research question in interview

20 Common Researcher Interview Questions and Answers

Common Researcher interview questions, how to answer them, and sample answers from a certified career coach.

You’ve been invited to interview for a research position—congratulations! You know you have the skills and experience, but now it’s time to prove it.

The key to success? Being prepared. To help make sure you shine in your upcoming interview, we’ve compiled some of the most common questions asked during research interviews. Read on, get familiar with them, and practice your answers so you can ace that job interview like a pro.

• What research methods do you use to collect data?
• How do you ensure the accuracy and validity of your research results?
• Describe a time when you had to analyze complex data sets and draw meaningful conclusions from them.
• Explain how you would go about designing an experiment or survey to answer a specific research question.
• Are you familiar with any statistical software programs? If so, which ones?
• What strategies do you use to stay organized while conducting research?
• How do you handle ethical considerations when conducting research?
• Have you ever encountered a situation where you had to adjust your research methodology due to unexpected circumstances?
• Describe a time when you had to present your research findings in a clear and concise manner.
• Do you have experience working with large datasets?
• What challenges have you faced when collecting primary data for a research project?
• How do you approach writing up a research paper or report?
• What techniques do you use to identify potential sources of bias in your research?
• How do you evaluate the quality of secondary sources used in your research?
• What strategies do you use to keep track of changes in the field of research you are studying?
• How do you decide which research questions to pursue?
• What is your experience with peer review processes?
• How do you manage competing demands on your time when conducting research?
• What strategies do you use to ensure that your research remains relevant and up-to-date?
• How do you ensure that your research meets the highest standards of academic integrity?

1. What research methods do you use to collect data?

Research methods are the core of any researcher’s job. You’ll need to be familiar with a variety of different methods, such as surveys, interviews, focus groups, and experiments, and be able to explain how you use each one in your work. This will help the interviewer understand your process and how you can contribute to their organization.

How to Answer:

You should be prepared to explain the research methods you have used in your past work. Talk about how you use surveys, interviews, focus groups, and experiments to collect data, as well as any other methods you may have experience with. If you’re just starting out, then talk through the steps you would take to select a method for each project. You can also mention any specialized methods or software that you are familiar with.

Example: “I use a variety of research methods to collect data, depending on the project. I often use surveys and interviews as primary sources of information, but I also have experience with focus groups, experiments, and software tools like Qualtrics for collecting quantitative data. I’m familiar with specialized methods such as content analysis and ethnography when appropriate. My goal is always to select the method that will provide the most accurate and reliable data for each project.”

2. How do you ensure the accuracy and validity of your research results?

Research requires a level of precision that goes beyond the normal workplace. Good researchers are able to identify what data is relevant and how to collect it in order to make reliable conclusions. Interviewers will want to know that you have the skills and knowledge to conduct research that is both accurate and valid. They’ll also want to know if you use any specific methods or tools to ensure accuracy and validity.

You should be prepared to explain what methods you use to ensure accuracy and validity of your research. This could include double-checking sources, using multiple data points, or triangulating information from different sources to verify results. You can also mention any specific tools or techniques you use, such as conducting surveys or interviews with experts in the field. Be sure to emphasize how important it is for you to make sure that your research is accurate and valid before drawing conclusions.

Example: “When I was working on a research project for ABC Corporation, I had to analyze the data from three different sources. My approach was to use statistical analysis techniques and software tools to cross-reference the data sets and identify any potential discrepancies or outliers. After analyzing the results, I identified a number of key trends that allowed us to draw meaningful conclusions about the company’s operations. The insights gained from this research ultimately led to improvements in the organization’s processes, resulting in increased efficiency and productivity.”

3. Describe a time when you had to analyze complex data sets and draw meaningful conclusions from them.

Research projects often involve a lot of data analysis and interpretation. Knowing how to take large amounts of data and make it into something meaningful is a valuable skill for any researcher. This question is a way for the interviewer to gauge your ability to work with data and draw meaningful conclusions from it.

