Qualitative Interview Design: A Practical Guide for Novice Investigators
|
|
- Asher Dixon
- 1 years ago
- Views:
Transcription
1 The Qualitative Report Volume 15 Number 3 May Qualitative Interview Design: A Practical Guide for Novice Investigators Daniel W. Turner, III Nova Southeastern University, Fort Lauderdale, Florida USA Qualitative research design can be complicated depending upon the level of experience a researcher may have with a particular type of methodology. As researchers, many aspire to grow and expand their knowledge and experiences with qualitative design in order to better utilize diversified research paradigms for future investigations. One of the more popular areas of interest in qualitative research design is that of the interview protocol. Interviews provide in-depth information pertaining to participants experiences and viewpoints of a particular topic. Often times, interviews are coupled with other forms of data collection in order to provide the researcher with a well-rounded collection of information for analyses. This paper explores the effective ways to conduct in-depth, qualitative interviews for novice investigators by employing a step-by-step process for implementation. Key Words: Informal Conversational Interview, General Interview Guide, and Open-Ended Interviews Qualitative research design can be complicated depending upon the level of experience a researcher may have with a particular type of methodology. As researchers, many aspire to grow and expand their knowledge and experiences with qualitative design in order to better utilize a variety of research paradigms. One of the more popular areas of interest in qualitative research design is that of the interview protocol. Interviews provide in-depth information pertaining to participants experiences and viewpoints of a particular topic. Often times, interviews are coupled with other forms of data collection in order to provide the researcher with a well-rounded collection of information for analyses. This paper explores the effective ways to conduct in-depth, qualitative interviews for novice investigators by expanding upon the practical components of each interview design. Categories of Qualitative Interview Design As common with quantitative analyses, there are various forms of interview design that can be developed to obtain thick, rich data utilizing a qualitative investigational perspective (Creswell, 2007). For the purpose of this examination, there are three formats for interview design that will be explored which are summarized by Gall, Gall, and Borg (2003): (a) informal conversational interview, (b) general interview guide approach, and (c) standardized open-ended interview. In addition, I will expand on some suggestions for conducting qualitative interviews which includes the construction of research questions as well as the analysis of interview data. These suggestions come from both my personal experiences with interviewing as well as the recommendations from the literature to assist novice interviewers.
2 Daniel W. Turner, III 755 Informal Conversational Interview The informal conversational interview is outlined by Gall, Gall, and Borg (2003) for the purpose of relying entirely on the spontaneous generation of questions in a natural interaction, typically one that occurs as part of ongoing participant observation fieldwork (p. 239). I am curious when it comes to other cultures or religions and I enjoy immersing myself in these environments as an active participant. I ask questions in order to learn more about these social settings without having a predetermined set of structured questions. Primarily the questions come from in the moment experiences as a means for further understanding or clarification of what I am witnessing or experiencing at a particular moment. With the informal conversational approach, the researcher does not ask any specific types of questions, but rather relies on the interaction with the participants to guide the interview process (McNamara, 2008). Think of this type of interview as an off the top of your head style of interview where you really construct questions as you move forward. Many consider this type of interview beneficial because of the lack of structure, which allows for flexibility in the nature of the interview. However, many researchers view this type of interview as unstable or unreliable because of the inconsistency in the interview questions, thus making it difficult to code data (Creswell, 2007). If you choose to conduct an informal conversational interview, it is critical to understand the need for flexibility and originality in the questioning as a key for success. General Interview Guide Approach The general interview guide approach is more structured than the informal conversational interview although there is still quite a bit of flexibility in its composition (Gall, Gall, & Borg, 2003). The ways that questions are potentially worded depend upon the researcher who is conducting the interview. Therefore, one of the obvious issues with this type of interview is the lack of consistency in the way research questions are posed because researchers can interchange the way he or she poses them. With that in mind, the respondents may not consistently answer the same question(s) based on how they were posed by the interviewer (McNamara, 2008). During research for my doctoral dissertation, I was able to interact with alumni participants in a relaxed and informal manner where I had the opportunity to learn more about the in-depth experiences of the participants through structured interviews. This informal environment allowed me the opportunity to develop rapport with the participants so that I was able to ask follow-up or probing questions based on their responses to pre-constructed questions. I found this quite useful in my interviews because I could ask questions or change questions based on participant responses to previous questions. The questions were structured, but adapting them allowed me to explore a more personal approach to each alumni interview. According to McNamara (2009), the strength of the general interview guide approach is the ability of the researcher to ensure that the same general areas of information are collected from each interviewee; this provides more focus than the conversational approach, but still allows a degree of freedom and adaptability in getting information from the interviewee (Types of Interviews section, para. 1). The researcher remains in the driver s seat with this type of interview approach, but flexibility takes
3 756 The Qualitative Report May 2010 precedence based on perceived prompts from the participants. You might ask, What does this mean anyway? The easiest way to answer that question is to think about your own personal experiences at a job interview. When you were invited to a job interview in the past, you might have prepared for all sorts of curve ball-style questions to come your way. You desired an answer for every potential question. If the interviewer were asking you questions using a general interview guide approach, he or she would ask questions using their own unique style, which might differ from the way the questions were originally created. You as the interviewee would then respond to those questions in the manner in which the interviewer asked which would dictate how the interview continued. Based on how the interviewer asked the question(s), you might have been able to answer more information or less information than that of other job candidates. Therefore, it is easy to see how this could positively or negatively influence a job candidate if the interviewer were using a general interview guide approach. Standardized Open-Ended Interviews The standardized open-ended interview is extremely structured in terms of the wording of the questions. Participants are always asked identical questions, but the questions are worded so that responses are open-ended (Gall, Gall, & Borg, 2003). This open-endedness allows the participants to contribute as much detailed information as they desire and it also allows the researcher to ask probing questions as a means of follow-up. Standardized open-ended interviews are