Showing papers on "Semi-structured interview published in 2022"

Interviews from Scratch: Individual Differences in Writing Interview Questions

Abstract: Against best practice recommendations, interviewers prefer unstructured interviews where they are not beholden to regimentation. In cases where interviews are less structured, the interviewer typically generates his or her own set of interview questions. Even in structured interviews though, the initial interview content must be generated by someone. Thus, it is important to understand the different factors that influence what types of questions individuals generate in interview contexts. The current research aims to understand the types of interview questions individuals generate, factors that affect the quality of those questions, how skill in generating interview questions relates to skill in evaluating existing interview questions, and how individual traits relate to skill in generating interview questions. Results show that respondents who are skilled in evaluating existing interview questions are also skilled in writing interview questions from scratch, and these skills relate to general mental ability and social intelligence. Respondents generated questions that most commonly assessed applicant history and self-perceived applicant characteristics, whereas only 30% of questions generated were situational or behavioral.

Teaching Interviewing in Qualitative Research

Abstract: Sociologists coined the term “Interview Society” to describe how interviews serve as a central mode of understanding social life in late 20th century society. Although scholars have critiqued poorly executed interview studies and the over-use of interviews to examine research problems, researchers continue to use this method to understand the social world. Ubiquitous use of interviews can blind both researchers and audiences to the complexities of interview interaction and the purposes interviews serve. In this chapter we explore how teachers can use recordings of popular media interviews – what calls cinematic society – to highlight key issues related to the use of research interviews. The issues include the mechanics of asking questions and following up on what interviewees say, the ethics of representation, and the social actions accomplished in interview interaction. Drawing from literature on how to foster critical reflection with adults we focus on how qualitative research instructors can use media interviews to prompt critical reflection on how qualitative interviews are conducted and represented. Our approach advocates helping students to critically reflect on others’ interview practices before examining their own interview strategies. We explore the roles and purposes of interviewing in cinematic society, approaches to selecting media, useful resources, and teaching strategies. In this chapter we provide resources for teachers of qualitative inquiry and qualitative scholars who use research interviews.

Routine‐based interview in early intervention: professionals' perspectives

Abstract: The Routine-Based Interview is a promising method to collect information in Early Intervention, since it focuses on all members of the family and their routines, while seeking to highlight what parents consider a priority in the intervention. For that reason, in this paper, we aim to analyse the kind of benefits and difficulties that may be found in the Routine-Based Interview's implementation process. The present research comprises the qualitative interview method, according to which semi-structured interviews were carried out by eight Portuguese professionals enrolled in the Portuguese System for Early Intervention. The professionals highlight the benefits of the Routine-Based Interview as a way to clearly and objectively evaluate and identify the concerns and priorities of the family, as well as the child's competencies and the functional goals that will be included in the intervention plan. All participants stress the need for more training in the Routine-Based Interview process.

Qualitative Interviewing

Abstract: Abstract Qualitative interviewing has today become one of the most common research methods across the human and social sciences, if not the most prevalent approach, but it is an approach that comes in a huge amount of different guises. Qualitative Interviewing will help its readers conduct, write, represent, understand, and critique qualitative interview research in its many forms as currently practiced. This book does not simply tell its reader how to employ a method, but educates by showing and discussing excellent exemplars of qualitative interview research. The book begins with a theoretically informed introduction to qualitative interviewing by presenting a variegated landscape of how conversations have been used for knowledge producing purposes. Particular attention is given to the complementary positions of experience focused interviewing (phenomenological positions) and language-focused interviewing (discourse-oriented positions), which focus on interview talk as reports (of the experiences of interviewees) and accounts (occasioned by the situation of interviewing), respectively. The following chapters address different ways of designing and conducting qualitative interview studies and how to write up the methodological procedures of an interview study and also the research findings. The book finally discusses a number of the most common errors in interview reports and offers a range of solutions and also strategies for evaluating research findings based on qualitative interviews.