You should be prepared to provide a specific example of when you had to analyze complex data sets and draw meaningful conclusions from them. Talk about the project, your approach to analyzing the data, and any insights or conclusions that you drew from it. Be sure to emphasize the impact of your findings on the project or organization as well.

Example: “I recently worked on a project for my previous employer in which I had to analyze a large and complex data set. My approach was to break down the data into smaller, more manageable chunks and then look for patterns or correlations between different variables. After doing this, I was able to identify a few key trends that were relevant to the project goals. This allowed us to make better decisions about how to allocate resources and focus our efforts, resulting in a successful outcome.”

4. Explain how you would go about designing an experiment or survey to answer a specific research question.

This question is designed to determine if you have the skills necessary to design and implement valid research experiments. The interviewer wants to know if you understand the fundamentals of research design, such as how to select a sample, how to develop a hypothesis, and how to determine the validity of a study. They also want to know if you can explain the process in a clear and concise manner.

Start by explaining the steps you would take to design an experiment or survey. You should include the following: defining the research question, selecting a sample, developing a hypothesis, creating a data collection plan, and determining how to analyze the results. Be sure to explain any specific techniques you might use in each step, such as random sampling or stratified sampling for your sample selection process. Finally, emphasize the importance of validating the results to ensure they are accurate and reliable.

Example: “When designing an experiment or survey, the first step is to define the research question. Once the research question has been identified, I would then select a sample that is representative of the population being studied. I would also develop a hypothesis based on my understanding of the research question and the available data. After that, I would create a data collection plan that outlines how the data will be collected, such as using surveys, interviews, or focus groups. Finally, I would determine the best method for analyzing the results in order to draw valid conclusions from the research. In all cases, it’s important to validate the results to ensure they are accurate and reliable.”

5. Are you familiar with any statistical software programs? If so, which ones?

Researchers often have to analyze data and present it in a meaningful way. This requires familiarity with statistical software programs like SPSS, SAS, or R. Knowing how to use these programs is a critical part of being a successful researcher, so this question is meant to gauge your level of expertise.

If you are familiar with any of the programs mentioned above, be sure to mention that and explain how you have used them in past research projects. If you are not familiar with these programs, it is still important to emphasize your ability to learn new software quickly. Explain how you approach learning new technologies and provide examples of times when you have successfully done so in the past.

Example: “I have used SPSS and SAS in my previous research projects. I am also comfortable with learning new statistical software programs, as I have done so on multiple occasions in the past. For example, when starting a new project at my last job, I was asked to learn R quickly in order to analyze data. Within two weeks, I had become proficient enough to use it for all of our research needs.”

6. What strategies do you use to stay organized while conducting research?

Research can be a long and complex process, with lots of data to sift through, organize, and analyze. It’s important to show the interviewer that you have a system in place to stay organized throughout the research process, from the initial research plan to the final report. This will demonstrate that you can effectively manage your time and resources, as well as prioritize tasks and remain focused on the task at hand.

You can answer this question by talking about the strategies you use to stay organized while conducting research. You could mention that you create detailed research plans, break down large tasks into smaller ones, and prioritize tasks based on importance and deadlines. Additionally, you could talk about how you utilize organizational tools such as spreadsheets and databases to store data, track progress, and easily access information when needed. Finally, you might also discuss how you take notes during your research process in order to keep track of important ideas or findings.

Example: “I use a variety of strategies to stay organized while conducting research. I always start by creating a detailed research plan that outlines the scope of my work and any deadlines associated with it. From there, I break down large tasks into smaller ones in order to tackle them more efficiently. Additionally, I prioritize tasks based on importance and deadlines in order to remain focused on the task at hand. To help store data, track progress, and access information quickly, I also utilize organizational tools such as spreadsheets and databases. Finally, I take notes during my research process in order to keep track of important ideas or findings.”