likely the most popular form of interviewing utilized in research studies because of the nature of the open-ended questions, allowing the participants to fully express their viewpoints and experiences. If one were to identify weaknesses with open-ended interviewing, they would likely identify the difficulty with coding the data (Creswell, 2007). Since open-ended interviews in composition call for participants to fully express their responses in as much detail as desired, it can be quite difficult for researchers to extract similar themes or codes from the interview transcripts as they would with less open-ended responses. Although the data provided by participants are rich and thick with qualitative data, it can be a more cumbersome process for the researcher to sift through the narrative responses in order to fully and accurately reflect an overall perspective of all interview responses through the coding process. However, according to Gall, Gall, and Borg (2003), this reduces researcher biases within the study, particularly when the interviewing process involves many participants. Suggestions for Conducting Qualitative Interviews Now that we know a few of the more popular interview designs that are available to qualitative researchers, we can more closely examine various suggestions for conducting qualitative interviews based on the available research. These suggestions are designed to provide the researcher with the tools needed to conduct a well constructed, professional interview with their participants. Some of the most common information found within the literature relating to interviews, according to Creswell (2003; 2007) includes (a) the preparation for the interview, (b) the constructing effective research questions, and (c) the actual implementation of the interview(s).
4 Daniel W. Turner, III 757 Preparation for the Interview Probably the most helpful tip with the interview process is that of interview preparation. This process can help make or break the process and can either alleviate or exacerbate the problematic circumstances that could potentially occur once the research is implemented. McNamara (2009) suggests the importance of the preparation stage in order to maintain an unambiguous focus as to how the interviews will be erected in order to provide maximum benefit to the proposed research study. Along these lines Chenail (2009) provides a number of pre-interview exercises researchers can use to improve their instrumentality and address potential biases. McNamara (2009) applies eight principles to the preparation stage of interviewing which includes the following ingredients: (1) choose a setting with little distraction; (2) explain the purpose of the interview; (3) address terms of confidentiality; (4) explain the format of the interview; (5) indicate how long the interview usually takes; (6) tell them how to get in touch with you later if they want to; (7) ask them if they have any questions before you both get started with the interview; and (8) don't count on your memory to recall their answers (Preparation for Interview section, para. 1). Selecting participants. Creswell (2007) discusses the importance of selecting the appropriate candidates for interviews. He asserts that the researcher should utilize one of the various types of sampling strategies such as criterion based sampling or critical case sampling (among many others) in order to obtain qualified candidates that will provide the most credible information to the study. Creswell also suggests the importance of acquiring participants who will be willing to openly and honestly share information or their story (p. 133). It might be easier to conduct the interviews with participants in a comfortable environment where the participants do not feel restricted or uncomfortable to share information. Pilot testing. Another important element to the interview preparation is the implementation of a pilot test. The pilot test will assist the research in determining if there are flaws, limitations, or other weaknesses within the interview design and will allow him or her to make necessary revisions prior to the implementation of the study (Kvale, 2007). A pilot test should be conducted with participants that have similar interests as those that will participate in the implemented study. The pilot test will also assist the researchers with the refinement of research questions, which will be discussed in the next section. Constructing Effective Research Questions Creating effective research questions for the interview process is one of the most crucial components to interview design. Researchers desiring to conduct such an investigation should be careful that each of the questions will allow the examiner to dig dip into the experiences and/or knowledge of the participants in order to gain maximum data from the interviews. McNamara (2009) suggests several recommendations for
5 758 The Qualitative Report May 2010 creating effective research questions for interviews which includes the following elements: (a) wording should be open-ended (respondents should be able to choose their own terms when answering questions); (b) questions should be as neutral as possible (avoid wording that might influence answers, e.g., evocative, judgmental wording); (c) questions should be asked one at a time; (d) questions should be worded clearly (this includes knowing any terms particular to the program or the respondents' culture); and (e) be careful asking "why" questions (Wording of Questions section, para.1). Examples of useful and not so useful research questions. To assist the novice interviewer with the preparation of research questions, I will propose a useful research question and a not so useful research question. Based on McNamara s (2009) suggestion, it is important to ask an open-ended question. So for the useful question, I will propose the following: How have your experiences as a kindergarten teacher influenced or not influenced you in the decisions that you have made in raising your children? As you can see, the question allows the respondent to discuss how his or her experiences as a kindergarten teacher have or have not affected their decision-making with their own children without making the assumption that the experience has influenced their decision-making. On the other hand, if you were to ask a similar question, but from a less than useful perspective, you might construct the same question in this manner: How has your experiences as a kindergarten teacher affected you as a parent? As you can see, the question is still open-ended, but it makes the assumption that the experiences have indeed affected them as a parent. We as the researcher cannot make this assumption in the wording of our questions. Follow-up questions. Creswell (2007) also makes the suggestion of being flexible with research questions being constructed. He makes the assertion that respondents in an interview will not necessarily answer the question being asked by the researcher and, in fact, may answer a question that is asked in another question later in the interview. Creswell believes that the researcher must construct questions in such a manner to keep participants on focus with their responses to the questions. In addition, the researcher must be prepared with follow-up questions or prompts in order to ensure that they obtain optimal responses from participants. When I was an Assistant Director for a large division at my University a couple of years ago, I was tasked with the responsibility of hiring student affairs coordinators at our off-campus educational centers. Throughout the interviewing process, I found that interviewees did indeed get off topic with certain questions because they either misunderstood the question(s) being asked or did not wish to answer the question(s) directly. I was able to utilize Creswell s (2007) suggestion by reconstructing questions so that they were clearly assembled in a manner to reduce misunderstanding and was able to erect effective follow-up prompts to further understanding. This alleviated many of the problems I had and assisted me in extracting the information I needed from the interview through my follow-up questioning.
