The document provides information on different types of interviews that can be used for data collection in research. It discusses structured, semi-structured, and unstructured interviews. Structured interviews involve asking all respondents the same closed-ended questions in a standardized order. Semi-structured interviews use an interview guide but allow flexibility in wording and order of questions. Unstructured interviews are open conversations that gather in-depth details on a limited number of topics. The document outlines advantages and disadvantages of each type of interview.
Business Research Methods - Identification of Research Problem, Literature Re...SOMASUNDARAM T
This document provides information on researching and defining a research problem. It begins by defining a research problem and explaining the purpose of a problem statement. It describes identifying a research problem through literature reviews, discussions, and rephrasing. The document also covers types of research problems, characteristics of a good statement, and techniques for defining a problem. Finally, it discusses identifying a problem through deductions from theory, interdisciplinary perspectives, and practitioner interviews.
The document defines a research problem and outlines the process of identifying and formulating a research problem. It discusses that a research problem is an unanswered question a researcher encounters in a theoretical or practical situation. The key steps in defining a research problem are to identify potential problems, select one problem to study, and precisely formulate the research question or objective. Formulating a clear research problem is essential for developing a strong research design and methodology.
This document discusses selecting and formulating a research problem. It outlines criteria for selecting a problem such as the researcher's interest and competence, the problem's importance and feasibility. Sources of research problems are also discussed. The document provides guidance on grilling a potential problem by asking questions. Dos and don'ts of problem selection are presented. Steps in formulating the problem are outlined, including stating it generally, understanding its nature, surveying literature, and developing objectives. Main steps of conducting research are also summarized.
This document discusses identifying and formulating research problems. It defines a research problem as a question a researcher wants to answer or a problem they want to solve. Identifying and formulating the research problem is the first step in the research process. The document outlines the components of a research problem, sources of problems, criteria for selection, steps in identifying problems, and dos and don'ts for selecting a problem. It emphasizes that formulating a problem well is important, and describes the steps in properly formulating a problem, including developing a title, conceptual model, objectives, and hypotheses.
This document discusses defining and selecting a research problem. It provides several criteria for selecting a good problem, including novelty, importance, interest to the researcher, and feasibility. A research problem refers to a difficulty a researcher wants to solve in a theoretical or practical context. A problem statement should clearly outline the problem in 1-2 sentences using the 5Ws (who, what, when, where, why). It should also address how the problem will be studied and tested. Characteristics of a good problem include being empirically testable and examining relationships between variables. Defining the problem sets the direction and goals of the study.
The document discusses defining a research problem and its importance. It outlines several key steps:
1) Identifying potential problems from various sources like literature, observations, or discussions with experts.
2) Stating the problem generally at first and narrowing it down through preliminary surveys and discussions.
3) Understanding the nature and origins of the problem by discussing it with knowledgeable others.
4) Surveying existing literature, theories, data and materials to assess gaps and applicability to the problem.
5) Developing ideas through further discussions and experience surveys to finalize the problem into a clear, specific working proposition.
This document discusses the process of identifying and formulating a research problem. It begins by defining research as creating new knowledge. A researcher spends time refining a research idea into a testable problem by defining a specific problem area, reviewing literature, and examining feasibility. Problems can come from various sources like ongoing projects, data sets, theories of interest, and daily issues. When selecting a problem, it should be interesting, researchable, significant, manageable, and come from known facts. The document provides guidance on narrowing a problem and cautions that preconceptions could influence research. A good problem statement clearly identifies variables and their relationship while specifying the population in an empirically testable way.
This document discusses research problems and how to formulate them. It defines a research problem as a question a researcher wants to answer or a problem they want to solve. Some key points made include: sources of research problems can come from experiences, interests, theories, or areas needing development. Problems should be significant, answerable through research, and feasible given resources. The problem should then be delimited to narrow the scope and formulate good research questions that are descriptive, relational, or causal in nature.
Business Research Methods - Identification of Research Problem, Literature Re...SOMASUNDARAM T
This document provides information on researching and defining a research problem. It begins by defining a research problem and explaining the purpose of a problem statement. It describes identifying a research problem through literature reviews, discussions, and rephrasing. The document also covers types of research problems, characteristics of a good statement, and techniques for defining a problem. Finally, it discusses identifying a problem through deductions from theory, interdisciplinary perspectives, and practitioner interviews.
The document defines a research problem and outlines the process of identifying and formulating a research problem. It discusses that a research problem is an unanswered question a researcher encounters in a theoretical or practical situation. The key steps in defining a research problem are to identify potential problems, select one problem to study, and precisely formulate the research question or objective. Formulating a clear research problem is essential for developing a strong research design and methodology.
This document discusses selecting and formulating a research problem. It outlines criteria for selecting a problem such as the researcher's interest and competence, the problem's importance and feasibility. Sources of research problems are also discussed. The document provides guidance on grilling a potential problem by asking questions. Dos and don'ts of problem selection are presented. Steps in formulating the problem are outlined, including stating it generally, understanding its nature, surveying literature, and developing objectives. Main steps of conducting research are also summarized.
This document discusses identifying and formulating research problems. It defines a research problem as a question a researcher wants to answer or a problem they want to solve. Identifying and formulating the research problem is the first step in the research process. The document outlines the components of a research problem, sources of problems, criteria for selection, steps in identifying problems, and dos and don'ts for selecting a problem. It emphasizes that formulating a problem well is important, and describes the steps in properly formulating a problem, including developing a title, conceptual model, objectives, and hypotheses.
This document discusses defining and selecting a research problem. It provides several criteria for selecting a good problem, including novelty, importance, interest to the researcher, and feasibility. A research problem refers to a difficulty a researcher wants to solve in a theoretical or practical context. A problem statement should clearly outline the problem in 1-2 sentences using the 5Ws (who, what, when, where, why). It should also address how the problem will be studied and tested. Characteristics of a good problem include being empirically testable and examining relationships between variables. Defining the problem sets the direction and goals of the study.
The document discusses defining a research problem and its importance. It outlines several key steps:
1) Identifying potential problems from various sources like literature, observations, or discussions with experts.
2) Stating the problem generally at first and narrowing it down through preliminary surveys and discussions.
3) Understanding the nature and origins of the problem by discussing it with knowledgeable others.
4) Surveying existing literature, theories, data and materials to assess gaps and applicability to the problem.
5) Developing ideas through further discussions and experience surveys to finalize the problem into a clear, specific working proposition.
This document discusses the process of identifying and formulating a research problem. It begins by defining research as creating new knowledge. A researcher spends time refining a research idea into a testable problem by defining a specific problem area, reviewing literature, and examining feasibility. Problems can come from various sources like ongoing projects, data sets, theories of interest, and daily issues. When selecting a problem, it should be interesting, researchable, significant, manageable, and come from known facts. The document provides guidance on narrowing a problem and cautions that preconceptions could influence research. A good problem statement clearly identifies variables and their relationship while specifying the population in an empirically testable way.
This document discusses research problems and how to formulate them. It defines a research problem as a question a researcher wants to answer or a problem they want to solve. Some key points made include: sources of research problems can come from experiences, interests, theories, or areas needing development. Problems should be significant, answerable through research, and feasible given resources. The problem should then be delimited to narrow the scope and formulate good research questions that are descriptive, relational, or causal in nature.
This document discusses key aspects of defining a research problem, including identifying a researchable problem, sources of research problems, writing a problem statement, and developing research questions. It emphasizes that a well-defined research problem lays the foundation for a successful research project. The first step is to identify a compelling topic and formulate a problem statement that introduces the research area and leads to specific questions. A good research problem should be significant, clearly delineated, and have accessible information to draw conclusions. Narrowing the scope and defining key terms helps ensure the problem is manageable.
Babitha's Note on Research Problem & ObjectivesBabitha Devu
A research problem statement is an enigmatic stage for an emerging scholar. This presentation will help to brush up your skills when you state a good research question.
This document discusses the process of selecting and formulating a research problem. It begins by defining a research problem as a question or issue that a researcher aims to solve. The selection of a research problem depends on factors like the researcher's knowledge and interests. It then outlines the steps in formulating a research problem, including reviewing literature, delimiting the topic, evaluating feasibility, and stating the problem clearly. The goal is to identify a problem that is significant, can be researched, and is feasible given constraints of time, resources and the researcher's abilities.