7. How do you handle ethical considerations when conducting research?

Research often involves collecting personal data, and it’s important that researchers understand how to approach these situations with respect and integrity. Interviewers want to know that you are aware of ethical considerations and that you are capable of adhering to them. This question is likely to be asked to all potential researchers, as it is an important part of the job.

Talk about the ethical considerations you take into account when conducting research. These can include obtaining informed consent from participants, ensuring confidentiality and anonymity of data, respecting privacy laws, protecting vulnerable populations, and considering potential biases that may arise in your research. You should also mention any processes or protocols you have implemented to ensure ethical compliance with research projects. Finally, emphasize how important it is for researchers to adhere to ethical standards and how seriously you take them.

Example: “I understand the importance of adhering to ethical standards when conducting research, and I take this responsibility very seriously. In my current position as a researcher at ABC University, I follow a strict protocol for obtaining informed consent from participants and ensuring that data is kept confidential and anonymous. I also make sure to consider any potential biases in our research before collecting data and am familiar with applicable privacy laws. Lastly, I always strive to protect vulnerable populations, such as children or those with disabilities, when conducting research.”

8. Have you ever encountered a situation where you had to adjust your research methodology due to unexpected circumstances?

Research is a dynamic process and researchers must be prepared to adjust their methods as needed. This question is designed to assess the flexibility of potential candidates and their ability to think on their feet. It also provides insight into how well a candidate understands the research process, including how to identify and address potential problems.

To answer this question, provide an example of a situation where you had to adjust your research methodology due to unexpected circumstances. Explain how you identified the problem and how you adjusted your methods in order to successfully complete the project. Be sure to emphasize any creative solutions you implemented and the positive outcome that resulted from your adjustment.

Example: “I recently encountered a situation where I had to adjust my research methodology due to unexpected circumstances. I was conducting a survey to analyze consumer behavior in relation to a new product launch. After collecting the first round of data, I noticed a discrepancy in the results that could not be explained. After further investigation, I realized that the sample size I was using was not large enough to accurately capture the data. I quickly adjusted my methodology by increasing the sample size and collecting more data, which ultimately allowed me to identify the discrepancy and provide an accurate analysis of consumer behavior.”

9. Describe a time when you had to present your research findings in a clear and concise manner.

Researchers often have to communicate their findings to colleagues, stakeholders, and the public. The ability to communicate complex research findings in an understandable way is a key skill for someone in this role. This question allows the interviewer to gauge your ability to explain complex concepts in a clear and concise manner.

You should come prepared with an example of a time when you had to present your research findings. Talk about the project, what the goal was, and how you went about presenting it. If possible, provide specific details such as the type of presentation (oral, written, etc.), who you presented to, and the feedback you received. You should also explain the strategies that you used to make sure that the audience understood your message. This could include using visual aids, breaking down complex concepts into simpler terms, or providing examples to illustrate your points.

Example: “My most recent research project focused on the long-term effects of climate change on agricultural production. I knew that it was important to make sure that the findings were presented in a way that was easy to understand and digest. I created a PowerPoint presentation that included visuals and graphs to illustrate my points, as well as a written report that provided a detailed breakdown of the findings. I then presented my findings to a group of stakeholders and received positive feedback. They appreciated my ability to take complex concepts and explain them in a way that was easy to understand.”

10. Do you have experience working with large datasets?

Many research roles require the ability to work with large datasets and analyze the information within them. This question helps employers understand how comfortable you are with such tasks, and it also serves as a way to gauge your technical skills. To answer this question, talk about how you’ve used various tools and techniques to analyze data and how you’ve been able to draw meaningful insights from it.

Start by talking about the types of datasets you’ve worked with, such as structured or unstructured data, and explain how you’ve gone about analyzing them. Then, provide a few examples of projects you’ve completed that involved working with large datasets. Finally, discuss any tools or techniques you’ve used to work with the data, such as statistical software, data visualization tools, machine learning algorithms, etc. Be sure to emphasize your ability to draw meaningful insights from the data and how those insights have helped inform decisions.