6 Daniel W. Turner, III 759 Implementation of Interviews As with other sections of interview design, McNamara (2009) makes some excellent recommendations for the implementation stage of the interview process. He includes the following tips for interview implementation: (a) occasionally verify the tape recorder (if used) is working; (b) ask one question at a time; (c) attempt to remain as neutral as possible (that is, don't show strong emotional reactions to their responses; (d) encourage responses with occasional nods of the head, "uh huh"s, etc.; (e) be careful about the appearance when note taking (that is, if you jump to take a note, it may appear as if you're surprised or very pleased about an answer, which may influence answers to future questions); (f) provide transition between major topics, e.g., "we've been talking about (some topic) and now I'd like to move on to (another topic);" (g) don't lose control of the interview (this can occur when respondents stray to another topic, take so long to answer a question that times begins to run out, or even begin asking questions to the interviewer) (Conducting Interview section, para 1). Interpreting Data The final constituent in the interview design process is that of interpreting the data that was gathered during the interview process. During this phase, the researcher must make sense out of what was just uncovered and compile the data into sections or groups of information, also known as themes or codes (Creswell, 2003, 2007). These themes or codes are consistent phrases, expressions, or ideas that were common among research participants (Kvale, 2007). How the researcher formulates themes or codes vary. Many researchers suggest the need to employ a third party consultant who can review codes or themes in order to determine the quality and effectiveness based on their evaluation of the interview transcripts (Creswell, 2007). This helps alleviate researcher biases or potentially eliminate where over-analyzing of data has occurred. Many researchers may choose to employ an iterative review process where a committee of nonparticipating researchers can provide constructive feedback and suggestions to the researcher(s) primarily involved with the study. Conclusion From choosing the appropriate type of interview design process through the interpretation of interview data, this guide for conducting qualitative research interviews proposes a practical way to perform an investigation based on the recommendations and experiences of qualified researchers in the field and through my own personal experiences. Although qualitative investigation provides a myriad of opportunities for conducting investigational research, interview design has remained one of the more popular forms of analyses. As the variety of qualitative research methods become more widely utilized across research institutions, we will continue to see more practical guides for protocol implementation outlined in peer reviewed journals across the world.
7 760 The Qualitative Report May 2010 References Chenail, R. J. (2009). Interviewing the investigator: Strategies for addressing instrumentation and researcher bias concerns in qualitative research. The Weekly Qualitative Report, 2(3), Retrieved from Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage. Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage. Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research: An introduction (7th ed.). Boston, MA: A & B Publications. Kvale, S. (2007). Doing interviews. Thousand Oaks, CA: Sage. McNamara, C. (2009). General guidelines for conducting interviews. Retrieved January 11, 2010, from Author Note Daniel W. Turner III received a Doctor of Education from Nova Southeastern University in June, He continues to pursue qualitative research in the areas of institutional advancement and retention, particularly in non-traditional student offerings. Daniel W. Turner III currently serves as a Field Associate for the Doctor of Education program at the Fischler School of Education and Human Services at Nova Southeastern University where he is accountable for student success and retention initiatives within these programs. He can be contacted at the Orlando Student Educational Center, Nova Southeastern University, 4850 Millenia Blvd., Orlando, FL 32839; Voice: ; Fax: Copyright 2010: Daniel W. Turner III and Nova Southeastern University Article Citation Turner, D. W., III (2010). Qualitative interview design: A practical guide for novice investigators. The Qualitative Report, 15(3), Retrieved from
Section 4: Key Informant Interviews
UCLA CENTER FOR HEALTH POLICY RESEARCH Section 4: Key Informant Interviews Purpose Key informant interviews are qualitative in-depth interviews with people who know what is going on in the community. The
Source. Introduction to Focus Groups. Assessment Topic. Session Outcomes. ! Krueger, R. A. (2006). Focus group interviewing.
