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Qualitative interviewing

Module items

Assignment

Sample assignment

Reading


Bhattacharya, Kakali. 2017. “Data Collection Methods.” Pp. 126–46 in Fundamentals of qualitative research: A practical guide. New York: Routledge.

Learning outcomes

  1. Learn the differences between surveys and qualitative interviews
  2. Compare and contrast unstructured and semi-structured qualitative interviews
  3. Learn the process before, during and after the interview

Ideal research design

  1. Qualitative Interviews
    1. Capture rich insights
    2. Identify key themes
    3. Inform survey development
  2. Develop Survey Questions
    1. Quantify qualitative findings
    2. Reach a wider audience
    3. Statistical validation
  3. Revisit the field with Revised Qualitative Interviews
    1. Refine understanding
    2. Dive deeper into specific issues
    3. Enhance validity

Differences between surveys and qualitative interviews?

  • Qualitative interviews…
    • are less structured/standardized,
    • take the participant’s viewpoint,
    • encourage ‘rambling’ off the topic,
    • are more flexible,
    • seek rich, detailed answers,
    • aim to understand rather than to generalize.

Unstructured or semi-structured?

Unstructured interview

  • Few, loosely defined topics and questions.
  • Conversational style.

Semi-structured interview

  • List of specific questions to ask (interview guide) but has the freedom to adapt during the interview.
  • Flexible question order and phrasing.
  • Allows for unexpected directions and unanticipated respondent insights.

Preparing an interview guide

  • Have a logical but flexible order of topics
  • Utilize open-ended questions rather than yes or no questions.
  • Focus on research questions: ‘what do I need to know about?’
  • Avoid asking respondents your research question.
  • Use everyday, rather than technical and professional vocabulary.
  • Be careful of questions which imply a judgement.
  • Ask about concrete experiences rather than abstract or theoretical questions.
  • Pay attention to the answers so you can follow-up.
  • Keep ‘facesheet’ information towards the end (age, gender, position etc.).

Before the interviews

  • Make yourself familiar with the interviewee’s world, so that you will be able to understand their remarks.
  • Make sure you have a compelling answer to any questions they might have about their involvement.
  • Get a reliable tape recorder and microphone – and test it beforehand.
  • Try to arrange a quiet setting for the interview.
  • Know that maintaining a good rapport is critical.

During the interviews

  • Allow participants to control the conversation (you can direct without leading).
  • Your job is not to show, describe, or summarize, let the participant do this.
  • Restate what the participant told you to make sure you understood it.
  • Tolerate silence or long pauses.

After the interviews

  • How did the interview go (was interviewee talkative, cooperative, nervous, well-dressed/scruffy, etc.)?
  • Where did the interview take place?
  • What was the setting like (busy/quiet, many/few other people in the vicinity, new/old buildings)?
  • Did the interview open up new avenues of interest?

… and listening to answers

  • Listening is not a passive state and entails body language such as:
    • Maintaining appropriate eye contact,
    • An ‘active listening posture’,
    • Nodding for both agreement and encouragement.
  • Look at early transcripts:
    • Did you interrupt when the interviewee was still speaking?
    • Could you have left longer gaps for them to continue expanding on their answer?
    • Were there points at which you could have prompted for more information?
    • Did your questions appear judgmental or leading?

Ways of questioning

  • Introducing (“Tell me about…”)
  • Follow-up (“What do you mean by that?”)
  • Probing (“Could you tell me more about…?”)
  • Specifying (“What happened next?”)
  • Direct (“Do you think that…?”)
  • Indirect (“What do most people think about…?”)
  • Structuring (“Let’s move on to…”)
  • Silence
  • Interpreting (“Do you mean that…?”)

Interview structure

  • Three main parts:
    • Section One: Introductory remarks (e.g., establishing rapport)
    • Section Two: Body (e.g., main questions, more sensitive questions)
    • Section Three: Closing remarks and collecting demographic info

Section 1: Introductory Remarks

  • Section Two
  • Introductory Remarks Example 1. Introduce yourself and provide information that may be relevant to the interviewee
    1. ‘My name is Susan. I am an undergraduate student. I am working with Dr. Z on a project about…’
    2. Thank the interviewee for their participation.
    3. Provide a brief description of the project.
    4. ‘I am interested in learning about the potential benefits of the programs’.
    5. Establish how you will use the information.
    6. ‘The interviews portion of the study helps us understand the needs of.... Findings will be used for a class project…’
    7. Handle administrative details including:
    8. How long the interview will take
    9. Record interview
    10. Ask the interviewee if they have any questions or concerns before the interview begins

Section 2: The Body

  • Section One
  • Warm-up Questions Example 1. Set the stage for the main themes or issues explored in the interview including:
    1. Baseline perception or attitudinal questions
    2. How long have you lived in this community?
  • Central Questions Example 2. Cover all the main issues, themes or concepts of the study. It includes the most difficult or sensitive questions.
    1. Before enrolling in X program, what did you know about it?
  • Cool-down Questions Example 3. Wrap-up questions
    1. May be future oriented
    2. What do you think are the next steps for X program?

Section 3: Closing Remarks

  • Section Three
  • Closing Remarks Example
  • Establish that the interview is coming to an end and then ask the demographic questions
    • How long have you lived in this community?
  • Provide the interviewee with a specific example of how his insights have made a contribution.
    • ‘Thank you for agreeing to speak to me today. I had not thought about how…’
  • Ask the participant if there are additional questions that should be asked or issues that should be examined.
    • ‘What questions should I be asking to really get at…?’
  • Try to build new referral chains.
    • ‘If you think of anyone else, I should speak to about X program, please pass on my name and contact information’.
  • Thank the interviewee again.
    • ‘Thank you for agreeing to speak to me today. I had not thought about how…’

Wording of questions

  • Good Questions Usually Phase 1: Original Question Phase 2: Re-Written Question
  • Are clear and avoid using jargon, specialist language or acronyms
    • What publics does the CHP serve?
    • What groups participate in the community housing program?
  • Ask one thing at a time
    • What programs are offered for seniors and young families?
    • What programs are offered for seniors?
    • What programs are offered for young families?
  • Are organized in logical order or sequence
    • When did you exit the program?
    • Can you tell me about how you found out about the program?
    • Can you tell me about how you found out about the program?
    • When did you exit the program?
  • Are non-leading
    • Did the program make you feel better?
    • How did the program make you feel?
  • Are value-neutral
    • Do you really think that the program benefits participants?
    • How do you think the program affects its participants?