Example: “I have experience working with large datasets in both structured and unstructured formats. I have utilized various tools and techniques to analyze the data, such as statistical software and data visualization tools. I’ve also employed machine learning algorithms to uncover patterns and trends from the data. For example, in my most recent project I utilized a variety of data sources to identify potential new markets for our company. Through analyzing the data, I was able to identify key demographic, geographic, and psychographic trends that we could use to target our new customers. This analysis provided valuable insights that informed our marketing strategy and ultimately led to increased sales.”

11. What challenges have you faced when collecting primary data for a research project?

Research often involves gathering primary data from sources such as surveys, interviews, focus groups, and observations. It’s important to determine whether the candidate has the skills necessary to design and implement a research project in order to successfully collect data. This question helps the interviewer understand the candidate’s ability to handle the logistics and challenges of primary data collection.

When answering this question, it’s important to provide specific examples of challenges you have faced and how you overcame them. For example, you could talk about the challenge of finding participants for a survey or focus group, or the difficulty in scheduling interviews with busy professionals. You can also discuss any logistical issues that arose during data collection, such as having unreliable equipment or dealing with uncooperative participants. Be sure to emphasize your problem-solving skills and ability to think on your feet when facing unexpected obstacles.

Example: “I’ve encountered a few challenges when gathering primary data for research projects. For example, when I was working on a survey project for a university, it took me several weeks to find participants willing to answer the survey. I had to be creative in my approach and reach out to different groups, such as student organizations, to recruit participants. I also encountered a few logistical issues, such as having unreliable equipment or dealing with uncooperative participants. I was able to quickly come up with solutions to these issues, such as having backup equipment and developing strategies to engage the participants. Overall, I was able to successfully gather the data I needed and produce valuable research findings.”

12. How do you approach writing up a research paper or report?

Research is a process that requires both creativity and structure. As a researcher, you must be able to synthesize information from a variety of sources, develop strong arguments, and communicate those arguments clearly and concisely in written form. Being able to articulate your approach to researching and writing up a paper will demonstrate your ability to think critically and logically.

Your answer should include the steps you take when writing up a research paper or report. This could include outlining your topic, researching relevant sources, organizing and synthesizing data, developing an argument, drafting and revising the paper, and proofreading for accuracy. It is also important to emphasize how you use critical thinking skills to develop strong arguments and draw meaningful conclusions from your research. Finally, make sure to mention any specific techniques or strategies that you have used successfully in the past.

Example: “When writing up a research paper or report, I approach the task systematically. I begin by outlining my topic and any relevant research questions. I then conduct research to find relevant sources, both primary and secondary. I carefully review and analyze the information I find, and use it to develop my argument. After that, I draft and revise the paper, making sure to include evidence to support my points. Finally, I proofread for accuracy and clarity. Throughout the process, I strive to use critical thinking skills to ensure that my arguments are sound and my conclusions are meaningful.”

13. What techniques do you use to identify potential sources of bias in your research?

Researchers need to be able to identify potential sources of bias in their work, such as selection bias or confirmation bias, in order to ensure the accuracy of their data and the validity of their results. By asking this question, the interviewer is gauging your ability to identify potential sources of bias and how you handle them.

To answer this question, you should discuss the techniques you use to identify potential sources of bias in your research. This could include methods such as double-checking data for accuracy and completeness, using multiple sources of information, or conducting blind studies. Additionally, you can talk about how you handle any biases you may find, such as adjusting your research design or changing your methodology. Be sure to emphasize that accuracy and validity are important to you and that you take steps to ensure they remain a priority.