Introduction to Focus Groups Source! Krueger, R. A. (2006). Focus group interviewing. Gavin Henning Student Affairs Planning, Evaluation and Research College gavin.henningdartmouth.edu Copyright 2008 2
How to Conduct Ethnographic Research
The Qualitative Report Volume 16 Number 2 March 2011 567-573 http://www.nova.edu/ssss/qr/qr16-2/sangasubanat.pdf How to Conduct Ethnographic Research Nisaratana Sangasubana Nova Southeastern University,
Definition of Focus Group
CHAPTER 9: USING FOCUS GROUPS Focus groups provide an excellent opportunity to listen to the voices of students, explore issues in depth, and obtain insights that might not occur without the discussion
Participants Procedure Strategies of inquiry Data collection procedures Instruments Data analysis Limitations
Participants Procedure Strategies of inquiry Data collection procedures Instruments Data analysis Limitations Concept Paper and Proposals Future Tense Final Report Past Tense Target population and the
Interview as a Method for Qualitative Research
Interview as a Method for Qualitative Research Presentation by Dapzury Valenzuela Pallavi Shrivastava Definitions The qualitative research interview seeks to describe and the meanings of central themes
Conducting Interviews in Qualitative Social Science Research
Conducting Interviews in Qualitative Social Science Research Types: individual face-to-face (choose non-shy participants willing to share) telephone (not ideal but used when direct access not possible)
Semi-structured interviews
Semi-structured interviews 3 rd December 2014 Prof. Edwin van Teijlingen BU Graduate School Aim of this session: introduce various ways of conducting interviews with qualitative methods; outline strength
Research Methods Carrie Williams, (E-mail: Carrie.Williams@nnsa.doe.gov), Grand Canyon University
Research Methods Carrie Williams, (E-mail: Carrie.Williams@nnsa.doe.gov), Grand Canyon University ABSTRACT This paper discusses three common research approaches, qualitative, quantitative, and mixed methods,
Focus Group Guidelines: How to Plan for and Facilitate a Focus Group Sample Focus Group Questions Summarizing Focus Group Results
What will I find in this section of the toolkit? Toolkit Section Introduction to the Toolkit Assessing Local Employer Needs Market Sizing Survey Development Survey Administration Survey Analysis Conducting
Interviewing the Investigator: Strategies for Addressing Instrumentation and Researcher Bias Concerns in Qualitative Research
The Qualitative Report Volume 16 Number 1 January 2011 255-262 http://www.nova.edu/ssss/qr/qr16-1/interviewing.pdf Interviewing the Investigator: Strategies for Addressing Instrumentation and Researcher
Assessment: Getting Started with Interviewing Dave Baca, PhD University of Arizona ALA Annual 2006 Why Interview? When interpersonal contact is important When you need more in-depth data When you need
Establishing Construct Validity and Reliability: Pilot Testing of a Qualitative Interview for Research in Takaful (Islamic Insurance)
The Qualitative Report Volume 21 Number 3 How To Article 6 3-14-2016 Establishing Construct Validity and Reliability: Pilot Testing of a Qualitative Interview for Research in Takaful (Islamic Insurance)
CONDUCTING IN-DEPTH INTERVIEWS: A Guide for Designing and Conducting In-Depth Interviews for Evaluation Input
P ATHFINDER I NTERNATIONAL T OOL S ERIES Monitoring and Evaluation 2 CONDUCTING IN-DEPTH INTERVIEWS: A Guide for Designing and Conducting In-Depth Interviews for Evaluation Input By Carolyn Boyce, MA,
CHAPTER 3 RESEARCH METHODOLOGY
CHAPTER 3 RESEARCH METHODOLOGY 3.1 Introduction When conducting research, there are many possible ways of gathering information from participants. In this chapter, the research methodology for the collecting
Adolescents with Diabetes: Opinions of Health Education Documents. Russell Ravert Indiana University
Adolescents with Diabetes: Opinions of Health Education Documents Russell Ravert Indiana University Russell Ravert Suite 4000, Wright Education Building 856-8313 ext. 36731 rravert@indiana.edu 20 minute
Form 6.1: Self-Assessment of Counseling Performance Skills
Form 6.1: Self-Assessment of Counseling Performance Skills Purposes: To provide the trainee with an opportunity to review levels of competency in the performance skill areas of basic helping skills and
Methodology Brief: Introduction to Focus Groups. Barry Nagle Nichelle Williams
Methodology Brief: Introduction to Focus Groups Barry Nagle Nichelle Williams 1 This methodology brief outlines a five-stage process for conducting focus groups and reporting on the results. The five stages
III. Best Practices/Resources
Reviewing the Application/Resume Before beginning the screening process, take a few minutes to review the job description and the established evaluation criteria. The purpose of the initial screening of
Guide to Knowledge Elicitation Interviews
Guide to Knowledge Elicitation Interviews Purpose Gather knowledge from individuals in a manner that others will find useful. Description Knowledge interviews are conversations between people who have
Process-oriented guided inquiry learning in engineering
ICTLHE RCEE RHED2012 Process-oriented guided inquiry learning in engineering a Elliot P. Douglas*, b Chu-Chuan Chiu a Department of Materials Science and Engineering, University of Florida, Box 116400,
Today s Agenda. Workshop context. Focus Group, Interview, or Survey? Which is right for your co curricular program?
