2. Agenda Exploratory Research –Depth Interviews

3. midterm Both text and lecture (and library class) Some on direct concepts Most are Applied knowledge Example: if a research problem was defined as: “which of our customers buy red cars?” the most appropriate type of research would be: –Exploratory –Descriptive –causal

4. Focus groups A group interview

5. Focus groups and Depth Interviews Group interaction Group/peer pressure Respondent competition Influence Subject sensitivity Interviewer fatigue Amount of information Stimuli Interviewer schedule

6. Depth Interviews

7. INTERVIEW TYPES casual interview semi-structured interview –(also: “partially unstructured” or “partially structured”) structured (survey interview) in depth interview –(also: “open-ended” or “unstructured” or “experience survey”)

8. Structured Interviews advantages over written survey –can ask illiterates –respondents can ask for clarification of question –“while you wait” responses

9. Structured Interviews –can record unexpected answers –can record more open-ended responses –less leading than written survey

10. Structured Interviews advantage over other types of interviews: best for large scale studies –can use assistants –responses can be more easily recorded and statistically analyzed

11. Structured Interviews disadvantage –have to ask the right questions –categories imposed by researcher

12. Unstructured Interviews Advantages disadvantages

13. Triangulation with surveys with participant observation

14. Funnel Method let respondent do all the talking can be a diagnostic interview the idea is to let the subject direct the interview.

15. Inverted funnel method Inverted funnel: Specific to general –You want to jog the interviewees memory –You want to motivate a reluctant participant –You want to get specific facts before general impressions

16. INTERVIEW TECHNIQUE silent probe encouragement probe immediate elaboration immediate clarification retrospective elaboration recapitulation probe retrospective clarification

17. INTERVIEW TECHNIQUE echo probe reflective probe interpretive probe summary probe mutation

18. INTERVIEW TECHNIQUE probes must probe formulate question before speaking keep questions simple –no preface –do not give respondent your lit review note taking controls flow

19. INTERVIEW ISSUES avoid leading questions avoid ritual agreement monitor the universe of discourse

20. INTERVIEW ISSUES avoid leading questions avoid ritual agreement monitor the universe of discourse

21. Universe of Discourse

22. INTERVIEW ISSUES avoid leading questions avoid ritual agreement monitor the universe of discourse observe body language

23. INTERVIEW ISSUES avoid leading questions avoid ritual agreement monitor the universe of discourse observe body language convey expectation of cooperation

24. INTERVIEW ISSUES avoid leading questions avoid ritual agreement monitor the universe of discourse observe body language convey expectation of cooperation avoid unprofessional statements

25. To Tape or Not to Tape Advantages –more accurate and less distracting –better than relying on your memory –excellent training tool for interviewer Disadvantage –one thing to tell you, another to go on permanent record –worry about sound of their voice –worry who will hear tape

26. IF Using a Tape Recorder tell respondent who will have access to tape erase tape as soon as transcribed place recorder in obvious place –you can turn off/on; confirm working... –no question of subterfuge

27. IF Using a Tape Recorder check recorder before you show up –tape blank? –bring extra tape –check batteries –confirm that it is working! –move tape past leader –check volume control –practice with tape recorder

28. Who does this person have access to information that you want? approaching interviewees & their organizations

29. When schedule when no competing demands approach with attitude that their time is more important than yours do not schedule too closely together –45 minutes typical; 90 minutes longest sequencing

30. Where respondent’s place of business respondent’s home neutral spot

31. What interview blueprint –list research objective or research question, actual question and sample prompts (listing any specifics you would like to elicit) in table/chart form

32. The interview blueprint should guide you, not confine you

33. Sample Interview Blueprint

35. What interview guide –questions simply worded –listed in order –key points of introduction & conclusion –leave space for notes

36. Sample Interview Guide

38. The interview blueprint and interview guides should serve as a road map. They can be used when you feel you are getting lost and to keep you focused on your destination….

39. But, remember, that sometimes the scenic route provides surprising discoveries. But, remember, that sometimes the scenic route provides surprising discoveries.

40. Interview Procedure phone ahead to confirm appointment when you arrive –reintroduce yourself and your study –explain how they were picked for study –confirm use of tape recorder –explain confidentiality and explain that they can end interview at any point –start tape (if using)

41. Interview Procedure when tape is rolling –say, “I’ve prepared some questions, but if they don’t seem to be hitting at the core of the issue, feel free to correct me” –start questions if ask tape be turned off for one question, remember to start again after –after last question, always ask “Is there anything else you’d like to add? Anything you think I’m missing?”

42. Interview Procedure after interview is over –don’t bolt…. –thank them for their participation –say into tape recorder “the foregoing was an interview with Jane Doe (D-o-e) for project 43, date, time, location, by your name –turn off tape, but hang around making small talk — will often get best stuff yet, now that formal interview is over once out of sight, debrief

43. Interview Procedure Debrief –check that tape has recorded properly tape is blank background noise obscures portions of tape reconstruct missing data — but distinguish in transcript between verbatim and reconstructed paraphrasing –record details (such as body language) not recorded on tape while still fresh in your memory –note your own preliminary interpretations and ideas

44. Transcription choose a format –standard dialog format –timed format (e.g., Discourse of Medicine by Mishler) –“postmodernist format” (e.g., Rebecca Luce Keplar) choose verbatim vs journalistic standard choose coding conventions

45. Analysis impressionistic vs coding –present all raw data and let reader decide? voice of respondents come through clearly but very tedious to read –present researcher’s interpretation easy to read but open to researcher’s bias –have several observers code objective attempt to reduce interview data for statistical analysis

46. Neuman’s (1997) process of Coded Analysis of qualitative data Thematic Conceptualization  Open Coding  Axial Coding  Selective Coding

47. Step 1: Thematic Conceptualization Begin the analysis with a tentative list of concepts that may be supplemented or discarded as the coding continues (Miles & Huberman, 1994).

48. Step 2: Open coding The first pass through data in an attempt to formulate several general categories of responses within themes.

49. Step 3: Axial Coding During this second pass through data, sub- categories are formed and linkages begin to be formulated between causes and consequences, interactions, strategies, and processes.

50. Step 4: Selective Coding During this final pass through the data, specific responses are selected as cases to support the relationships formed through axial coding. From this, generalizations may be formed and conclusions drawn.

54. Guidelines for qualitative data collection Triangulate data by using various types of data collection. Clearly separate description from judgment. Be cognizant of trust and rapport issues.

55. Electronic Data Analysis Resources http://www.qsr.com.au/home.asp http://www.alberta.ca/~jnorris/qda.html http://www.atlasti.de/

56. QDA Software NUD*IST SPSS Qualitative The Observer CAQDAS Network (Computer Assisted Qualitative Data Analysis Software)

57. References Gay, L.R. (1996). Educational Research. Columbus: Merrill. Miles, M. & Huberman, A.M. (1994). Qualitative Data Analysis. Thousand Oaks: Sage. Neuman, W.L. (1997). Social Research Methods. Toronto: Allyn & Bacon.