Lecture - 7

Definition

An interview is a purposeful discussion between two or more people Kahn and Cannell (1957)
Types of interview/Three major types Structured interview Semi-structured interview Unstructured/In-depth interview

Structured interview:
Data collection technique in which an interviewer physically meets the respondent, reads them the same set of questions in a predetermined order, and records his or her response, usually with pre-coded answers.

Semi-structured interview:
Wide-ranging category of interview in which the interviewer commences with a set of interview themes but is prepared to vary the order in which questions are asked and to ask new questions in the context of the research situation. The responses/information/ data are recorded by note-taking, or perhaps by taperecording the conversation.

Unstructured/In-depth interview:
Loosely structured and informally conducted interview that may commence with one or more themes to explore with participants but without a predetermined list of questions to work through. These are used to explore in depth a general area in which one is interested; these are therefore also known as in-depth interview. The interviewee is given the opportunity to talk freely about events, behavior and beliefs in relation to the topic area.

Data Quality Issues

Lack of standardization in the use of semi-structured and unstructured/in-depth interview cases may lead to raise concerns, related to:

Reliability:
Whether alternative researchers would reveal similar information/results; concerns about reliability relate to the issues of bias. Interviewer bias: comments, tone, or non-verbal behaviour of interviewer may create bias in the way that interviewees respond to questions being asked; or researcher may demonstrate bias in interpreting responses; or interviewer remains unable to develop trust of interviewees, and they provide limited information. Interviewee or response bias: interviewees may feel information is sensitive; he/she is not empowered to deliver information related to organization; interview is too-time consuming.

Forms of bias:

Data Quality Issues

Generalizability: It may not be possible to make generalizations about the entire population where results are based on a small and unrepresentative number of cases.
Validity:
High level of validity is possible to the extent to which the researcher gains access to their participants knowledge and experience and because of the interaction between researcher and interviewee which allows meanings to be probed, topics to be covered from a variety of angles and questions made clear to the respondents.

Overcoming Data Quality Issues

The importance of preparation - the 5 Ps

Prior Planning Prevents Poor Performance

Overcoming Data Quality Issues

The following points help avoid sources of bias
1. 2. 3. 4.
5. 6. 7. 8. 9.

Your own preparation and readiness for the interview The level of information supplied to the interviewee The appropriateness of your appearance at the interview The nature of opening comments made when interview commences Your approach to questioning The impact of your behaviour during the course of interview Your ability to demonstrate attentive listening skills Your scope to test understanding Your approach to recording information

Questions used to further explore responses that are of significance to the research topic.

Lecture - 10

Observation involves the systematic observation, recording, description, analysis and interpretation of peoples behaviour Observation: The two major types Participant observation: Observation in which the researcher attempts to participate fully in the lives and activities of the research subjects and thus becomes a member of the subjects group

Structured observation: Structured observation is concerned with the frequency of events. It is characterized by a high level of predetermined structure and quantitative analysis.

Data collection and analysis

Choosing an off the shelf coding schedule Box 8.1 provides a checklist of questions to ask when choosing an Off the Shell coding schedule.
Designing your own coding schedule Guidelines for developing your own coding schedule is available in Table 8.1 Combining both types of schedule A specimen for recording sheet for observing behaviour in groups is provided in Figure 8.2

Threats to validity and reliability

Subject error
Time error Observer effects and strategies to overcome this: habituation and minimal interaction

(b) Collecting & using secondary data

Data collection choice

Data collection choice

Data collection choice