or codebook, consisting
of a number or categories or themes relevant to the research question(s).
Difference with content analysis codebook is revised through exposure to the textual data.
the pattern of themes emerging is interpreted qualitatively,
rather than statistically.
Codebook can be built upon existing knowledge (a priori) or developed from initial analysis of
the interview data (a posteriori).
Editing the interpreter enters the text much like an editor searching for meaningful segments,
cutting, pasting and rearranging until the reduced summary reveals the interpretive truth in the
text (Miller and Crabtree, 1992; also more about editing techniques see: Strauss, A.L. (1987).
Qualitative analysis for social scientists. Cambridge: Cambridge University Press.)
A key feature of most editing techniques is their cyclical nature: interpretations are repeatedly
compared with the original textual data. In grounded theory this process is called constant
comparison to achieve a point of theoretical saturation where additional analysis no longer
contributes to discovering anything new about a category (Strauss, 1987: 21).
Immersion/crystallisation researchers immerse themselves in the research subject (via
qualitative interviews, in the form of spontaneous conversations, observation, introspection and
reading of non-academic literature) over a prolonged period of time, and produce an account of
their findings through analytical reflection and intuitive crystallisation of meaning. (p. 27)
An example of data analysis can be found on p.27
Issues of reliability and validity (p.30)
Reliability
In quantitative research the measures used should produced the same results when applied to
the same subjects by different researchers.
Qualitative research, in seeking to describe and understand how people make sense of their
world, does not require researchers to strive for objectivity and to distance themselves from
research participants.
The issue of possible researcher bias cannot be ignored though. The findings cannot be a
product of researchers prejudices and prior expectations.