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Interactive Interviews: Enhancing Data Quality and Participant Engagement

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zeroun
18 diapositives · 287 Views · Aug 24, 2014

This article explores the differences between typical social surveys and interactive interviews, emphasizing how the latter focuses on meaningful conversations with knowledgeable individuals rather than rigid questionnaires. It discusses the unique characteristics, merits, and limitations of interactive interviews, highlighting their qualitative approach and emphasis on participant engagement. By selecting key informants and promoting open dialogues, interactive interviews offer a deeper understanding of social dynamics and individual experiences.

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Interactive Interviews: Enhancing Data Quality and Participant Engagement
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  1. A. The “Interactive Interview”

  2. A. The “Interactive Interview” How it differs from the typical Social Survey

  3. I. Typical Social Survey • Large number of cases • Cases randomly selected • Large number of interviewers • Interviewers use questionnaire • All interviewers follow same rules

  4. I. Typical Social Survey • Read the questions exactly as written • Read the questions in exact order • Do not make judgements about answers • Do not display reactions to answers

  5. I. Typical Social Survey • Large number of cases • Cases randomly selected • Large number of interviewers • Interviewers use questionnaire • All interviewers follow same rules • Data are coded; statistically analyzed

  6. II. Merits of Social Surveys • Can describe the sampled population. • Can quantify the frequency of events. • Can measure the degree of association between variables. • Can generalize results to population.

  7. III. Limitations of Surveys • Quantity takes priority over quality. • Superficial data take priority over in-depth data. • Questionnaire entirely constructs the information obtained. • Respondent offers no information beyond the questionnaire.

  8. III. Limitations of Surveys • Respondents do not participate in the construction of information. • Data do not capture the decision process that produce observed outcomes. • Statistical associations do not provide understanding of complex relationships.

  9. B. The “Interactive Interview” Principal Characteristics

  10. I. Selecting Respondents • Identify relevant social groups. • Identify knowledgeable individuals (key informants). • Carry out interactive interview. • Interview additional key informants within the same social group. • Repeat until information is redundant (no pre-established number of ‘cases’).

  11. II. Form of Interactive Interview • More like a ‘directed conversation’ • Interviewer refers to a roster of questions and scenarios. • Questions, scenarios, prompts, and clarifications direct respondent to particular topics of interest. • But the interviewer is not constrained by a predetermined agenda.

  12. II. Form of Interactive Interview • Objective is a ‘conversation’ that: • permits the respondent to express complex meanings • assumes that the respondent has a repertoire of relevant knowledge and experiences • treats the respondent as a ‘researcher in his own right’ • allows for surprises, new topics, new directions

  13. II. Form of Interactive Interview • provides ‘narrative guidance’ to relevant topics without imposing a priori assumptions • invites informants to talk about their world in terms that derive from the circumstances of their lived experience.

  14. III. Content of Interactive Interview

  15. III. Content of Interactive Interview • Topical questions • e.g.: What were the reasons you decided to buy cattle? • Response scenarios • e.g.: In what ways would your life change if tomorrow you had ten more head? • Specific quantitative questions • e.g.: How much are buyers paying per kilo?

  16. “Status” of the Data

  17. “Status” of the Data • Survey approach • Unit of analysis is individual/hsld behavior • Searching for statistical patterns of association across variables • Consider the kind of questions:What is your level of education?What how many hectares have you cleared? • And the kind of analysis: Correlation between education and deforestation.

  18. “Status” of the Data • Qualitative approach • Key informant as source of information about “collective knowledge” (of his/her group) • Consider the kind of questions:Why do most people around here purchase cattle?Most pastures are degraded. What do you think accounts for this?