Interview in qualitative research is a conversation in which questions are asked to obtain information. The interviewer is usually a professional or paid researcher, sometimes trained, who asks questions to the interviewee in a series of usually short alternatives and answers. They can be contrasted with focus groups where an interviewer questions a group of people and observes the resulting conversation between the interviewee, or a more anonymous survey and limits the respondents to the various predetermined answers. In phenomenological or ethnographic research, interviews are used to reveal the meaning of a central theme in the subject life world from their own point of view.
Video Interview (research)
Characteristics of qualitative research interviews
- The interview was completed by an inter man based on what the interviewee said to be adjusted and performed.
- An interview is a much more personal form of research than a questionnaire.
- In a personal interview, the interviewer works directly with the person being interviewed.
- Unlike mail surveys, the interviewer has the opportunity to investigate or ask follow-up questions.
- An interview is generally easier for the person being interviewed, especially if the sought is opinion and/or impressions.
- Interviews take time and lots of resources.
- The interviewer is considered a part of the measurement instrument and should be well trained on how to respond to every possibility.
- Interviews provide opportunities for face-to-face interaction between two people; therefore, they reduce the conflict.
Maps Interview (research)
Technique
When choosing to interview as a method for conducting qualitative research, it is important to be wise and sensitive in your approach. The interviewer and researcher, Irving Seidman, devotes the entire chapter of his book, Interviews as Qualitative Research, to import appropriate interview techniques and interviewer ethics. Some basic techniques are summarized below:
Listening: According to Seidman, this is the hardest and most important skill in the interview. Next, the interviewer must be prepared to listen to three different levels: they must listen to what the participants actually say, they should listen to the "conscience" or the intent of what the participants are communicating, and they should also listen to the process. and streams of interviews so as to remain aware of how tired or bored the participants and logistics like how much time has passed and how many questions are left. The listening skills required in the interviews require more focus and attention to detail than what is typical in a normal conversation. Therefore, it is often useful for the interviewer to make notes when the participants respond to questions or record the interview tapes themselves in order to describe them later more accurately.
Ask questions (to follow up and clarify): When an interviewer generally enters each interview with a set of predetermined questions, it is important that they also ask further questions during the process. Such questions can encourage participants to describe something painful they share and important in gaining a more comprehensive understanding of the subject matter. Also, it is important that the interviewer asks a clarification question if they are confused. If the narrative, details, or chronology of the participants' responses are unclear, it is often appropriate for the interviewer to ask them to re-explain aspects of their story so as to keep the transcript accurate.
Respect the limits: Seidman describes this tactic as "Explore, do not dig," It is important that when participants are interviewed they are encouraged to explore their experiences in a sensitive and respectful way. They should not be "investigated" in such a way as to make them feel uncomfortable or like specimens in the laboratory. If too much time is spent in silence on small details or if too many follow-up questions are asked, it is likely that the participant will be defensive or unwilling to share. So, it is the job of the interviewer to find a balance between ambiguity and specificity in their questions.
Beware of prominent questions: The main questions are questions that suggest or imply answers. While they are often asked innocently, they risk changing the validity of responses obtained because they do not encourage participants to use their own language to express their sentiments. So it's better that the interviewer asks an open question instead. For example, instead of asking, "Did the experience make you feel sad?" - who leads in nature - it would be better to ask "How experience makes you feel" - because it shows no hope.
Do not interrupt: Participants should feel comfortable and respected throughout the interview - so the interviewer should avoid interrupting the participants whenever possible. While participants may digress in their responses and while interviewers may lose interest in what they say at one point or another, it is important that they be wise in their efforts to keep participants on track and return to the subject matter.
There are many methods. When considering what kind of qualitative research method is used, qualitative interviews have many advantages. Perhaps the greatest advantage of qualitative interviews is the depth of detail of the interviewee. The interviewees can paint a picture of what happened in a particular event, tell us their perspective about such an event, and give other social cues. Social cues, such as sound, intonation, body language, etc. From the interviewee can give the interviewer plenty of additional information that can be added to the verbal answers of the interviewee on a question. This level of detailed description, whether verbal or nonverbal, can show the hidden interconnections between emotions, people, objects unlike many quantitative methods of research.
In addition, qualitative interviews have unique advantages in their specific form. Researchers can adjust the questions they ask respondents to get rich and complete stories and the information they need for their projects. They can explain to respondents when they need more examples or explanations.
Researchers can not only learn about certain events, they can also gain insight into the interior experiences of people, especially how people perceive and how they interpret their perceptions. How events affect their thoughts and feelings. In this case, researchers can understand the process of an event, not what just happened and how they react to it.
Another advantage of qualitative interviewing is what can be given to journal readers and academic papers. Research can write clearer reports to their readers, giving them "a more complete understanding of our respondents' experiences and greater opportunities to identify with respondents, if only briefly."
Qualitative interviews are not the perfect method for all types of research. There is a disadvantage. First, there can be complications with interview planning. It is not just recruiting people for hard interviews, because the nature of interviews is usually personal, planning where to meet them and when it can be difficult. Participants can cancel or change the meeting place at the last minute.
