The qualitative interview: Art and Skill
Chapter 2: The qualitative interview: features, types and preparation
The qualitative interview differs from a real-life conversation in the following ways:
1. The interview is a research tool, i.e. a deliberate process to collect information, which is
then analysed by the researcher, in the context of a research question, and of which the
results are published.
2. The researcher determines the topic for the interview and intentionally selects the
persons that are going to be interviewed, possibly through intermediaries. Both strangers
and acquaintances are interviewed.
4. The researcher leads the interview, addresses topics deliberately, and explores these in
depth with the respondent(s).
5. The answer is not known in advance, i.e. it is not presented to the interviewee by the
interviewer.
6. The respondent determines to a large extent the size and type of information given.
To achieve this, one can pursue five goals:
- Depth and detail:
- Nuance: When looking for nuance, it is assumed that reality is not black and white.
Some- thing is often only partially true, or it is true in certain circumstances. Nuance is
obtained by probing.
- Liveliness: It means the focus is not only on looking for factual or rational answers,
but the interviewer is also creating room for the emotional or perceptual aspects. For
instance: Can you describe such a situation for me? Can you give an example of that?
- Richness: If an interview is rich in information, it contains many different ideas and
themes. The respondent has been given the space to elaborate on the various aspects of
a subject. As such, the width of the subject is covered. To accomplish this, one might
use probes, i.e., stick with what has just been said and elaborate on that, or ask follow-
up questions, i.e. return to a new theme which was introduced by the respondent
earlier, and ask him to elaborate on that.
2.1 Defining the qualitative interview
Different authors define qualitative interview differently. In this book a qualitative interview
is a form of information gathering, in which the interviewer queries one or more respondents,
based on a research question. Thereby, the interviewer creates space for the respondents to
dwell – in their own words – on the perceived facts, their experiences, the meaning they give
to the subject of investigation, nuances regarding it and its possible effect on their lives. In
doing so, the interviewer tries to under- stand and thoroughly investigate the respondents’
world.
- The qualitative interview reflects a certain epistemological viewpoint as well.
- Good qualitative interviewing assumes certain knowledge and a considerable amount
of practice; it involves both Skill and Art.
,2.3 Respondents come in shapes and sizes
It may seem obvious but the differences between people play a role in preparing a qualitative
interview. In interviewing older people, the researcher’s aim might be to frame his interview
differently from when interviewing younger children or psychiatric patients.
2.3 Who are you, as an interviewer?
During a qualitative interview, the interviewer will often have to improvise and follow the
story of the respondent. The subject of the research project and the type of respondent that is
going to be interviewed, will require him to take the role of an empathetic interviewer or a
more confrontational type of interviewer.
Reflecting on one’s interview style is an integral part of the qualitative research process. The
Skill Learning Cycle by Gorden (1998:S), which visualizes how theoretically the process of
refining interview skills will progress, can be of help in doing so. Below is an adapted
version, in which some of the main points are changed.
2.5 Exploration, interview types and questions
Qualitative research is often associated with exploration. Along that line of thought, it is
assumed that qualitative researchers need little time to design their research, as this occurs
during the research project. In our opinion, it is exactly the improvised nature of qualitative
research, which would benefit from a thorough. It requires great flexibility on the part of the
, researcher and should not be confused with exploratory research, which is something quite
different.
2.5.1 Interview types
Individual versus group interviews (or focus groups). These are called focus groups, if the
investigator selects the target respondents using certain shared characteristics, such as
profession, gender, or income.
Cultural versus thematic interviews. In cultural interviews, the concern is with everyday life,
with what people do and what they transfer from generation to generation. Usually, these
topics are not very explicit. It is quite difficult, therefore, to formulate and pose questions
regarding these matters. In thematic interviews, the concern is a subject that is often defined
and is placed in a certain time frame, e.g. a particular event.
Interviews by their structure: trees, rivers and sluices. The next distinction made is based on
the structuring of the interview. This can be done through the interview model, which
emphasizes a certain style of questioning. Rubin and Rubin (2005) suggest three models for
structuring the interview. They use the metaphor of the locks of a sluice which are going to be
opened, a meandering river and a tree with branches. Each model has its own interview style,
which has consequences for the type of questions used.