Identifying and defining a research problemRukiyalakhan
The document discusses identifying and defining a research problem. It begins by defining what constitutes a research problem from both a general and scientific perspective. It emphasizes that the research problem is the starting point and unifying thread of any research project. It discusses the importance of the research problem in providing direction for the research. The document outlines sources for identifying potential research problems, including gaps in existing literature and contradictory findings. It discusses developing a research topic/title and steps to take to properly define the research problem, such as narrowing the topic and determining feasibility.
RESEARCH PROBLEM PRESENTATION WITH GAMES
-SOURCES OF RESEARCH PROBLEM
-TOPIC IDENTIFICATION
-ELEMENTS OF RESEARCH PROBLEM
-CHARACTERISTICS OF GOOD RESEARCH PROBLEM
A research problem refers to a difficulty that a researcher experiences and wants to solve in a theoretical or practical situation. For a problem to exist, there must be: 1) an individual or group with the problem, 2) at least two possible courses of action to address the problem with different outcomes, and 3) some uncertainty about which course of action is best. Selecting a research problem requires considering factors like the problem's importance, the researcher's qualifications, available resources, and conducting a preliminary study. Defining the research problem properly involves generally stating it, understanding its nature, reviewing prior work, developing ideas through discussion, and refining it into a clear proposition.
This document outlines sources of problems that can be researched and criteria for selecting among potential problems. Sources of problems include reading, academic and daily experiences, field exposure, consultations, brainstorming, research, and intuition. Criteria for selection include internal factors like the researcher's interest and competence, as well as resources, and external factors such as the problem's researchability, importance, novelty, feasibility given available data, facilities, usefulness, and need for research personnel. The problem selected should interest the researcher, be within their competence, and meet standards of significance, originality, and ability to be feasibly studied.
The document discusses several important aspects of selecting and formulating a research problem. It notes that choosing a suitable research problem is one of the most difficult phases of a research project. Researchers should analyze limited aspects of broad problems and narrowly focus their research. Good research topics are interesting, researchable, significant, manageable, and ethical. Operational definitions that specify exact meanings are important. Narrowing the focus of a topic and involving experts can help refine research problems.
Problem (how to form good research question)metalkid132
The document discusses how to form a good research question. It outlines the importance of having a well-defined research question and lists characteristics of effective questions such as being answerable, specific, and building on previous research. The document also provides guidance on developing a research question by selecting a topic and issue and determining if a topic can be researched. It describes how to transform a research question into testable hypotheses and common mistakes to avoid such as questions being too broad, subjective, controversial, familiar, or technical.
The document discusses defining a research problem. It outlines that a research problem consists of an individual or group facing a difficulty, objectives to be achieved, alternative means of achieving the objectives where some uncertainty remains, and an environmental context. The problem should be carefully selected and clearly defined using techniques like general statements, literature reviews, discussions, and rephrasing into specific terms. An example problem is refined from being too general to clearly specifying the research scope and objectives.
The document discusses research problems, including defining a research problem, identifying sources of research problems, criteria for a good research problem, and the steps involved in formulating a research problem. Specifically, it states that a research problem is a question to be answered or problem to be solved through research. It also notes that selecting a good research problem is challenging but important, as it forms the foundation of the research study. Finally, it outlines the 5-step process for formulating a research problem: 1) selecting a research area, 2) reviewing literature and theories, 3) delimiting the topic, 4) evaluating the problem, and 5) formulating the final problem statement.
This document discusses the formulation of a research problem and development of research hypotheses. It defines a research problem as a gap in existing knowledge that hinders effective decision making. The process of identifying a research problem involves discussing the issue with experts, reviewing literature, analyzing the organization, and qualitative analysis. This leads to identifying a specific management research problem to address. Research objectives and hypotheses are then formulated. Hypotheses make assumptions about expected relationships between variables and should be stated in a simple, measurable, and testable way.
This document provides an outline for a presentation on developing questionnaires. It discusses key topics such as the definition of a questionnaire, its purpose, elements, characteristics, types (open-ended, closed-ended, mixed), steps to develop one, when to use questionnaires, issues to consider regarding content and guidelines for development. Advantages and disadvantages of questionnaires are also presented. The document aims to inform participants on best practices for constructing effective questionnaires.
The document discusses what constitutes a research problem and how to formulate one. A research problem is defined as any question an researcher aims to answer or assumption they want to challenge. However, not all questions can be research problems - it takes considerable knowledge and effort to develop a meaningful research problem. The key steps to formulating a research problem are to identify a broad topic of interest, narrow it down to a specific sub-area, develop research questions within that area, and define clear objectives to address the research questions. Properly formulating the research problem is crucial as it determines all subsequent research design choices.
This document discusses important considerations for developing a strong research problem and design. It recommends choosing a research problem that is feasible but not overly narrow or broad, and avoiding overdone or controversial topics. The research design should identify dependent and independent variables, control for extraneous variables, and establish research hypotheses to be tested with experimental or non-experimental methods while following principles of replication, randomization, and local control.
The document discusses identifying and selecting a good research problem. It notes that a research problem comes from various sources like personal and practical experiences, literature reviews, existing theories, social issues, and consultation with experts. It provides examples for each source. The document also lists criteria for selecting a feasible research problem, such as allowing sufficient time, considering available resources and equipment, obtaining administrative and peer support, ensuring availability of subjects, matching the researcher's competence, addressing ethical considerations, focusing on current problems, and selecting an interesting problem within the researcher's field of interest.
This slides gives knowledge about how to define a research question. what are the do's and don'ts while defining research question, steps to define a research questions.examples of research questions
The document provides an overview of researching and defining a research problem. It discusses problem finding versus problem solving, formulating a research problem, sources of research problems, and conducting a literature survey. The key steps in finding a problem are to identify an area of interest, gather information to find gaps, and formulate a hypothesis. A prepared mind is needed to identify potential research problems from observations. The literature survey helps identify gaps and inconsistencies to define a research problem.
The document discusses formulating a research problem and hypothesis. It begins by explaining that identifying a research problem is the first step of the research process. A research problem refers to a difficulty experienced in a field that indicates gaps in current knowledge. There are three types of research problems: theoretical, which provides a theoretical explanation; applied, which puts theoretical knowledge into practical use; and action, which requires an immediate solution. Sources of research problems can come from experience, observations, theories, literature reviews, contradictory results, and meetings. Selecting a research problem considers factors like interest, magnitude, expertise, relevance, data availability, and ethics. The document concludes by defining a hypothesis as a tentative explanation of the research problem, and noting there are
This document discusses selecting and formulating a research problem. It explains that properly defining the research problem is the first step and refers to a difficulty a researcher wants to solve. Some tips provided include studying available literature critically to identify problems, seeing difficulties as challenges, and getting ideas from various sources like previous research, faculty discussions, and questioning attitudes. A good research problem should be novel, interesting, important, feasible, and have available data, cooperation, guidance and facilities. The problem needs to be precisely stated to guide the study and interpret results. Common errors to avoid are having a problem that is too broad, impossible to investigate, narrow, uses unscientific terms, or lacks precision.
This document discusses different types of interviews used in research including structured and unstructured interviews. It describes the key characteristics of each type of interview and their advantages and disadvantages. Structured interviews involve standardized questions while unstructured interviews are more like conversations. Preparing for interviews, qualifying interviewers, constructing question types and stages of interviews are also outlined.
Questionnaire, interview, observation and rating scale zunaira rafiq
In writing about your research when you have completed the project you need an explanation of your methodology so that others can understand the significance of what you have done and make sense of how it all worked. The methodology piece says why you did what you did. It also enables you to write about what you did not do and why, and about the weaknesses or limitations of your project as well as its strengths. Every research has a limitation of some sort and it is perfectly acceptable to identify the weaknesses of your own study.
This document discusses key aspects of defining a research problem, including identifying a researchable problem, sources of research problems, writing a problem statement, and developing research questions. It emphasizes that a well-defined research problem lays the foundation for a successful research project. The first step is to identify a compelling topic and formulate a problem statement that introduces the research area and leads to specific questions. A good research problem should be significant, clearly delineated, and have accessible information to draw conclusions. Narrowing the scope and defining key terms helps ensure the problem is manageable.
Babitha's Note on Research Problem & ObjectivesBabitha Devu
A research problem statement is an enigmatic stage for an emerging scholar. This presentation will help to brush up your skills when you state a good research question.
This document discusses the process of selecting and formulating a research problem. It begins by defining a research problem as a question or issue that a researcher aims to solve. The selection of a research problem depends on factors like the researcher's knowledge and interests. It then outlines the steps in formulating a research problem, including reviewing literature, delimiting the topic, evaluating feasibility, and stating the problem clearly. The goal is to identify a problem that is significant, can be researched, and is feasible given constraints of time, resources and the researcher's abilities.