During an actual interview, a possible weakness is the loss of some information. This can arise from the enormous multitasking that the interviewer must do. Not only do they have to make respondents feel very comfortable, they should keep as much eye contact as possible, write as much as they can, and think of follow-up questions. After the interview, the coding process begins and with this comes its own set of losses. First, encoding can be very time consuming. This process usually takes a lot of people, which can also be expensive. Second, the nature of qualitative research itself, is not suitable for quantitative analysis. Some researchers report more data lost in interview research than survey research, therefore it is difficult to compare populations
Participants in qualitative research interviews
Compared to something like a written survey, interviews allow for significantly higher levels of intimacy, with participants often disclosing personal information to their interviewers in real-time face-to-face settings. Thus, this technique can evoke significant feelings and experiences in those interviewed.
At the positive end, the interview can provide participants with a channel to express themselves. Because the interviewer's job is learning, not treating or giving advice, they do not offer any advice to the participants, but nevertheless, telling an attentive audience of concerns and concerns can be fun. As qualitative researcher Robert S. Weiss says, "Talking to someone who listens, and listens carefully, can be valuable, because his or her own experience, through the process of being voiced and shared, is validated." Such validation, however, can have a negative side if a participant feels disappointed at the interruption of an interview, since, unlike figures such as a therapist or counselor, the interviewer does not take on the size of the ongoing responsibility for the participants, and their relationship is not continuous. To minimize the potential for this disappointment, the researcher should tell the participants how many interviews they will perform before, and also provide some type of closure, such as a research summary or a copy of the project publication.
On the negative side, the nature of the multiple question-based interview can cause the participants to feel uncomfortable and intimidated if the interviewer violates an area that they feel is too personal or private. To avoid crossing this line, researchers should attempt to distinguish between public information and personal information, and only dig deeper into personal information after trying to gauge the comfort levels of participants in discussing it.
In addition, the relatively familiar nature of the interview may make the participants feel vulnerable to danger or exploitation. This can be especially true for situations where higher boss interviews, such as when the teacher interviews his pupils. In these situations, participants may be afraid of giving "wrong answers," or say something that has the potential to make them trouble and reflect negatively. However, all interview relationships, not just explicitly superior-subordinates, are characterized by some degree of inequality, as the interviewer and the participants want and receive different things from the technique. Thus, researchers should always be concerned with the potential vulnerability of participants, especially in situations where personal information is revealed.
To combat such feelings and inequalities and to make participants feel secure, equal, and respected, researchers should provide them with information about research, such as who runs it and what potential risks it may have, as well as information about their rights, such as rights to review the interview material and withdraw from the process at any time. It is important that researchers always emphasize the voluntary nature of participating in research so that participants remain aware of their agency.
The power dynamics mentioned above in the interview can also have special effects on different social groups according to the background of race, sex, age, and class. Race, for example, can cause problems in the arrangement of interviews if participants from marginalized racial background are interviewed by white researchers, in this case the existence of historical and social prejudices can arouse a sense of skepticism and distrust. Gender dynamics can also affect feelings, with men sometimes overreacting when interviewing women and acting underestimated when interviewed by women, and equally lavish couples are vulnerable to false notions of an implied equality or sense of competition. In terms of class, participants who are considered to show lower status, in some cases, either excessive skepticism or over-compliance, and in terms of age, children and seniors can show fear to be protected. To minimize the negative feelings associated with these social groups, researchers should remain sensitive to possible sources of tension, and act accordingly to emphasize good behavior, respect, and genuine interest in participants, all of which can help to bridge social barriers.
Finally, another aspect of the interview that may affect how a participant feels is how the interviewer expresses his or her own feelings, because the interviewer can project their mood and emotions to the people they interview. For example, if an interviewer feels uncomfortable, participants may begin to share this inconvenience, and if an interviewer expresses his anger, he is in danger of handing it over to the participants. So, researchers should try to stay calm, polite, and interested at all times.
Type
- Informal, Conversation interview
- No pre-determined questions are requested, to remain open and adaptable to the nature and priorities of the interviewees; during the interview the interviewer "follows the flow".
- General interview guide approach
- Intended to ensure that the same general information area is collected from each person interviewed; this provides more focus than the conversational approach, but still allows the degree of freedom and adaptability in getting information from the interviewee.
- Standardized and open interview
- The same open questions are asked for all the people interviewed; this approach facilitates faster interviews that can be more easily analyzed and compared.
- Closed, fixed response interview
- Everyone interviewed was asked the same question and asked to select answers from the same set of alternatives. This format is useful for those who do not practice in the interview. This type of interview is also referred to as structured.
Household research
Household research raises certain ethical issues of anonymity and agreement among the interviewees, and there is ongoing controversy over whether the couple should be interviewed in a private interview, individual or in a couple interview.
Interviewer ratings
According to Hackman and Oldman several factors can deviate an interviewer's assessment of job applicants. However, these factors can be reduced or minimized by interview training to recognize them.
Source of the article : Wikipedia
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