Hawai i Hall 107 (808) 956 4283 or (808) 956 6669 Focus Group, Interview, or Survey? Which is right for your co curricular program? Presented by the May 19, 2011 Today s Agenda 1) Introductions 2) Program
Topic 7: Data Collection Methods
Topic 7: Data Collection Methods Introduction Data collection is a systematic process of collecting information about objects of study (people, objects, phenomena for instance) in order to test the hypothesis
Measurement and measures. Professor Brian Oldenburg
Measurement and measures Professor Brian Oldenburg Learning objectives 1. To identify similarities/differences between qualitative & quantitative measures 2. To identify steps involved in choosing and/or
Conducting Qualitative Data Analysis: Qualitative Data Analysis as a Metaphoric Process
The Qualitative Report Volume 17 Number 1 January 2012 248-253 http://www.nova.edu/ssss/qr/qr17-1/chenail-metaphor.pdf Conducting Qualitative Data Analysis: Qualitative Data Analysis as a Metaphoric Process
Interviews. Benjamin Bisinger & Max von Bülow 21. Mai Verantwortlicher Professor: Prof. Dr. Florian Alt
Interviews Benjamin Bisinger & Max von Bülow 21. Mai 2014 Verantwortlicher Professor: Prof. Dr. Florian Alt Definition A meeting in which someone asks you a series of questions as part of a research project
Using interviews as research instruments
Using interviews as research instruments Annabel Bhamani Kajornboon Language Institute Chulalongkorn University Abstract Research differs in a number of aspects but they do have some commonalities. Many
EVALUATION METHODS 68 S ECTION 5: DEVELOPING AND IMPLEMENTING AN EVALUATION PLAN
68 S ECTION 5: DEVELOPING AND IMPLEMENTING AN EVALUATION PLAN EVALUATION METHODS Although indicators identify what you will look at to determine whether evaluation criteria are met, they do not specify
CHAPTER III METHODOLOGY. The purpose of this study was to describe which aspects of course design
CHAPTER III METHODOLOGY The purpose of this study was to describe which aspects of course design and/or instruction are more effective and successful in the online environment than in the face-to-face
EXTERNAL QUALITY ASSESSMENT: A BUSINESS-FOCUSED QUALITY ASSESSMENT
Chapter 2 EXTERNAL QUALITY ASSESSMENT: A BUSINESS-FOCUSED QUALITY ASSESSMENT Overview of the External Quality Assessment Process Chapter 1 of this Quality Assessment Manual discusses the concepts of the
Interview studies. 1 Introduction... 1. 2 Applications of interview study designs... 2. 3 Outline of the design... 3
Interview studies Contents 1 Introduction... 1 2 Applications of interview study designs... 2 3 Outline of the design... 3 4 Strengths and weaknesses of interview study designs... 6 5 References... 7 1
HUMAN RESOURCE PROCEDURE GUIDE CONDUCTING WORKPLACE INVESTIGATIONS
INTRODUCTION Inevitably, there comes a time in every employer s existence where a complaint, an accusation, alleged employee misconduct, or a rumor of something amiss comes to their attention requiring
Using Focus Groups in Program Development and Evaluation
Using Focus Groups in Program Development and Evaluation by Roger A. Rennekamp, Ph.D. and Martha A. Nall, Ed.D. Extension Specialists in Program and Staff Development 203 Scovell Hall University of Kentucky
HOW TO ORGANISE AND RUN FOCUS GROUPS
HOW TO ORGANISE AND RUN FOCUS GROUPS BACKGROUND Focus groups can form an important part of the process of using the Management Standards to assess and control risks related to work-related stress. Focus
Listening To Our Communities
Listening To Our Communities A Guide on Data Analysis Sexual Assault DEMONSTRATION INITIATIVE Enhancing Sexual Assault Services This publication was supported by Grant No. 2009-TA-AX-K011 awarded by the
Dr. Olga N. De Jesus Mercy College, Dobbs Ferry, NY
Dr. Olga N. De Jesus Mercy College, Dobbs Ferry, NY Purpose of Research The purpose of this qualitative phenomenological study was to investigate: Undergraduate international English language learners
Data Mining Online Social Networks in a Professional Context Analyzing Data
Data Mining Online Social Networks in a Professional Context Analyzing Data Background Joji Mori (Student ID 385536) Assignment Three (Research Design 615610) Submitted 31 st May 2010 Assignment one was
Telephone Interviewing: Help at both ends of the Phone
Telephone Interviewing: Help at both ends of the Phone This is a series of articles: Prepare Before the Phone Rings; Telephone Interview Hints; Telephone Interview Tips and Questions; Concluding a Telephone
Sample Qualitative Research Proposal Published by Permission of the Author. Dissertation Proposal Robert R. Maldonado.
Sample Qualitative Research Proposal Published by Permission of the Author Dissertation Proposal Robert R. Maldonado Akamai University Title: A Phenomenological Pilot Study of Energy Healers Expertise
A Taxonomy of Reflection
A Taxonomy of Reflection 1. A Taxonomy of Lower to Higher Order Reflection Assume an individual has just completed a task. What types of questions might they use to reflect on the experience? How might
Qualitative Research
Qualitative Research What is Qualatative Research? 1 takes place in a natural setting researcher goes to the site of the participant to conduct the research uses multiple methods that are interactive and
Sub-question 6: What are student and faculty perceptions concerning their frequency of use of the DDP?