Identifying and defining a research problemRukiyalakhan
The document discusses identifying and defining a research problem. It begins by defining what constitutes a research problem from both a general and scientific perspective. It emphasizes that the research problem is the starting point and unifying thread of any research project. It discusses the importance of the research problem in providing direction for the research. The document outlines sources for identifying potential research problems, including gaps in existing literature and contradictory findings. It discusses developing a research topic/title and steps to take to properly define the research problem, such as narrowing the topic and determining feasibility.
RESEARCH PROBLEM PRESENTATION WITH GAMES
-SOURCES OF RESEARCH PROBLEM
-TOPIC IDENTIFICATION
-ELEMENTS OF RESEARCH PROBLEM
-CHARACTERISTICS OF GOOD RESEARCH PROBLEM
A research problem refers to a difficulty that a researcher experiences and wants to solve in a theoretical or practical situation. For a problem to exist, there must be: 1) an individual or group with the problem, 2) at least two possible courses of action to address the problem with different outcomes, and 3) some uncertainty about which course of action is best. Selecting a research problem requires considering factors like the problem's importance, the researcher's qualifications, available resources, and conducting a preliminary study. Defining the research problem properly involves generally stating it, understanding its nature, reviewing prior work, developing ideas through discussion, and refining it into a clear proposition.
This document outlines sources of problems that can be researched and criteria for selecting among potential problems. Sources of problems include reading, academic and daily experiences, field exposure, consultations, brainstorming, research, and intuition. Criteria for selection include internal factors like the researcher's interest and competence, as well as resources, and external factors such as the problem's researchability, importance, novelty, feasibility given available data, facilities, usefulness, and need for research personnel. The problem selected should interest the researcher, be within their competence, and meet standards of significance, originality, and ability to be feasibly studied.
The document discusses several important aspects of selecting and formulating a research problem. It notes that choosing a suitable research problem is one of the most difficult phases of a research project. Researchers should analyze limited aspects of broad problems and narrowly focus their research. Good research topics are interesting, researchable, significant, manageable, and ethical. Operational definitions that specify exact meanings are important. Narrowing the focus of a topic and involving experts can help refine research problems.
Problem (how to form good research question)metalkid132
The document discusses how to form a good research question. It outlines the importance of having a well-defined research question and lists characteristics of effective questions such as being answerable, specific, and building on previous research. The document also provides guidance on developing a research question by selecting a topic and issue and determining if a topic can be researched. It describes how to transform a research question into testable hypotheses and common mistakes to avoid such as questions being too broad, subjective, controversial, familiar, or technical.
The document discusses defining a research problem. It outlines that a research problem consists of an individual or group facing a difficulty, objectives to be achieved, alternative means of achieving the objectives where some uncertainty remains, and an environmental context. The problem should be carefully selected and clearly defined using techniques like general statements, literature reviews, discussions, and rephrasing into specific terms. An example problem is refined from being too general to clearly specifying the research scope and objectives.
The document discusses research problems, including defining a research problem, identifying sources of research problems, criteria for a good research problem, and the steps involved in formulating a research problem. Specifically, it states that a research problem is a question to be answered or problem to be solved through research. It also notes that selecting a good research problem is challenging but important, as it forms the foundation of the research study. Finally, it outlines the 5-step process for formulating a research problem: 1) selecting a research area, 2) reviewing literature and theories, 3) delimiting the topic, 4) evaluating the problem, and 5) formulating the final problem statement.
This document discusses the formulation of a research problem and development of research hypotheses. It defines a research problem as a gap in existing knowledge that hinders effective decision making. The process of identifying a research problem involves discussing the issue with experts, reviewing literature, analyzing the organization, and qualitative analysis. This leads to identifying a specific management research problem to address. Research objectives and hypotheses are then formulated. Hypotheses make assumptions about expected relationships between variables and should be stated in a simple, measurable, and testable way.
This document provides an outline for a presentation on developing questionnaires. It discusses key topics such as the definition of a questionnaire, its purpose, elements, characteristics, types (open-ended, closed-ended, mixed), steps to develop one, when to use questionnaires, issues to consider regarding content and guidelines for development. Advantages and disadvantages of questionnaires are also presented. The document aims to inform participants on best practices for constructing effective questionnaires.
The document discusses what constitutes a research problem and how to formulate one. A research problem is defined as any question an researcher aims to answer or assumption they want to challenge. However, not all questions can be research problems - it takes considerable knowledge and effort to develop a meaningful research problem. The key steps to formulating a research problem are to identify a broad topic of interest, narrow it down to a specific sub-area, develop research questions within that area, and define clear objectives to address the research questions. Properly formulating the research problem is crucial as it determines all subsequent research design choices.
This document discusses important considerations for developing a strong research problem and design. It recommends choosing a research problem that is feasible but not overly narrow or broad, and avoiding overdone or controversial topics. The research design should identify dependent and independent variables, control for extraneous variables, and establish research hypotheses to be tested with experimental or non-experimental methods while following principles of replication, randomization, and local control.
The document discusses identifying and selecting a good research problem. It notes that a research problem comes from various sources like personal and practical experiences, literature reviews, existing theories, social issues, and consultation with experts. It provides examples for each source. The document also lists criteria for selecting a feasible research problem, such as allowing sufficient time, considering available resources and equipment, obtaining administrative and peer support, ensuring availability of subjects, matching the researcher's competence, addressing ethical considerations, focusing on current problems, and selecting an interesting problem within the researcher's field of interest.
This slides gives knowledge about how to define a research question. what are the do's and don'ts while defining research question, steps to define a research questions.examples of research questions
The document provides an overview of researching and defining a research problem. It discusses problem finding versus problem solving, formulating a research problem, sources of research problems, and conducting a literature survey. The key steps in finding a problem are to identify an area of interest, gather information to find gaps, and formulate a hypothesis. A prepared mind is needed to identify potential research problems from observations. The literature survey helps identify gaps and inconsistencies to define a research problem.
The document discusses formulating a research problem and hypothesis. It begins by explaining that identifying a research problem is the first step of the research process. A research problem refers to a difficulty experienced in a field that indicates gaps in current knowledge. There are three types of research problems: theoretical, which provides a theoretical explanation; applied, which puts theoretical knowledge into practical use; and action, which requires an immediate solution. Sources of research problems can come from experience, observations, theories, literature reviews, contradictory results, and meetings. Selecting a research problem considers factors like interest, magnitude, expertise, relevance, data availability, and ethics. The document concludes by defining a hypothesis as a tentative explanation of the research problem, and noting there are
This document discusses selecting and formulating a research problem. It explains that properly defining the research problem is the first step and refers to a difficulty a researcher wants to solve. Some tips provided include studying available literature critically to identify problems, seeing difficulties as challenges, and getting ideas from various sources like previous research, faculty discussions, and questioning attitudes. A good research problem should be novel, interesting, important, feasible, and have available data, cooperation, guidance and facilities. The problem needs to be precisely stated to guide the study and interpret results. Common errors to avoid are having a problem that is too broad, impossible to investigate, narrow, uses unscientific terms, or lacks precision.
This document discusses different types of interviews used in research including structured and unstructured interviews. It describes the key characteristics of each type of interview and their advantages and disadvantages. Structured interviews involve standardized questions while unstructured interviews are more like conversations. Preparing for interviews, qualifying interviewers, constructing question types and stages of interviews are also outlined.
Questionnaire, interview, observation and rating scale zunaira rafiq
In writing about your research when you have completed the project you need an explanation of your methodology so that others can understand the significance of what you have done and make sense of how it all worked. The methodology piece says why you did what you did. It also enables you to write about what you did not do and why, and about the weaknesses or limitations of your project as well as its strengths. Every research has a limitation of some sort and it is perfectly acceptable to identify the weaknesses of your own study.
The document provides information about planning and conducting interviews for research purposes. It discusses different types of interviews including unstructured, semi-structured, and structured interviews. It explains the advantages and disadvantages of each type. The document also outlines steps for planning an interview such as preparing an interview schedule, piloting the questions, and selecting informants. Overall, the document serves as a guide for researchers on how to appropriately design, test, and conduct qualitative interviews.
The document discusses qualitative research methods, specifically interviews. It explains that qualitative research aims to understand people's experiences in natural settings through open-ended questions. Interviews are a common way to collect qualitative data and can vary from highly structured to unstructured. Structured interviews are easy to replicate but lack detail, while unstructured interviews provide more flexible, in-depth responses but are more difficult to analyze. The document also provides examples of interview strengths and limitations.