Example: “I understand the importance of accuracy and validity in research, so I always strive to identify and address any potential sources of bias. I use several techniques to identify bias, such as double-checking my data for accuracy and completeness, using multiple sources of information, and conducting blind studies. When I do identify a potential source of bias, I adjust my research design or change my methodology to address it. I also make sure to communicate any changes to my team and stakeholders to ensure that we’re all on the same page.”

14. How do you evaluate the quality of secondary sources used in your research?

One of the most important skills of a researcher is being able to evaluate the quality of sources used in research. This question allows the interviewer to get a better understanding of your research process and your ability to critically evaluate sources. It also allows them to gauge your level of experience in the field and your knowledge of the research landscape.

To answer this question, you should explain your process for evaluating secondary sources. You can talk about the criteria that you use to evaluate a source’s credibility such as its author or publisher, the date of publication, and any peer reviews that have been conducted on the source. Additionally, you can mention any methods you use to assess the accuracy of information in the source such as cross-referencing with other sources or conducting additional research on the topic. Finally, you should discuss how you use these evaluations to inform your own research.

Example: “When evaluating the quality of secondary sources I use in my research, I consider a few key factors. I always look at the author or publisher of the source, the date of publication, and any peer reviews that have been conducted. I also use a variety of methods to assess the accuracy of the information in the source, such as cross-referencing with other sources and conducting additional research. From there, I use my evaluations to inform my own research and determine how best to use the source. This helps me ensure that I’m using the most reliable and up-to-date sources in my research.”

15. What strategies do you use to keep track of changes in the field of research you are studying?

Research is an ever-evolving field and keeping up with changes in the field is essential to remain relevant and up to date. Interviewers want to know that you have the skills and strategies to stay on top of the latest research, trends, and developments in the field. They’ll be looking for evidence that you have the self-discipline and organizational skills to stay on top of your work and be able to provide timely, accurate research.

You should be prepared to discuss the strategies and tools you use to stay up-to-date on changes in your field. Talk about how you keep track of new research articles, publications, conferences, and other sources of information that are relevant to your work. You can also talk about how you use technology such as RSS feeds, social media, or email alerts to ensure that you’re aware of any news or updates related to your research. Additionally, mention any methods you have for organizing and cataloging the information you collect so it is easily accessible when needed.

Example: “To stay on top of changes in my field, I use a variety of strategies and tools. I subscribe to relevant RSS feeds and email alerts to ensure I’m aware of any new research articles or publications. I also use social media to follow industry leaders and experts in the field and get updates on their work. I also keep an organized library of research material that I have collected over the years. I use a combination of software tools and physical filing systems to keep track of all the information I need. This allows me to quickly access any information I need, when I need it.”

16. How do you decide which research questions to pursue?

Being a researcher requires the ability to prioritize and select the best questions to pursue in order to achieve the desired outcome. This question helps the interviewer get a sense of your process and how you approach problem solving. It also gives them an insight into your critical thinking skills, as well as your ability to analyze data and make meaningful conclusions.

The best way to answer this question is to provide a step-by-step approach of how you decide which research questions to pursue. Start by explaining the research process you go through, such as collecting data, analyzing it and forming hypotheses. Then explain how you prioritize certain questions based on their importance and relevance to the project at hand. Finally, discuss how you use your findings to make informed decisions about which questions are worth pursuing further.

Example: “When I’m deciding which research questions to pursue, I start by gathering all the available data related to the project. From there, I analyze the data to form hypotheses and then prioritize the questions based on their importance and relevance to the project. I also consider the impact each question could have on the overall outcome of the research. Once I have a list of the most important questions, I evaluate the data and use my findings to make informed decisions about which questions are worth pursuing further. Ultimately, my goal is to select the best questions that will yield the most meaningful results.”

17. What is your experience with peer review processes?

Peer review is a critical part of the research process. It requires that researchers review and critique each other’s work in order to ensure that the research is unbiased and credible. This question is a way for the interviewer to assess your knowledge of the research process and your ability to work with other researchers.