Reviews on the Job Interview Approaches in Malaysia Context

Abstract: The job interview has become a popular topic for research among scholars and is a common format employed by any stake holders, recruitment agencies, companies and institutions. It is also called an assessment to select a suitable candidate for hiring. A common instrument used for the job interview is standard interview questions or semi-structured interview questions internally or locally with the set of common objective. There were several studies conducted by scholars on employment interviews. It was found that three common areas of interest are explored in this paper: (1) comprehending what standardised interviews envisage, (2) investigating how interview concepts can be evaluated, and (3) categorise the candidate and interview components that may impact the interview procedure. It was further found that there are also three equally important factors that require moderate research focus to be incorporated: (1) constructing a general standard and value for the interview format or standard interview questions for fresh graduates and behavioural interview questions for senior positions, (2) focus on the best attributes or personal traits, and (3) reliable explanations, classification and quantification of candidate characteristics and employability skills. It is hope that these approaches can be utilized and contributes in the field of job interviews, especially in Malaysia context which prepare the young generations.

The interview as a qualitative research instrument

Abstract: The paper describes the interview as an essential instrument in the social field research. Therefore, the main purpose of the interview is to obtain certain information about one or more research issues. Sociological theorists have argued that there are three fundamental types of interview: the standardized (formal or structured) interview, the un-standardized (informal or non-directive) interview, and the semi-standardized (guided-semi-structured or focused) interview. The semistandardized interview has a pronounced qualitative side, its area of use being extremely varied, in this sense including both the field of human resources - the employment interview, the performance measurement interview, etc. - as well as that of sociology, anthropology, ethnology or psychology.

Fuelling an investigative mindset: the importance of pre-interview planning in police interviews with suspects

Abstract: Pre-interview planning is vital in interviews with suspects. Via a questionnaire administered to 596 police investigators in Singapore, the current study examined potential associations between pre-interview planning, interviewing behaviours and interview outcomes. Interviewing behaviours were hypothesised to mediate the relationship between pre-interview planning and interview outcomes. It is posited that pre-interview planning fosters an investigative mindset, which in turn, influences the nature of interviewing behaviours employed by investigators. The study also sought to provide insights into police interviews with suspects in Singapore, given the limited research from Singapore on the topic. Rapport-based interviewing behaviours were found to mediate the relationship between pre-interview planning and positive interview outcomes, contributing empirical support to the importance of pre-interview planning. In addition, accusatorial interviewing behaviours were associated with negative interview outcomes. This study also found that police investigators in Singapore reported frequent planning prior to their interviews and used rapport-based interviewing behaviours with suspects. These behaviours are in line with the interviewing model adopted in Singapore. Regression analyses showed that participants’ endorsement of rapport-based approaches was predicted by investigator experience, confidence, and interview length. Endorsement of pre-planning of interviews was also predicted by investigator confidence and interview length. Implications of these findings are discussed.

The lived experiences of pre-service science teachers designing and teaching socioscientific issues-based units

Abstract: Abstract The purpose of this study was to explore the experiences of secondary science preservice teachers while designing and implementing SSI-based instructional processes, as well as their interpretations from these experiences. Phenomenological research that relies upon how individuals live out meanings in our everyday life was employed in this study. The participants of this study involved seven senior pre-service science teachers. Based on Seidman’s (Interviewing as qualitative research: A guide for researchers in education and the social sciences, 2006) phenomenological interview model, three in-depth interviews were conducted with each participant. The data analysis procedure of this study was done inductively via thematic analysis. The analysis of the interviews revealed the following themes: (1) Transformation, (2) Dilemmas, (3) Critiques, (4) Struggles, and (5) Change. This study demonstrated that pre-service science teachers’ views, ideas, and practices were transformed and changed during the 8 months of involvement in this phenomenological study. It was, therefore, fair to claim that the nature of phenomenological methodology provided opportunities for not only improvements on the participants but also observing and illustrating these changes.