ReseQuantitative RESEARCH INSTRUMENT FOR DATA COLLECTIONarch ppIqra Shah
Structured questionnaires and interviews are quantitative research instruments used to collect data. Structured questionnaires contain closed-ended questions with limited response options to standardize responses. They allow researchers to collect large amounts of data efficiently but don't explore complex issues well. Structured interviews follow a standardized set of questions but allow researchers to clarify understanding and obtain more detailed responses than questionnaires. Both methods produce reliable and comparable quantitative data but have limitations regarding response bias and depth of responses.
interview-1.pptx types of interview bbggDevarajuBn
This document provides an overview of interview methods for educational research. It defines interviews as a verbal exchange between a researcher and subject used to collect qualitative data. The document outlines different types of interviews including structured, unstructured, personal, phone and email interviews. It provides tips for effective interviews such as having clear questions and establishing rapport. Guidelines for successful interviews include planning, choosing an appropriate time and place, and having a friendly approach. The document discusses merits like flexibility and quick responses, and limitations such as possible biases. Overall, the document serves as a reference for understanding interview methodology for research.
The document discusses different types of interview methods used in psychology: structured interviews, semi-structured interviews, and unstructured interviews. Structured interviews involve asking all candidates the same predetermined questions. Semi-structured interviews involve asking some predetermined questions but also allowing new questions to arise spontaneously. Unstructured interviews have no predetermined questions and arise organically from a free-flowing conversation. Each method has advantages like objectivity or flexibility and disadvantages like lack of structure or difficulty in analysis.
Interviewing techniques for research by jayadeva de silvaSelf-employed
Structured interviews have a set list of questions asked in the same order to all respondents. This allows for standardized, quantifiable responses but limits flexibility. Semi-structured interviews follow a general outline but allow elaboration. Unstructured interviews are open conversations that generate rich qualitative data but are difficult to analyze systematically. The type of interview chosen depends on the goal of obtaining standardized or customized responses within the needed time and resources.
The document discusses different types of interviews used in psychology: structured, semi-structured, and unstructured. A structured interview involves asking all candidates the same predetermined questions in the same order to allow for objective comparison. A semi-structured interview involves both predetermined and spontaneous questions to provide a more personalized approach. An unstructured interview has no predetermined questions and follows a free-flowing conversation format to explore topics in depth. The document outlines the key characteristics, steps, advantages, and disadvantages of each interview type.
The document discusses different types of interviews used in psychology: structured, semi-structured, and unstructured. A structured interview involves asking all candidates the same predetermined questions in the same order to allow for objective comparison. A semi-structured interview involves both predetermined and spontaneous questions to provide a more personalized approach. An unstructured interview has no predetermined questions and follows a free-flowing conversation format to gather personal details from candidates. The document outlines the key characteristics, steps, advantages, and disadvantages of each interview type.
This document discusses different types of interviews. It begins by defining an interview as a conversation where questions are asked and answers are given. It then describes formal interviews as highly structured with predetermined questions asked in a set order. Informal interviews are described as unstructured without predetermined questions or order. Semi-structured interviews use a flexible framework of topics rather than strict questions. The document provides details on each type of interview.
This document discusses interview techniques and best practices. It covers types of interviews like structured, semi-structured, and unstructured. It also discusses training interviewers to avoid bias, preparing for an interview with topics like confidentiality and format, asking questions with the right sequence and type, analyzing interviews, and considering the strengths and weaknesses of interviews. The overall goal is to help researchers conduct effective qualitative interviews.
This document discusses different methods of data collection in nursing research, focusing on interviews. It defines interviews and describes their purpose as gathering information. The main types of interviews covered are structured, unstructured, semi-structured, focused group, and telephonic interviews. For each type, the document outlines their key characteristics, merits and demerits. Additional sections provide the definition of interviews, purposes of interviews, and the interview process.
This document provides an overview of interviews as a method of data collection for educational research. It defines interviews as a verbal exchange between a researcher and subject where questions are asked and responses recorded. The document outlines different types of interviews, including structured, unstructured, personal, phone and depth interviews. It provides tips for effective research interviews such as having clear questions, using open-ended questions, and avoiding bias. Guidelines are presented for successful interviews, and merits and limitations of the interview method are discussed. In conclusion, interviews allow researchers to gather qualitative data and insights directly from individuals.
This document discusses different types of interviews used for qualitative research: structured, semi-structured, and unstructured. Structured interviews involve predetermined questions asked in the same order, making data analysis straightforward. Unstructured interviews have no prepared questions and can be biased. Semi-structured interviews contain aspects of both, using prepared core questions with flexibility to ask additional questions. The document also outlines advantages and limitations of personal interviews and telephone interviews as research methods.
This document discusses different methods for collecting primary data through interviews. It describes personal interviews, telephone interviews, focus group interviews, depth interviews, and projective techniques. For each method, it provides details on how the method works, its advantages and disadvantages. The key methods covered are personal interviews conducted face-to-face, telephone interviews which can be computer-assisted, focus group interviews involving group discussions, and depth interviews which use open-ended questioning to uncover deeper insights.
This document discusses various research interview methods used to collect primary data, including unstructured interviews which use open-ended questions to understand perceptions, structured interviews which use standardized questions, and focus groups which gather group discussions. It provides tips for conducting interviews such as establishing rapport, avoiding bias, and using techniques like funneling. The advantages and disadvantages of face-to-face and telephone interviews as well as focus groups and videoconferencing are also outlined.
Interview as a method for qualitative researchdianejanzen
The document discusses interview as a method for qualitative research. It defines qualitative research interviews as seeking to understand the meanings and themes in subjects' lives. There are several types of interviews described, including informal conversations, standardized questions, and closed questions. Proper training of interviewers is important to minimize bias and get quality responses. Questions should cover behaviors, opinions, feelings and be asked in a logical sequence. The interview process involves preparation, recording responses, and analysis.
This document provides guidelines for effective interviewing techniques. It discusses different types of interviews such as structured, unstructured, formal, informal, individual, group, depth, panel, research, clinical, and diagnostic interviews. It also outlines steps to conduct interviews such as introduction, establishing rapport, asking open-ended questions, active listening, avoiding bias, maintaining focus, and concluding professionally. Key recommendations include using interviews appropriately for the research purpose, establishing trust, respecting participants, and practicing skills to obtain rich qualitative data.
Data Collection and Data Collection Tools – Research MethodologyZia ullah
The document discusses various data collection tools used in research methodology, focusing on interviews and questionnaires. It provides details on different types of interviews (structured, unstructured, personal, telephone) and questionnaires (open-ended, close-ended, computer-based, telephone-based, in-house, multiple choice, dichotomous, scaling, hand-delivered, mixed). It also outlines the advantages and disadvantages of interviews and questionnaires, as well as best practices for designing questionnaires.
Similar to Inteview by zewde alemayehu tilahun (20)
Geographical Information System By Zewde Alemayehu Tilahun.pptxzewde alemayehu
This document provides an overview of Geographic Information Systems (GIS). It discusses key GIS concepts such as geographic phenomena, data types and structures, coordinate systems, map projections, and spatial analysis. GIS is defined as an integrated system for capturing, storing, analyzing and managing data which is spatially referenced to Earth. The document also outlines common data collection methods, applications of GIS, and its ability to answer questions about location, attributes, trends and patterns across geographic space.
The document provides information about interviews as a method for collecting qualitative data in research. It discusses different types of interviews including structured, semi-structured, and unstructured interviews. Structured interviews involve asking all participants the same standardized set of closed-ended questions in a specific order. They allow for comparisons across responses but lack detail. Semi-structured interviews use an interview guide but allow flexibility in the order of questions. The document outlines advantages such as control and standardization with structured interviews but notes they lack flexibility.
Role of watershed management in reducing soil erosion zewde azewde alemayehu
Soil is one of the most important and essential natural resources. Soils offer plants physical support, air, water, temperature moderation, nutrients, and protection from toxins. Soils provide readily available nutrients to plants and animals by converting dead organic matter into various nutrient forms.
Zewde alemayehu tilahun a review on vulnerability of climate change on liveli...zewde alemayehu
This document reviews the vulnerability of climate change on livelihood systems in Ethiopia. It discusses how Ethiopia's agricultural dependent economy and low adaptive capacity make it highly vulnerable to climate impacts like drought and flooding. The document examines how climate change is affecting temperatures, rainfall patterns, and agricultural production in Ethiopia. It also analyzes the different factors that contribute to Ethiopia's vulnerability, such as heavy reliance on rain-fed agriculture and underdeveloped water resources. Key vulnerable sectors are identified as agriculture, water resources, and human health. Smallholder farmers and pastoralists are the most vulnerable groups.