1 Sub-question 6: What are student and faculty perceptions concerning their frequency of use of the DDP? Data were gathered to describe this question from two of the three approaches. No data were gathered
Writing Interview Protocols and Conducting Interviews: Tips for Students New to the Field of Qualitative Research
The Qualitative Report 2012 Volume 17, T&L Art. 6, 1-10 http://www.nova.edu/ssss/qr/qr17/jacob.pdf Writing Interview Protocols and Conducting Interviews: Tips for Students New to the Field of Qualitative
ACTION RESEARCH: An Overview
ACTION RESEARCH: An Overview This presentation is primarily based on the pamphlet: What Every Teacher Should Know About Action Research by Andrew Johnson (2003). Action research, as disciplined inquiry,
Analyzing Qualitative Data For Assessment October 15, 2014
Analyzing Qualitative Data For Assessment October 15, 2014 Jeremy Penn, Ph.D. Director Resources Data Analysis, Chapter 6 in Schuh book (pages 158-168) Creswell (2002) or (1998) you can borrow from me
ALL-IN-ONE MEETING GUIDE
ALL-IN-ONE MEETING GUIDE CENTERED LEADERSHIP PART 1: MEANING Overview The Centered Leadership model will help you lead with impact, resilience, and fulfillment at work and in your life. There are five
TECHNICAL NOTE. Focus Group Interviews. This Note provides guidance on the use of focus group interviews within evaluations.
VERSION 1.0 NOVEMBER 2013 TECHNICAL NOTE Focus Group Interviews Monitoring and Evaluation Series This Note provides guidance on the use of focus group interviews within evaluations. INTRODUCTION Focus
PERFORMANCE MONITORING & EVALUATION TIPS CONDUCTING FOCUS GROUP INTERVIEWS
NUMBER 10 2011 Printing PERFORMANCE MONITORING & EVALUATION TIPS CONDUCTING FOCUS GROUP INTERVIEWS ABOUT TIPS These TIPS provide practical advice and suggestions to USAID managers on issues related to
Applying Qualitative Methods to Evaluation on a Large Scale. Sharon Knight, PhD, RN, East Carolina University
Applying Qualitative Methods to Evaluation on a Large Scale Sharon Knight, PhD, RN, East Carolina University PEPFAR Evaluation Congressionally mandated Conducted by U.S. Institute of Medicine 10-Year time
Conducting Qualitative In-depth Interviews
Conducting Qualitative In-depth Interviews Persons who wish to conduct an effective qualitative in-depth interview will need to appreciate the purpose of these types of interviews and the basic techniques
The qualitative research interview
The qualitative research interview How to design and conduct an interview Carolina Wannheden (carolina.wannheden@ki.se) Resources Interviews Learning the Craft of Qualitative Research Interviewing (Kvale,
Moderator Package Student Focus Groups
Moderator Package Student Focus Groups This document is intended to assist Schools in facilitating student focus groups in relation to our Student Engagement Division measure. Additional school-specific
Focus Groups Procedural Guide
Focus Groups Overview The Focus Group is an exploratory research method used to help researchers gather indepth, qualitative information of their participants' attitudes and perceptions relating to concepts,
Principles of Qualitative Research: Designing a Qualitative Study
Principles of Qualitative Research: Designing a Qualitative Study John W. Creswell, Ph.D. Vicki L. Plano Clark, M.S. Objectives As a group activity, to plan a qualitative study on the topic of leadership
Learning to Appraise the Quality of Qualitative Research Articles: A Contextualized Learning Object for Constructing Knowledge
The Weekly Qualitative Report Volume 1 Number 9 December 1 2008 49-61 http://www.nova.edu/ssss/qr/wqr/appraising.pdf Learning to Appraise the Quality of Qualitative Research Articles: A Contextualized
Qualifications, Roles and Responsibilities of the Implementation Team. The Implementation Team should include the following members:
Qualifications, Roles and Responsibilities of the Implementation Team Skilled personnel who are well trained and motivated can strongly influence the success of your field operation. The implementation
Focus Groups from A to Z: How to Conduct Focus Groups to Enhance College Health Practice
Focus Groups from A to Z: How to Conduct Focus Groups to Enhance College Health Practice < insert names here > Alyssa Lederer Adam Barry Kimberly Chestnut Ashlee Halbritter Julie Zaruba Fountaine Introduction
TRACOM Sneak Peek. Excerpts from. Managing Conflict. Working with SOCIAL STYLE Series
TRACOM Sneak Peek Excerpts from Managing Conflict sm Working with SOCIAL STYLE Series Managing Conflict Table of Contents Introduction: Style and Conflict... 5 The Role of SOCIAL STYLE in Conflict... 7
Writing and Presenting a Persuasive Paper Grade Nine
Ohio Standards Connection Writing Applications Benchmark E Write a persuasive piece that states a clear position, includes relevant information and offers compelling in the form of facts and details. Indicator
Qualitative methods for effectiveness evaluation: When numbers are not enough
Chapter 7 Qualitative methods for effectiveness evaluation: When numbers are not enough 7.1 Introduction 7.2 Methods of collecting qualitative information 7.2.1 Interviews and focus groups 7.2.2 Questionnaires
NEIL LEADING AND LEARNING CYCLES
NEIL LEADING AND LEARNING CYCLES Jim Brandon 1 Candace Saar 2 Sharon Friesen 1 University of Calgary 1 Galileo Educational Network 2 Design-based professional learning and collaborative inquiry have mobilized
INTERNATIONAL FRAMEWORK FOR ASSURANCE ENGAGEMENTS CONTENTS
INTERNATIONAL FOR ASSURANCE ENGAGEMENTS (Effective for assurance reports issued on or after January 1, 2005) CONTENTS Paragraph Introduction... 1 6 Definition and Objective of an Assurance Engagement...