Challenges faced by young business professionals in using English as a language of work: Piloting a long interview guide

Abstract: The present study reports on the piloting of an interview study designed as the first phase of an exploratory sequential mixed methods research project (Creswell, 2014). The aim of the project is to explore the difficulties and challenges young business graduates face when they start work in an international environment. The interview study was designed to increase the depth of the analytical categories to be investigated in the quantitative phase. The primary aim of the pilot study is to reveal the weaknesses of the research instrument and the way in which the interviews were conducted so that the quality of the interview guide could be improved. The pilot study also contributes to the development of the researcher’s expertise, and since in the qualitative research paradigm the researcher acts as a research instrument (McCracken, 1988), to the trustworthiness of the inquiry (Patton, 2002). The results show that the piloting process contributed to the improvement of the researcher’s interview skills regarding the use of planned and floating prompts (McCracken, 1988), as well as the interviewer’s ability to manufacture distance (McCracken, 1988). Moreover, the piloting process provided information as to how the interview guide should be modified to elicit the richest possible data.

Teachers’ views on the role of economic and management sciences in preparing learners for accounting in the Further Education and Training Phase

Abstract: With this study we explored teachers’ views on the role of economic and management sciences (EMS) in preparing learners for accounting in the Further Education and Training (FET) Phase. A qualitative research approach was employed along with the interpretivist paradigm to underpin the study. We used a qualitative case study approach to allow for an in-depth understanding of the views of the teachers by talking to them directly. Semi-structured individual and focus-group interviews were used as data collection methods. Participants in the study included 5 Grade 9 EMS teachers and 5 Grade 10 accounting teachers who were conveniently and purposively sampled from 5 secondary schools. A thematic analysis approach was adopted to analyse the interview responses. The findings of the study reveal that teachers understood that EMS was an integrated subject. However, Grade 9 teachers struggled to teach EMS in an integrated manner and this hampered the teaching of financial literacy. The challenges in teaching EMS are aggravated by the lack of relevant pedagogical strategies, the lack of adequate knowledge of the subject and missing pertinent foundational content in the EMS curriculum and textbooks. As a result, learners enter the FET phase without being adequately prepared to study accounting in subsequent grades.

Adult Mock Sexual Assault Witness Perceptions and Non-Verbal Behaviors Across Different Interview Frameworks

Abstract: We explored adults’ perceptions of evidence-based interview frameworks in the context of sexual assault, in order to examine stakeholders’ suggestions that police interviews are not sensitive to complainants psychological and emotional needs. Participants (N= 91) watched a video of an implied sexual assault and were randomly assigned to one of three interview conditions: the cognitive interview (CI), a streamlined interview for vulnerable witnesses (SIM), and the same streamlined interview with narrative practice (SIM+P). After the interview, participants evaluated their perceptions of the interview process and interviewer. Their non-verbal behaviors during the interviews were also compared across interview frameworks. CI participants reported more information than SIM and SIM+P participants, but the reverse was true when interview length was controlled. CI participants perceived the interview as more effortful than SIM participants, but there were no other differences in perceptions or non-verbal behavior. Implications for interviewers are discussed.

Piloting A Qualitative Interview for Malaysia Primary School Active Learning Needs Analysis Regarding Learner Control Experiences

Abstract: This paper describes a holistic process of a pilot test to determine the trustworthiness of semi-structured interview questions to be used in the qualitative investigation of Malaysia primary school active learning needs analysis, by focusing on the learner control peculiarity in the context. The researchers carried out the pilot test based on a sequential cycle of determining, assessment, adjustment, revisiting, and reflection. The researchers generated semi-structured interview questions mainly based on Hutchinson and Waters’s (1987) framework for analysis of learning needs. The researchers tested the semi-structured interview questions on two teacher and two pupil participants mirroring the intended subjects in the field. The pilot test allows the researchers to practice beforehand the semi-structured interview techniques and provides valuable insights for the researchers to modify and improve the interview questions. Finally, this paper reports the modification or refinement made to the interview questions, which proves that the questions are readied to be used in future study. This paper also provides methodological insights for other researchers, who may also undertake qualitative interview methods in active learning studies.