Impacts of climate change on livelihood by zewde alemayehu tilahunzewde alemayehu
Climate change is negatively impacting livelihoods in many ways. It is reducing agricultural productivity through changes in rainfall patterns and increasing temperatures, which smallholder farmers are highly dependent on. This threatens food security and income. Livestock are also affected by less water and food during droughts as well as disease spread. Floods destroy homes and assets, as seen in Dire Dawa where thousands lost their livelihoods. Poverty increases as climate change undermines people's main livelihood sources in developing countries like Ethiopia that rely heavily on climate-sensitive sectors like agriculture. Adaptation is needed to build resilience against these impacts.
Climate change strategies and policies in ethiopia zewdeazewde alemayehu
1) Ethiopia has developed various policies and strategies to address climate change, beginning with provisions in its constitution guaranteeing environmental rights and sustainable development.
2) Key policies and strategies include the National Adaptation Program of Action, Climate Resilient Green Economy Strategy, and serving as a leader in international climate negotiations.
3) The Ministry of Environment, Forest and Climate Change is responsible for coordinating climate change efforts and ensuring the realization of environmental rights defined in the constitution.
Geomorphological indicators of climate change zewde alemayehu tilahunzewde alemayehu
The document discusses various geomorphological indicators of climate change. It begins by introducing geomorphology and its subfields including climatic geomorphology, fluvial geomorphology, tropical geomorphology, periglacial geomorphology, tectonic geomorphology, and coastal geomorphology. It then discusses specific geomorphological indicators of climate change such as lake growth at glacier margins as glaciers recede, increases in debris flows due to heavier rainfall, paraglacial adjustment of moraines as ice melts, increases in high altitude rock falls and avalanches, and ice falls and avalanches as glacial cover decreases. The document concludes by discussing indicators related to glacier change such as
Impacts of climate change on livelihood by zewde alemayehu tilahunzewde alemayehu
Climate change is negatively impacting livelihoods in several ways. It is causing weather extremes like droughts and floods more frequently, reducing food security and forcing migration. Subsistence farmers are especially vulnerable as they depend on climate-sensitive rain-fed agriculture. Studies show countries like Ethiopia, which rely heavily on agriculture, may see agricultural income reductions of 60% by 2100 due to climate change. Climate change is exacerbating existing issues in Ethiopia like land degradation and deforestation, further threatening livelihoods. Adaptation is needed to help vulnerable communities cope with the effects of climate change and protect livelihoods.
Geographical information system by zewde alemayehu tilahunzewde alemayehu
The document summarizes key concepts related to Geographic Information Systems (GIS). It discusses what GIS is, its components and applications. It also covers geographic phenomena, data types, coordinate systems, and methods for data entry, preparation and analysis in GIS.
Research philosophy by zewde alemayehu tilahunzewde alemayehu
This document provides an overview of research philosophy presented by Zewde Alemayehu at Arba Minch University. It defines research philosophy and discusses key considerations in determining one's own research philosophy. Several philosophical paradigms and schools of thought in research are outlined, including positivism, phenomenology, pragmatism, and postmodernism. The differences between deductive and inductive reasoning approaches and between positivist and phenomenological paradigms are also summarized.
Conceptual Framework By Zewde Alemayehu Tilahunzewde alemayehu
This document provides an overview of conceptual frameworks in research. It defines a conceptual framework as the system of concepts, assumptions and theories that inform a research study. A conceptual framework explains the key factors, concepts and relationships being studied. It is a conception or model of what is being studied and why. Developing a conceptual framework is important as it helps design a study, develop research questions and identify validity threats. The conceptual framework is not just a literature review but includes the researcher's own ideas and experience.
Philosophy of Research By Zewde Alemayehu Tilahunzewde alemayehu
This document outlines Zewde Alemayehu's presentation on research philosophy and conceptual frameworks to students at Arba Minch University. It discusses key aspects of research philosophy, including that it involves a set of beliefs about how knowledge is developed and the nature of that knowledge. It also describes different philosophies or paradigms that can guide research, such as positivism, which focuses on objectively measuring empirical data, and phenomenology, which aims to understand meanings and contexts. The document emphasizes that researchers must determine their own philosophy to best match their topic and approach.
Brand Guideline of Bashundhara A4 Paper - 2024khabri85
It outlines the basic identity elements such as symbol, logotype, colors, and typefaces. It provides examples of applying the identity to materials like letterhead, business cards, reports, folders, and websites.
Get Success with the Latest UiPath UIPATH-ADPV1 Exam Dumps (V11.02) 2024yarusun
Are you worried about your preparation for the UiPath Power Platform Functional Consultant Certification Exam? You can come to DumpsBase to download the latest UiPath UIPATH-ADPV1 exam dumps (V11.02) to evaluate your preparation for the UIPATH-ADPV1 exam with the PDF format and testing engine software. The latest UiPath UIPATH-ADPV1 exam questions and answers go over every subject on the exam so you can easily understand them. You won't need to worry about passing the UIPATH-ADPV1 exam if you master all of these UiPath UIPATH-ADPV1 dumps (V11.02) of DumpsBase. #UIPATH-ADPV1 Dumps #UIPATH-ADPV1 #UIPATH-ADPV1 Exam Dumps
The Science of Learning: implications for modern teachingDerek Wenmoth
Keynote presentation to the Educational Leaders hui Kōkiritia Marautanga held in Auckland on 26 June 2024. Provides a high level overview of the history and development of the science of learning, and implications for the design of learning in our modern schools and classrooms.
8+8+8 Rule Of Time Management For Better ProductivityRuchiRathor2
This is a great way to be more productive but a few things to
Keep in mind:
- The 8+8+8 rule offers a general guideline. You may need to adjust the schedule depending on your individual needs and commitments.
- Some days may require more work or less sleep, demanding flexibility in your approach.
- The key is to be mindful of your time allocation and strive for a healthy balance across the three categories.
Cross-Cultural Leadership and CommunicationMattVassar1
Business is done in many different ways across the world. How you connect with colleagues and communicate feedback constructively differs tremendously depending on where a person comes from. Drawing on the culture map from the cultural anthropologist, Erin Meyer, this class discusses how best to manage effectively across the invisible lines of culture.
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 3)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
Lesson Outcomes:
- students will be able to identify and name various types of ornamental plants commonly used in landscaping and decoration, classifying them based on their characteristics such as foliage, flowering, and growth habits. They will understand the ecological, aesthetic, and economic benefits of ornamental plants, including their roles in improving air quality, providing habitats for wildlife, and enhancing the visual appeal of environments. Additionally, students will demonstrate knowledge of the basic requirements for growing ornamental plants, ensuring they can effectively cultivate and maintain these plants in various settings.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Creativity for Innovation and SpeechmakingMattVassar1
Tapping into the creative side of your brain to come up with truly innovative approaches. These strategies are based on original research from Stanford University lecturer Matt Vassar, where he discusses how you can use them to come up with truly innovative solutions, regardless of whether you're using to come up with a creative and memorable angle for a business pitch--or if you're coming up with business or technical innovations.
Decolonizing Universal Design for LearningFrederic Fovet
UDL has gained in popularity over the last decade both in the K-12 and the post-secondary sectors. The usefulness of UDL to create inclusive learning experiences for the full array of diverse learners has been well documented in the literature, and there is now increasing scholarship examining the process of integrating UDL strategically across organisations. One concern, however, remains under-reported and under-researched. Much of the scholarship on UDL ironically remains while and Eurocentric. Even if UDL, as a discourse, considers the decolonization of the curriculum, it is abundantly clear that the research and advocacy related to UDL originates almost exclusively from the Global North and from a Euro-Caucasian authorship. It is argued that it is high time for the way UDL has been monopolized by Global North scholars and practitioners to be challenged. Voices discussing and framing UDL, from the Global South and Indigenous communities, must be amplified and showcased in order to rectify this glaring imbalance and contradiction.
This session represents an opportunity for the author to reflect on a volume he has just finished editing entitled Decolonizing UDL and to highlight and share insights into the key innovations, promising practices, and calls for change, originating from the Global South and Indigenous Communities, that have woven the canvas of this book. The session seeks to create a space for critical dialogue, for the challenging of existing power dynamics within the UDL scholarship, and for the emergence of transformative voices from underrepresented communities. The workshop will use the UDL principles scrupulously to engage participants in diverse ways (challenging single story approaches to the narrative that surrounds UDL implementation) , as well as offer multiple means of action and expression for them to gain ownership over the key themes and concerns of the session (by encouraging a broad range of interventions, contributions, and stances).