Interviews and Focus Groups in Advertising, Public relations and Media
1 Your topic: an essay about interviews and focus groups which has to be from the point of view of my course specialism which is ADVERTISING PUBLIC RELATIONS AND MEDIA! Your desired style of citation:
Assessing Online Asynchronous Discussion in Online Courses: An Empirical Study
Assessing Online Asynchronous Discussion in Online Courses: An Empirical Study Shijuan Liu Department of Instructional Systems Technology Indiana University Bloomington, Indiana, USA shijliu@indiana.edu
Gaining Customer Knowledge Clinical Microsystem Observation Worksheet
Clinical Microsystem Observation Worksheet CONTEXT Aim: Build customer knowledge through observation 1 2 Outcomes select a patient population Aim What s the general aim? Given our wish to limit or reduce
Shared Solutions: An Overview Special Education Policy and Programs Branch Ministry of Education
Shared Solutions: An Overview Special Education Policy and Programs Branch Ministry of Education Table of Contents 1. Shared Solutions: Overview 2. Understanding Conflict 3. Preventing Conflicts 4. Video:
Avoiding Bias in the Research Interview
Avoiding Bias in the Research Interview Sonja I. Ziniel, MA Ph.D. Clinical Research Program, Children s Hospital Boston Department of Medicine, Harvard Medical School sonja.ziniel@childrens.harvard.edu
The Human Touch Performance Appraisal II
The Human Touch Performance Appraisal II T raining Leader s Guide Coastal Training Technologies Corp 500 Studio Drive Virginia Beach, VA 23452 2000 Coastal Training Technologies Corp. All rights reserved.
A Brief Look at Online Tutorial Experiences of Older Students in Remedial College Mathematics
A Brief Look at Online Tutorial Experiences of Older Students in Remedial College Mathematics Greg A. Baugher Instructor and Doctoral Student Mercer University, Georgia USA Baugher_GA@Mercer.edu Abstract
COMPETENCY ACC LEVEL PCC LEVEL MCC LEVEL 1. Ethics and Standards
ICF CORE COMPETENCIES RATING LEVELS Adapted from the Minimum Skills Requirements documents for each credential level (Includes will-not-receive-passing-score criteria- gray background) COMPETENCY ACC LEVEL
Description of the ten core competencies
Description of the ten core competencies You can use this document as a reference when assessing competency development on the Competency Assessment form. Introduction to competencies Competencies are
Master of Science in SPORT & EXERCISE PSYCHOLOGY
2012-2013 UNIVERSITY OF THESSALY Master of Science in SPORT & EXERCISE PSYCHOLOGY TITLE OF MODULE: Analysis of Qualitative Data CODE OF MODULE: C MAIN LECTURER: Stiliani Chroni Tel:+30.2431047048, Email:
Tips for Postgraduate Students
Tips for Postgraduate Students Research and Development Graduate School Compiled by: Prof D Kokt Prof B Khotseng Prof LOK Lategan Prof PG le Roux Me J Nogabe Prof A Shumba COPYRIGHT THE COPYRIGHT ON THIS
Executive coaching and selfefficacy: A study of goal-setting and leadership capacity. Dissertation Committee: Katrina Rogers, PhD, Chair
Executive coaching and selfefficacy: A study of goal-setting and leadership capacity Dissertation Committee: Katrina Rogers, PhD, Chair Connie Corley, MSW, PhD, Faculty Reader Mary McCall, PhD, Faculty
ICF Core Coaching Competency Behaviors Chart
1. Meeting Ethical Guidelines and Professional Standards - Understanding of coaching ethics and standards and ability to apply them appropriately in all coaching situations a. Understands and exhibits
Striving for Success: Teacher Perspectives of a Vertical Team Initiative
VOLUME 16 NUMBER 3, 2006 Striving for Success: Teacher Perspectives of a Vertical Team Initiative Dr. Lisa Bertrand Educational Administration and Counseling Southeast Missouri State University Dr. Ruth
Chapter 7 Conducting Interviews and Investigations
Chapter 7 Conducting Interviews and Investigations Chapter Outline 1. Introduction 2. Planning the Interview 3. Interviewing Skills 4. Interviewing Clients 5. Interviewing Witnesses 6. Planning and Conducting
Using Qualitative Methods for Monitoring and Evaluation
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike License. Your use of this material constitutes acceptance of that license and the conditions of use of materials on this
QUALITATIVE METHODS: CONDUCTING INTERVIEWS AND FOCUS GROUPS. Kate Murray & Michele Andrasik University of Washington
QUALITATIVE METHODS: CONDUCTING INTERVIEWS AND FOCUS GROUPS Kate Murray & Michele Andrasik University of Washington Agenda What are interviews & focus groups Discussion/interview guides Logistical planning
Guidelines for Preparation of Review Protocols
Guidelines for Preparation of Review Protocols Type of document: Policy _x_ Guideline Procedure Version: 1.0, January 1 2001 Decision: Steering Group, Date? A Campbell Systematic Review is meant to review
Summary of Study and Findings J. Lisa Stewart, Ph.D.