Semi-Structured Interviews

Abstract: This chapter shows how semi-structured interviews can contribute to the study of language attitudes. It pays particular attention to how understanding interviews as contextually and socially situated speech events, shaped by the spatial and temporal context in which they take place and the relationship between interviewer(s) and interviewee(s), is crucial for the analysis and interpretation of interview data. It addresses the strengths of using interviews to investigate attitudes (e.g. that they may bring to light new information, new topics, and new dimensions to established knowledge) as well as their limitations (e.g. that participants may say what they believe the interviewer wants to hear or agree with the interviewer’s questions, regardless of their content). Following a discussion of the key practical issues of planning and research design including constructing an interview protocol, choosing the language or variety to use in the interview, and presenting multiple languages or varieties in interview transcripts, it explains how the qualitative data resulting from semi-structured interviews can be analysed thematically. The chapter ends with an illustration of interview methodology on the basis of a case study of attitudes towards Cypriot Greek in London’s Greek Cypriot diaspora.

In-Depth Case Interview

Abstract: The interview has a long history of comprehensive use for collecting data in almost all disciplines of social science. In social research, there are various kinds of the interview being used to obtain in-depth information from the respondents under research study. The present chapter is not only confined to focus on the in-depth interview but also on relevant issues related to in-depth interviews that is a useful method of collecting detailed information. Here, the writer has presented the details of the in-depth interview that has widespread acceptance and popularity as a data collection method in qualitative research.KeywordsInterviewIn-depth case interviewQualitative researchNaturalistic paradigm

Solutions to the Engineering Education Research Activity Challenges in Sudan

Abstract: Currently, the researcher has been engaging in engineering education research in Sudan. Needless to say, the researcher has encountered many challenges while gathering data using semi-structured interview. This paper discusses these challenges, and how the researcher was able to successfully overcome most of them, and to achieve complete interview. These challenges evolve around factors that affecting the quality of gathered data: experienced participants, well-developed interview protocol, interview environment and logistics, interviewer’s experience and training, language of the interview, and transcription of recorded audio interviews to text. Researcher’s network and his professional connections enabled the researcher to assemble and approach a group of experienced participants who were willing to share their expertise related to the research topics. Also, researcher knowledge of both Arabic and English languages was instrumental in conducting quality Arabic interviews, transcription of audio interviews, and accurate translation between the two languages. At the same time researcher’s expertise and his upfront preparation helped in avoiding interview distraction and letting the participant to talk freely, while keep the participant focused on the research topics.

A Study on the Validity of the AI Interview in the ROKAFA Admission Test

Abstract: This study verified the validity of AI interview conducted on 227 people who wereinterviewed for the selection of Air Force Academy in 2020. The results of the study are as follows: First, the results of the interview were not consistent with the results of the interview,which is the final decision of the interview, and the results of the interview were not consistent. Second, both AI interviews and face-to-face interviews showed a significant correlation withcadet's academic and comprehensive grades, but face-to-face interviews were more related thanAI interviews. Third, there was no difference in the achievement of cadets in the futureaccording to the results of recommendation/ non-recommendation, which is the final judgmentof AI interviews.

Bringing digital resource decision-making up to date: preparing the inaugural class of digitalised preservice teachers for informed evaluation of digital resources

Abstract: ABSTRACT The virtualised schools and universities of the Covid-19 pandemic became rely heavily on educational digital resources (EDRs), so that it has made the selection and use of high-quality EDRs even more critical for quality education. This qualitative case study aims to examine decision-making criteria used by preservice teachers (PTs) in selecting and evaluating EDRs. Twenty senior PTs participated in the study, and each evaluated four EDRs using guided prompts. Open coding and text analysis on 77 EDR evaluations were conducted. Results indicate that 41 EDRs were selected for the evaluation, and PTs’ prior experience in the field, both as a teacher or an observer, influenced their selection process. Features of EDRs considered in decision-making process included types of EDRs, pedagogical and maths skill purpose, ready-made or adaptable, interactive or one-way, and cost. Also, five decision-making criteria used by PTs in EDR selection and use were the primary benefit holder, function of EDRs, opportunity for improving mathematical skill, affordances, and constraints. Findings urged framing a new generations’ perspective on evaluating EDRs. The ways to support PTs for better informed selection and implementation of EDRs were discussed.