Artificial Intelligence (AI) has revolutionized the creation of images and videos, enabling the generation of highly realistic and imaginative visual content. Utilizing advanced techniques like Generative Adversarial Networks (GANs) and neural style transfer, AI can transform simple sketches into detailed artwork or blend various styles into unique visual masterpieces. GANs, in particular, function by pitting two neural networks against each other, resulting in the production of remarkably lifelike images. AI's ability to analyze and learn from vast datasets allows it to create visuals that not only mimic human creativity but also push the boundaries of artistic expression, making it a powerful tool in digital media and entertainment industries.
1. ARBA MINCH UNIVERSITY
School of Graduate Studies
College of Social Science
Department of Geography and Environmental Studies
Program: PhD in Environment and Natural Resource Management
Course: Advanced Research Methods in Geography and Environmental Studies
(GeES-811)
Presentation on Interviews
By: Zewde Alemayehu
Instructor: Abera Uncha (PhD)
Arba Minch, Ethiopia
November 2018
1
2. Introduction
The interview is an important data gathering technique involving verbal communication
between the researcher and the subject.
Interviews are commonly used in survey designs and in exploratory and descriptive
studies.
A research interview involves an interviewer, who coordinates the process of the
conversation and asks questions, and an interviewee, who responds to those questions.
An interview is the most common format of data collection in qualitative research.
They are a systematic way of talking and listening to people and are another way to
collect data from individuals through conversations.
Interviewing is a way to collect data as well as to gain knowledge from individuals.
3. Interviews…
The quality of the data collected in an interview will depend on both the interview design and
on the skill of the interviewer.
For example, a poorly designed interview may include leading questions or questions that are
not understood by the subject.
A poor interviewer may consciously or unconsciously influence the responses that the subject
makes.
In either circumstance, the research findings will be influenced detrimentally.
Interviews are ways for participants to get involved and talk about their views. In addition, the
interviewees are able to discuss their perception and interpretation in regards to a given
situation. It is their expression from their point of view.
4. Interviews…
It is necessary for the researcher to prepare before the actual interview starts.
This is the researcher’s preparation stage. Once the interview is conducted the researcher
needs to make sure that the respondents have:
A clear idea of why they have been asked;
Basic information about the purpose of the interview and the research project of which it is a
part;
Some idea of the probable length of the interview and that you would like to record it
(explaining why);
A clear idea of precisely where and when the interview will take place (Gillham 2000).
5. Interviews…
Also the interview needs to be effective and this is the responsible of the
researcher.
The researcher ought to have the following skills and abilities
An ability to listen;
An ability to be non-judgmental;
A good memory;
An interview guide is also an essential component for conducting interviews. An interview
guide is the list of questions, topics, and issues that the researcher wants to cover during the
interview.
The interview guide should be clear and avoid ambiguity. The researcher ought not ask
personal or illegal questions and be comfortable with silences and wait for the respondent to
speak.
6. Interviews…
WHO suggested six steps to devise an interview guide, which include:
Identify appropriate topics and questions;
Decide on the level of detail;
Draft the questions;
Order the questions;
List any probes or prompts; and
Pilot the questions. Have the informant identify the problems during the pilot.
The interview design and question phrasing will influence the depth and freedom with which a
subject can respond.
Some interviews encourage lengthy and detailed replies while others are designed to elicit short
and specific responses.
The degree of structure imposed on an interview will actually vary along a continuum
7. Types of Interviews
There are many types of interviews, which include:
Structured interviews,
Semi-structured interviews,
Unstructured interviews,
Non-directive interviews
Face-to-face interviews
Telephone interviews
Email or web page interviews
Group interviews
8. Structured or standardized Interviews
In a structured interview, the interviewer asks a set of standard, predetermined questions
about particular topics, in a specific order.
(Corbetta, 2003) states structured interviews are “ interviews in which all respondents are
asked the same questions with the same wording and in the same sequence.” It would be
ideal if questions can be read out in the same tone of voice so that the respondents would not
be influenced by the tone of the interviewer (Gray, 2004).
Bryman (2001 p. 107) explains structured interview entails the administration of an
interview schedule by an interviewer.
9. Structured Interviews…
The aim is for all interviewees to be given exactly the same context of questioning.
This means that each respondent receives exactly the same interview stimulus as any other.
The goal of this style of interview is to ensure that interviewees’ replies can be aggregated.
Questions are usually very specific and very often the interviewee a fixed range of answers
(this type of question is often called closed, closed ended, pre-coded, or fixed choice).
The respondents need to select their answers from a list of options.
The interviewer may provide clarification on some questions.
Structured Interviews are typically used in surveys
A structured interview is sometimes called a standardized interview.
10. Structured Interviews…
Structured interviews enable the interviewer to ask each respondent the same questions in the
same way.
A tightly structured schedule of questions is used, very much like a questionnaire.
The questions contained in the questionnaire will have been planned in advance, sometimes
with the help of a pilot study to refine the questions.
The questions in a structured interview may be phrased in such a way that a limited range of
responses is elicited. For example:
"Do you think that health services in this area are excellent, good, average or poor?
This is an example of a closed question where the possible answers are defined in advance so
that the respondent is limited to one of the pre-coded responses.
11. Structured Interviews…
It is not unusual for otherwise structured interviews to contain a few open-ended questions.
‘Catch-all’ final questions are common, for example, ‘Do you have anything more to add?’
These questions are useful in helping to capture as much information as possible but they
increase the amount of time required for analyzing the interview findings.
12. Advantages of structured interviews
1. The strengths of structured interviews are that the researcher has control over the topics and
the format of the interview. This is because a detailed interview guide is used. Consequently,
there is a common format, which makes it easier to analyze, code and compare data. In
addition, a detailed interview guide can permit inexperienced researchers to do a structured
interview
2. Structured interviews are easy to replicate as a fixed set of closed questions are used, which
are easy to quantify – this means it is easy to test for reliability.
3. Structured interviews are fairly quick to conduct which means that many interviews can take
place within a short amount of time. This means a large sample can be obtained resulting in
the findings being representative and having the ability to be generalized to a large
population.
13. Advantages of structured interviews…
4. Structured interviews focus on the accuracy of different responses due to which extremely
organized data can be collected. Different respondents have different type of answers to the
same structure of questions – answers obtained can be collectively analyzed.
5. They can be used to get in touch with a large sample of the target population.
6. The interview procedure is made easy due to the standardization offered by structured
interviews.
7. Replication across multiple samples becomes easy due to the same structure of interview.
8. As the scope of detail is already considered while designing the interview, better information
can be obtained and the researcher can analyze the research problem in a comprehensive
manner by asking accurate research questions.
14. Advantages of structured interviews…
9. Since the structure of the interview is fixed, it often generates reliable results and is quick to
execute.
10. The relationship between the researcher and the respondent is not formal due to which the
researcher can clearly understand the margin of error in case the respondent either degrees
to be a part of the survey or is just not interested in providing the right information.
15. Disadvantages of structured interviews
1. Structure interviews are not flexible. This means new questions cannot be asked impromptu
(i.e. during the interview) as an interview schedule must be followed.
2. The answers from structured interviews lack detail as only closed questions are asked which
generates quantitative data. This means a research will won't know why a person behaves in
a certain way.
3. They adhere too closely to the interview guide and may be the cause of not probing for
relevant information. Also, since there is a set interview guide, the respondents may hear and
interpret or understand the questions in a different manner. The researcher’s verbal comments
and non-verbal cues can cause bias and have an influence upon respondents’ answers
16. Disadvantages of structured interviews…
4. Limited scope of assessment of obtained results.
5. The accuracy of information overpowers the detail of information.
6. Respondents are forced to select from the provided answer options.
7. The researcher is expected to always adhere to the list of decided questions irrespective of
how interesting the conversation is turning out to be with the participants.
17. Semi-structured Interviews
Semi-structured interviews are non-standardized and are frequently used in qualitative
analysis.
In this type of interview the order of the questions can be changed depending on the
direction of the interview.
An interview guide is also used, but additional questions can be asked.
In a semi-structured interview, the interviewer uses a set of predetermined questions and the
respondents answer in their own words (Corbetta, 2003).
Some interviewers use a topic guide that serves as a checklist to ensure that all respondents
provide information on the same topics.