BRIDGING THE GAP BETWEEN ENROLLMENT AND GRADUATION: AN EXPLORATORY STUDY OF RETENTION PRACTICES FOR NONTRADITIONAL UNDERGRADUATE STUDENTS ATTENDING FAITH-BASED INSTITUTIONS Summary of Study and Findings
Active Listening. Learning Objectives. By the end of this module, the learner will have
1 Active Listening Learning Objectives By the end of this module, the learner will have An understanding of what is meant by active listening Gained insight into your natural listening strengths and areas
By Judith Sharken Simon
How to Conduct a Focus Group By Judith Sharken Simon While focus groups are often seen as a technique reserved for corporations involved in expensive, competitive advertising, they can also be extremely
Developing and implementing surveys
Developing and implementing surveys This fact sheet points to some key considerations in developing and implementing surveys to ensure you get interesting and useful information and data. What are surveys?
Qualitative Research. A primer. Developed by: Vicki L. Wise, Ph.D. Portland State University
Qualitative Research A primer Developed by: Vicki L. Wise, Ph.D. Portland State University Overview In this session, we will investigate qualitative research methods. At the end, I am hopeful that you
Request for Proposal (RFP) Professional Certification Market Assessment Research
Request for Proposal (RFP) Professional Certification Market Assessment Research 330 N. Wabash Ave, Suite 2000 Chicago, IL 60611 www.legalmarketing.org August 30, 2013 Table of Contents 1. Summary and
Tips for Analyzing Qualitative Data
Module 5 Tips for Analyzing Qualitative Data Analyzing qualitative data involves reading through the interview or focus group transcripts and other data, developing your codes, coding the data, and drawing
Coaching Employees For Desired Results
Coaching Employees For Desired Results Objectives After completing this workshop, you will be able to: Determine what coaching is. Learn four basic coaching skills Recognize the three levels of performers
Mgt 540 Research Methods Section 2 Qualitative Research
Mgt 540 Research Methods Section 2 1 How do you see the world? I and the Village Chagall, Marc, 1911 2 Web sites for qualitative research http://www.qualitative-research.net/ http://www.nova.edu/ssss/qr/qualres.html
Table of Contents. Activity #1: Listening Inventory. I. Introduction II. Effective Communication
Table of Contents I. Introduction II. Effective Communication Activity #1: Listening Inventory III. Active Listening Skills IV. Examples of Effective Communication V. What Defines a Respectful Relationship?
Stage 3: Writing an Evaluation Report
Stage 3: Writing an Evaluation Report Table of Contents SECTION 1: Executive Summary SECTION 2: Program Description SECTION 3: Evaluation Methodology SECTION 4: Findings SECTION 5: Interpretation and Reflection
NEW YORK STATE TEACHERS CENTERS. Focus Groups
1 NEW YORK STATE TEACHERS CENTERS Focus Groups Purpose This tutorial addresses strategies for using focus groups as a method of collecting information for program evaluation. Introduction Focus groups
hasso plattner Institute of Design at Stanford Coach Coach # EMPATHY FIELDGUIDE
d. hasso plattner Institute of Design at Stanford Coach Coach # EMPATHY FIELDGUIDE d. Empathize Empathy is when you can feel what another person is feeling. Empathy is the foundation of a humancentered
Interviewing for Research - Asking the Questions
East Midlands Oral History Archive Centre for Urban History Interviewing for Research - Asking the Questions Listening skills o Eye contact Asking questions o Open questions o Follow up questions/probing
Data Collection Instruments (Questionnaire & Interview) Dr. Karim Abawi Training in Sexual and Reproductive Health Research Geneva 2013
Data Collection Instruments (Questionnaire & Interview) Dr. Karim Abawi Training in Sexual and Reproductive Health Research Geneva 2013 Geneva Workshop 2013 Data Collection Instruments Accurate and systematic
Interviews. Stephanie Smale CPSC 681
Interviews Stephanie Smale smale@cpsc.ucalgary.ca CPSC 681 Table of Contents 1.0 Introduction... 1 2.0 Interview Preparation... 2 3.0 Questions... 3 3.1 Probes... 3 3.2 Question Pitfalls... 3 4.0 Interviews...
Using qualitative research to explore women s responses
Using qualitative research to explore women s responses Towards meaningful assistance - how evidence from qualitative studies can help to meet survivors needs Possible questions Why do survivors of SV
Intrigue Inspire Inform. Appreciative Inquiry Workshop May 15th, 2013 Workshop Guide
Intrigue Inspire Inform Appreciative Inquiry Workshop May 15th, 2013 Workshop Guide We look at the world through a lens, which we call VUCA, which stands for Volatile, Unstable, Complex, and Ambiguous.
Analyzing Qualitative Data
Analyzing Qualitative Data The purpose of coding qualitative data is to take an overwhelmingly large amount of words or artifacts and organize them into manageable chunks. Following the steps in this outline
Organizing and Conducting Focus Groups
I - T E C H T E C H N I C A L I M P L E M E N T A T I O N G U I D E # 1 Organizing and Conducting Focus Groups I-TECH s Technical Implementation Guides are a series of practical and instructional papers