1. Interviews and questionnaires
Week 7 Research Methodology
NJ Kang

2. List of contents Interviews types Interview Practicing Break
Survey Questionnaires
Practicing
Introduction to Midterm paper.

3. Types and Styles of Interviews
Respondent interviews
Fully structured interview
Semi-structured interview
Unstructured (completely informal) interview
Survey questionnaires
Closed questions
Open –ended questions
Informant interviews (non-directive)

4. Carrying out semi-structured interviews
Respondent interview (Powney and Watts, 1987)
Topics are fixed
with greater freedom to the interviewees
in their wording,
in the amount of time and attention given to different topics.

5. unstructured, non-directive, informant interviews
Focused Interviews
Are not simply causal conversations.
The direction of the interview and the areas covered are totally in the control of the informant.
Usually therapeutic settings (Carl Rogers, 1945)
To seek help with a problem
Is not appropriate for research (Whyte, 1984)
Piaget’s type of clinical interviewing (child must determine the content and direction of the conversation).
unstructured, non-directive, informant interviews

6. What was the reason for going to live abroad?
When did you come back to Korea, and how old were you?
Were you prepared academically, culturally, and psychologically before moving back to Korea?
What were the good things about coming back?
What were the things you didn’t like?
Did you have a hard time catching up with the academic programs in Korean schools?
What kind of help or support did you need, and from whom did you get the most support from?
How would you describe yourself today, in terms of the experiences overseas?

7. How many, in average, returnee students did you meet in a year class?
What sorts of difference did you find interesting or different in these students?
Do you and your students get along well? Are you open to conversation with your students? Are you culturally open? Are you able to understand multicultural experiences or multilingual experiences?
What kinds of hardship did you face when you were teaching them?
What kinds of limitations do you find in guiding these returnee students in your school?

8. Focused Interviews
Situational analysis observation, documentary analysis or whatever
The important aspects of the situation to those involved
The meaning these aspects have for those involved and;
The effects they have on those involved

9. The meaning for these aspects
unstructured,
non-directive, informant interviews
Clinical
purpose
Focused Interviews
Research purpose
Are not simply causal conversations.
The direction of the interview and the areas covered are totally in the control of the informant.
Usually therapeutic settings (Carl Rogers, 1945)
To seek help with a problem
Is not appropriate for research (Whyte, 1984)
Piaget’s type of clinical interviewing (child must determine the content and direction of the conversation).
Situational analysis observation, documentary analysis or whatever
The important aspects
The meaning for these aspects
The effects they have

10. Group interviews
Widely used in market research for testing reactions to new produces
It is difficult or impossible to follow up the views of individuals;
And group dynamics or poser hierarchies effect who speaks and what they say.
When one or two persons dominate

11. Telephone interviews A high response rate
Correction of obvious misunderstandings,
Possible use of probes.
Rapport may be more difficult to achieve but this is compensated for by evidence of smaller interviewer effects and a lower tendency towards socially desirable responses.
Beneficial for reaching to geographical dispersed respondents

12. Interview schedule Introductory comments
List of topic headings and possibly key questions to ask under these headings
Set of associated prompts
Closing comments. (see box 9.3)

13. The sequence of Questions
Introduction
Warm-up
Main body of interview
Cool-off
Closure

14. Skills in interviewing
Appearance  dress in a similar way to those you will be interviewing. Or neatness and neutrality
Approach be pleasant. Make the respondent comfortable.
Familiarity with questionnaire know it thoroughly
Question wording use the exact wording of questions and keep to their sequence. Comprehensible wording for the respondents.
Answers record the answers exactly using tape recorder or use of note taking.
Probes  use the standard probes only.

15. Make a semi-structure interview questions