18. Semi-structured Interviews…
The interviewer can probe areas based on the respondent’s answers or ask supplementary
questions for clarification.
The order in which the various topics are dealt with and the wording of the questions are left to
the interviewer’s discretion.
Within each topic, the interviewer is free to conduct the conversation as he thinks fit, to ask the
questions he deems appropriate in the words he considers best, to give explanation and ask for
clarification if the answer is not clear, to prompt the respondent to elucidate further if necessary,
and to establish his own style of conversation.
Additional questions can be asked and some may be questions that have not been anticipated in
the beginning of the interview.
19. Semi-structured Interviews…
The researcher conducting semi-structured interviews is freer one than conducting a structured
interview (Kajornboon, 2004) in which the interviewer does not have to adhere to a detailed
interview guide.
Semi-structured interviews involve a series of open-ended questions based on the topic areas
the researcher wants to cover.
The open-ended nature of the question defines the topic under investigation but provides
opportunities for both interviewer and interviewee to discuss some topics in more detail.
If the interviewee has difficulty answering a question or provides only a brief response, the
interviewer can use cues or prompts to encourage the interviewee to consider the question
further.
20. Semi-structured Interviews…
In a semi-structured interview, the interviewer also has the freedom to probe the interviewee
to elaborate on the original response or to follow a line of inquiry introduced by the
interviewee.
Interviewer: "I'd like to hear your thoughts on whether changes in government policy have
changed the work of the doctor in general practice. Has your work changed at all?"
Interviewee: "Absolutely! The workload has increased for a start."
Interviewer: "In what way has it increased?"
In a semi-structured interview, the researcher sets the outline for the topics covered, but the
interviewee’s responses determine the way, in which the interview is directed.
21. Advantages of Semi-structured Interviews
1. Semi-structured interviews are useful when there is a need to collect in-depth information in a
systematic manner from a number of respondents or interviewees (e.g., teachers, community
leaders).
2. Semi-structured interviews are more flexible as questions can be adapted and changed
depending on the respondents’ answers. The interview can deviate from the interview
schedule.
3. Semi-structured interviews generate qualitative data through the use of open questions. This
allows the respondent to talk in some depth, choosing their own words. This helps the
researcher develop a real sense of a person’s understanding of a situation.
4. They also have increased validity because it gives the interviewer the opportunity to probe for
a deeper understanding, ask for clarification & allow the interviewee to steer the direction of
the interview etc.
22. Advantages of Semi-structured Interviews
5. Questions of semi-structured interviews are prepared before the scheduled interview which
provides the researcher with time to prepare and analyze the questions.
6. It is flexible to an extent while maintaining the research guidelines.
7. Researchers can express the interview questions in the format they prefer, unlike the
structured interview.
8. Reliable qualitative data can be collected via these interviews.
9. Flexible structure of the interview.
23. Disadvantages of semi-structured interviews
1. It can be time consuming to conduct an unstructured interview and analyze the qualitative
data (using methods such as thematic analysis).
2. Employing and training interviewers is expensive, and not as cheap as collecting data via
questionnaires. For example, certain skills may be needed by the interviewer. These include
the ability to establish rapport & knowing when to probe.
3. Participants may question the reliability factor of these interviews due to the flexibility
offered.
4. Comparing two different answers becomes difficult as the guideline for conducting
interviews is not entirely followed. No two questions will have the exact same structure and
the result will be an inability to compare are infer results.
24. Unstructured or in-depth Interviews
Unstructured Interviews Also called as in-depth interviews, unstructured interviews are usually
described as conversations held with a purpose in mind – to gather data about the research
study.
These interviews have the least number of questions as they lean more towards a normal
conversation but with an underlying subject.
This type of interview is non-directed and is a flexible method. It is more casual than the
aforementioned interviews. There is no need to follow a detailed interview guide. Each
interview is different. Interviewees are encouraged to speak openly, frankly and give as much
detail as possible.
Usually the interviewer has received virtually little or no training or coaching about the
interview process and has not prepared much.
25. Unstructured Interviews…
The interviewers ask questions that respondents would be able to express their opinions,
knowledge and share their experience.
The main objective of most researchers using unstructured interviews is to build a bond with
the respondents due to which there are high chances that the respondents will be 100%
truthful with their answers.
There are no guidelines for the researchers to follow and so, they can approach the
participants in any ethical manner to gain as much information as they possibly can for their
research topic.
In an unstructured interview the researcher has to be a good listener and note new or
interesting data the interviewee gives. It “ … requires good communication and facilitation
skills”
26. Unstructured Interviews…
Unstructured interviews (sometimes referred to as "depth" or "in depth" interviews) are so
called because they have very little structure at all.
The interviewer approaches the interview with the aim of discussing a limited number of
topics, sometimes as few as one or two, and frames successive questions according to the
interviewee's previous response. Although only one or two topics are discussed they are covered
in great detail.
Unstructured interviews are exactly what they sound like - interviews where the interviewer
wants to find out about a specific topic but has no structure or preconceived plan or expectation
as to how the interview will proceed.
27. Unstructured Interviews…
Generally, a researcher will try to understand the informants’ worldview in an unstructured
interview.
The relationship between the interviewer and the informant is important. Some characteristics
of depth interviewing are that the researcher has a general purpose and may use a topic guide
but the informant provides most of the structure of the interview. Generally the researcher
follows up on ‘cues’ or leads provided by the informant.
In an unstructured interview, the interviewer has no specific guidelines, restrictions,
predetermined questions, or list of options.
The interviewer asks a few broad questions to engage the respondent in an open, informal,
and spontaneous discussion.
28. Unstructured Interviews…
The interviewer also probes with further questions and/or explores inconsistencies to gather
more in-depth information on the topic.
Unstructured interviews are particularly useful for getting the stories behind respondents’
experiences or when there is little information about a topic.
29. Advantages of Unstructured Interviews
1. The strengths of unstructured interviews are no restrictions are placed on questions. It is
useful when little or no knowledge exists about a topic. So, background data can be
collected. Unstructured interviews are flexible and the researcher can investigate underlying
motives.
2. Due to the informal nature of unstructured interviews – it becomes extremely easy for
researchers to try and develop a friendly rapport with the participants. This leads to gaining
insights in extreme detail without much conscious effort.
3. The participants can clarify all their doubts about the questions and the researcher can take
each opportunity to explain his/her intention for better answers.
4. There are no questions which the researcher has to abide by and this usually increases the
flexibility of the entire research process.
30. Disadvantages of Unstructured Interviews
1. As there is no structure to the interview process, researchers take time to execute these
interviews.
2. The absence of a standardized set of questions and guidelines indicates that the reliability of
unstructured interviews is questionable.
3. In many cases, the ethics involved in these interviews are considered borderline upsetting.
4. The drawbacks of unstructured interviews are that they can be inappropriate for
inexperienced interviewers. The interviewers may be bias and ask inappropriate questions.
Also, respondents may talk about irrelevant and inconsequential issues. Consequently, it
may be difficult to code and analyze the data.
31. Non-directive Interviews
The structured and semi-structured interviews are somewhat controlled by the researcher who
has set the issues and questions. In non-directive interviews there are no preset topic to pursue.
Questions are usually not pre-planned. The interviewer listens and does not take the lead. The
interviewer follows what the interviewee has to say. The interviewee leads the conversation.
The interviewer has the objectives of the research in mind and what issues to cover during the
interview. The interviewee is allowed to talk freely about the subject. The interviewer’s role is
to check on unclear points and to rephrase the answer to check for accuracy and understanding
(Gray, 2004 p. 217).
The interviewer does not know which direction the interview will take. Non-directive
interviews have their origin in dynamic psychology and psychotherapy with the objective to
help patients reveal their deep-seated and subconscious feelings (Corbetta, 2002)
32. Advantage of non-directive interviews
The strengths of non-directive interviews are to find the deep-seated problem and the
subconscious feelings.
Disadvantage of non-directive interviews
The drawbacks are that there are no directions or issues to explore which can cause
some problems in coding and analyzing the data.
33. Face-to-face interviews
Face-to-face or personal interviews are very labour intensive, but can be the best way of
collecting high quality data.
Face-to-face interviews are preferable when the subject matter is very sensitive, if the
questions are very complex or if the interview is likely to be lengthy. Interviewing skills are
dealt with in more detail later in this pack.
Compared to other methods of data collection, face-to-face interviewing offers a greater
degree of flexibility.