Chapter 2: The qualitative interview: features, types and preparation
The qualitative interview differs from a real-life conversation in the following ways:
1. The interview is a research tool, i.e. a deliberate process to collect information, which is
then analysed by the researcher, in the context of a research question, and of which the
results are published.
2. The researcher determines the topic for the interview and intentionally selects the
persons that are going to be interviewed, possibly through intermediaries. Both strangers
and acquaintances are interviewed.
4. The researcher leads the interview, addresses topics deliberately, and explores these in
depth with the respondent(s).
5. The answer is not known in advance, i.e. it is not presented to the interviewee by the
interviewer.
6. The respondent determines to a large extent the size and type of information given.
To achieve this, one can pursue five goals:
- Depth and detail:
- Nuance: When looking for nuance, it is assumed that reality is not black and white.
Some- thing is often only partially true, or it is true in certain circumstances. Nuance is
obtained by probing.
- Liveliness: It means the focus is not only on looking for factual or rational answers,
but the interviewer is also creating room for the emotional or perceptual aspects. For
instance: Can you describe such a situation for me? Can you give an example of that?
- Richness: If an interview is rich in information, it contains many different ideas and
themes. The respondent has been given the space to elaborate on the various aspects of
a subject. As such, the width of the subject is covered. To accomplish this, one might
use probes, i.e., stick with what has just been said and elaborate on that, or ask follow-
up questions, i.e. return to a new theme which was introduced by the respondent
earlier, and ask him to elaborate on that.
2.1 Defining the qualitative interview
Different authors define qualitative interview differently. In this book a qualitative interview
is a form of information gathering, in which the interviewer queries one or more respondents,
based on a research question. Thereby, the interviewer creates space for the respondents to
dwell – in their own words – on the perceived facts, their experiences, the meaning they give
to the subject of investigation, nuances regarding it and its possible effect on their lives. In
doing so, the interviewer tries to under- stand and thoroughly investigate the respondents’
world.
- The qualitative interview reflects a certain epistemological viewpoint as well.
- Good qualitative interviewing assumes certain knowledge and a considerable amount
of practice; it involves both Skill and Art.
,2.3 Respondents come in shapes and sizes
It may seem obvious but the differences between people play a role in preparing a qualitative
interview. In interviewing older people, the researcher’s aim might be to frame his interview
differently from when interviewing younger children or psychiatric patients.
2.3 Who are you, as an interviewer?
During a qualitative interview, the interviewer will often have to improvise and follow the
story of the respondent. The subject of the research project and the type of respondent that is
going to be interviewed, will require him to take the role of an empathetic interviewer or a
more confrontational type of interviewer.
Reflecting on one’s interview style is an integral part of the qualitative research process. The
Skill Learning Cycle by Gorden (1998:S), which visualizes how theoretically the process of
refining interview skills will progress, can be of help in doing so. Below is an adapted
version, in which some of the main points are changed.
2.5 Exploration, interview types and questions
Qualitative research is often associated with exploration. Along that line of thought, it is
assumed that qualitative researchers need little time to design their research, as this occurs
during the research project. In our opinion, it is exactly the improvised nature of qualitative
research, which would benefit from a thorough. It requires great flexibility on the part of the
, researcher and should not be confused with exploratory research, which is something quite
different.
2.5.1 Interview types
Individual versus group interviews (or focus groups). These are called focus groups, if the
investigator selects the target respondents using certain shared characteristics, such as
profession, gender, or income.
Cultural versus thematic interviews. In cultural interviews, the concern is with everyday life,
with what people do and what they transfer from generation to generation. Usually, these
topics are not very explicit. It is quite difficult, therefore, to formulate and pose questions
regarding these matters. In thematic interviews, the concern is a subject that is often defined
and is placed in a certain time frame, e.g. a particular event.
Interviews by their structure: trees, rivers and sluices. The next distinction made is based on
the structuring of the interview. This can be done through the interview model, which
emphasizes a certain style of questioning. Rubin and Rubin (2005) suggest three models for
structuring the interview. They use the metaphor of the locks of a sluice which are going to be
opened, a meandering river and a tree with branches. Each model has its own interview style,
which has consequences for the type of questions used.