A skilled interviewer can explain the purpose of the interview and encourage potential
respondents to co-operate; they can also clarify questions, correct misunderstandings, offer
prompts, probe responses and follow up on new ideas in a way that is just not possible with
other methods.
34. Face-to-face interviews…
Personal interviews are one of the most used types of interviews, where the questions are
asked personally directly to the respondent.
For this, a researcher can have a guide online surveys to take note of the answers. A
researcher can design his/her survey in such a way that they take notes of the comments or
points of view that stands out from the interviewee.
35. Advantages of Face-to-face interviews
1. Higher response rate.
2. When the interviewees and respondents are face-to-face, there is a way to adapt the questions
if this is not understood.
3. More complete answers can be obtained if there is doubt on both sides or a particular
information is detected that is remarkable.
4. The researcher has an opportunity to detect and analyze the interviewee’s body language at
the time of asking the questions and taking notes about it.
36. Disadvantages of Face-to-face interviews
1. They are time-consuming and extremely expensive.
2. They can generate distrust on the part of the interviewee, since they may be self-conscious
and not answer truthfully.
3. Contacting the interviewees can be a real headache, either scheduling an appointment in
workplaces or going from house to house and not finding anyone.
37. Telephone interviews
Telephone interviews can be a very effective and economical way of collecting data where
the sample to be contacted are all accessible via the telephone.
They are not an appropriate method of data collection for a very deprived population where
telephone ownership is likely to be low or where respondents may be ex-directory.
However telephone interviewing can be ideally suited to busy professional respondents, such
as general practitioners, when the telephone numbers can be easily identified and timed
appointments set up.
Telephone interviews are also particularly useful when the respondents to be
interviewed are widely geographically distributed.
It is important to note that any findings derived from a telephone survey of the general population
should be interpreted to take account of the non-responders who may not have access to a telephone
or may be unlisted.
38. Advantages of Telephone interviews
1. Telephone interviews enable a researcher to gather information rapidly.
2. Like personal interviews, they allow for some personal contact between the interviewer
and the respondent.
3. To find the interviewees it is enough to have their telephone numbers on hand.
4. They are usually lower cost.
5. Having a personal contact can also clarify doubts, or give more details of the questions.
39. Disadvantage of Telephone interviews
1. Some people may not have telephones.
2. People often dislike the intrusion of a call to their home.
3. Telephone interviews need to be relatively short or people feel imposed upon.
4. Many people don’t have publicly listed telephone numbers.
5. Difficult to incorporate visual aids and prompts and the respondents cannot read
cards or scales. The length of a telephone interview is also limited,
6. Many times researchers observe that people do not answer phone calls because it is an
unknown number for the respondent, or simply already changed their place of
residence and they cannot locate it, which causes a bias in the interview.
7. Researchers also face that they simply do not want to answer and resort to pretexts such as they are
busy to answer, they are sick, they do not have the authority to answer the questions asked, they
have no interest in answering or they are afraid of putting their security at risk.
40. Email or Web Page Interviews
Online research is growing more and more because consumers are migrating to a more virtual
world and it is best for each researcher to adapt to this change.
The increase in people with Internet access has made it popular that interviews via email or
web page stand out among the types of interviews most used today. For this nothing better
than an online survey.
More and more consumers are turning to online shopping, which is why they are a great niche
to be able to carry out an interview that will generate information for the correct decision
making.
41. Email or Web Page Interviews…
Advantages of Email or Web Page Interviews
1. Speed in obtaining data
2. A researcher can use a variety of questions, logics, create graphs and reports
immediately.
Disadvantages of Email or Web Page Interviews
1. The respondents may not check their email regularly
2. Many people have no access to intermate.
3. The respondent may not answer the questions.
42. Group Interviews
This refers to interviews where a dozen or so respondents are interviewed together – also
known as a ‘focus group’. This role of the interviewer is to make sure the group interact with
each other and do not drift off topic.
A researcher must be highly skilled to conduct a group interview. For example, certain skills
may be needed by the interviewer including the ability to establish rapport and knowing when
to probe.
43. Advantages of Group Interviews
1. Group interviews generate qualitative data through the use of open questions. This allows the
respondents to talk in some depth, choosing their own words. This helps the researcher
develop a real sense of a person’s understanding of a situation.
2. They also have increased validity because some participants may feel more comfortable being
with others as they are used to talking in groups in real life (i.e. it's more natural).
44. Disadvantages of Group Interviews
1. The researcher must ensure that they keep all the interviewees details confidential and
respect their privacy. This is difficult when using a group interview. For example, the
researcher cannot guarantee that the other people in the group will keep information private.
2. Group interviews are less reliable as they use open questions and may deviate from the
interview schedule making them difficult to repeat.
3. Group interviews may sometimes lack validity as participants may lie to impress the other
group members. They may conform to peer pressure and give false answers.
45. Steps in Conducting an Interview
Before the Interview:
Define your objectives → identify what you want to achieve and the information you need to
gather. Make sure an interview is the appropriate way to meet your objectives.
Choose the type of interview → Review your required information, budget, time, and
potential respondents and decide whether you need to conduct structured, semi-structured, or
unstructured interviews.
Choose the appropriate respondents → Depending on the type of interview, decide on the
characteristics of interviewees and the number of interviews required.
Decide how you will conduct the interviews → Consider telephone or face-to face interviews.
For large surveys, consider computer-aided interviewing and recording.
46. Before the Interview…
Decide how to recruit your respondents → Obtain contact information for a number of
respondents larger than the number of interviews you need, since some may not respond.
Contact them by phone, e-mail, or regular mail and introduce yourself, your organization, and
your project.
Explain the purpose of the interview, the importance of their participation, and set up an
appointment.
Decide how you will record the interviews → Depending on the type of interview, you may
fill in a prepared form, use written notes, voice recorders, or computeraided devices.
47. Before the Interview…
Make a list of questions and test them with a sample of respondents → the questions must be
aligned with the type of interview. If you are running structured interviews, see our Tip Sheets
on “Questionnaire Design” and Survey Research Methods” for more information.
Decide who will conduct the interviews → develop an information kit that includes an
introduction to the research topic and instructions. For unstructured interviews, you may need
to hire skilled interviewers.
48. During the interview
Introduce yourself and initiate a friendly but professional conversation.
Explain the purpose of your project, the importance of their participation, and the expected
duration of the interview.
Be prepared to reschedule the interview if a respondent has a problem with the timing.
Explain the format of the interview.
Tell respondents how the interview will be recorded and how the collected information
will be used → if possible, obtain their written consent to participate.
Ask respondents if they have any questions.
Control your tone of voice and language → remain as neutral as possible when asking
questions or probing on issues.
49. During the interview…
Keep the focus on the topic of inquiry and complete the interview within the agreed time limit.
Ensure proper recording → without distracting the respondent, check your notes and voice
recorder regularly.
Complete the session → make sure all questions were asked, explain again how you will use
the data, thank the respondent, and ask them if they have any questions.
50. After the interview
Make sure the interview was properly recorded → make additional notes, if needed.
Organize your interview responses → responses from unstructured and semi-structured
interviews need to be transcribed. Responses from structured interviews need to be entered into
a data analysis program.
Get ready for data analysis → search for resources for analyzing qualitative and/or quantitative
data.
51. Ethical Issues
In conducting interviews, ethical issues are one of the main concerns. Confidentiality must be
given. Respondents “should not be harmed or damaged in any way by the research.
It is also important that interviews are not used as a devious means of selling something to the
respondent” (Gray, 2004).
If respondents are uneasy and become upset, the interview can be cancelled or postponed. The
following is a list of some of the issues and suggested ethical solutions (Patton, 2000).
Explain purpose: Explain the purpose of the inquiry to the respondent.
Risk assessment: Consider in what ways might the interview put the respondent at risk
in terms of stress, legal liabilities, ostracism or political repercussion.
52. Ethical Issues…
Confidentiality: Reflect on the extent to which promises of confidentiality can be met.
(Confidentiality means you know but will not tell. Anonymity means you do not know, as in a
survey returned anonymously.)
Data access and ownership: Evaluate who has the right to access data and for what purpose.
Mental health: Consider how interviewer and interviewee mental health may be affected by
conducting the interview.
53. Ethical Issues…
Data collection boundaries: How hard will you push for data? What lengths will you go to in
trying to gain access to data you want? What won’t you do?
How hard will you push interviewees to respond to questions about which they show some
discomfort?
When an interview has been completed and is considered a good interview, the respondents
ought to know more about themselves and their situation. However, the researcher must
remember that the purpose of research is to collect data and not to change the respondents or
their opinions (Gray, 2004).