To answer this question, you should provide specific examples of your experience with peer review processes. Talk about how you have worked with other researchers to review and critique their work, as well as how you have incorporated feedback from peers into your own research. You can also discuss any challenges or successes you had during the process. Finally, emphasize your understanding of the importance of peer review in the research process and why it is necessary for producing high-quality results.

Example: “I have extensive experience with peer review processes, both as a reviewer and as an author. I have worked with other researchers to review their work and provide constructive feedback, as well as incorporating feedback from peers into my own research. I understand the importance of peer review in the research process and am committed to producing high-quality results. I have also had success in resolving disagreements between reviewers and authors when needed, and I have a strong track record of producing quality research that has been accepted for publication.”

18. How do you manage competing demands on your time when conducting research?

Research can be a demanding job, with a lot of deadlines, competing agendas, and complex data sets to analyze. The interviewer wants to make sure you can prioritize tasks, keep track of multiple projects, and adjust when needed. Your ability to manage competing demands on your time is a key indicator of how successful you will be at the job.

To answer this question, you should focus on how you prioritize tasks and manage deadlines. Talk about the strategies you use to stay organized, such as setting up a calendar or using task management tools. Also discuss any techniques you have for staying focused when there are multiple demands on your time. Finally, emphasize your ability to adjust your plans when needed, such as if an unexpected project comes in or a deadline needs to be moved up.

Example: “I have a few strategies for managing competing demands on my time when conducting research. I prioritize tasks by breaking them down into smaller, manageable chunks and then assigning deadlines to each one. I also use task management tools to keep track of what I need to do and stay organized. And I make sure to take regular breaks to stay focused and energized. When I need to adjust my plans due to unexpected events, I’m able to reassess and re-prioritize my tasks accordingly. I’m confident in my ability to manage competing demands on my time and stay organized when conducting research.”

19. What strategies do you use to ensure that your research remains relevant and up-to-date?

Research is a dynamic field, and the best researchers know that they need to stay informed of the latest developments and trends in order to remain relevant. This question allows your interviewer to assess your knowledge of the field and your commitment to keeping up with the latest research. It shows that you are aware of the need to stay ahead of the curve and that you have the skills to do so.

To answer this question, you should start by discussing the strategies that you use to stay informed. You can talk about how you read industry publications, attend conferences and seminars, or network with other researchers in your field. You should also mention any specific platforms or tools that you use to keep up-to-date on the latest research. Finally, you should explain why staying informed is important to you and how it helps you do better work.

Example: “I use a variety of strategies to ensure that my research remains relevant and up-to-date. I read industry publications, attend conferences and seminars, and network with other researchers to stay informed. I also use specific tools like Google Scholar and ResearchGate to keep track of new developments in my field. It’s important to me to stay ahead of the curve and make sure that my research is as current and relevant as possible. Doing so not only helps me do better work, but it also helps me to provide more value to my employer and contribute to the success of their projects.”

20. How do you ensure that your research meets the highest standards of academic integrity?

Research is the backbone of any organization, and it is crucial for a researcher to maintain the highest standards of academic integrity. Employers want to know that you understand the importance of being thorough and accurate, as well as ethical in your research. They may also want to know how you go about verifying the accuracy of your data and sources, and how you ensure that your research meets the standards expected in the field.

Start off by detailing the steps you take to ensure that your research meets academic integrity standards. For example, you can mention how you always double-check sources and data for accuracy and reliability, or how you use peer review processes to vet your work. Additionally, be sure to emphasize any specific techniques or methods you have used in the past to verify the validity of your findings. Finally, explain why it is important to you to maintain the highest level of academic integrity in your research.

Example: “I understand the importance of academic integrity and take it very seriously in my research. To ensure the highest standards of accuracy, I always double-check my sources and data, and use peer review processes to vet my work. Additionally, I frequently use replication studies to verify the validity of my findings. To me, it is essential to ensure that my research meets the highest standards of academic integrity, as it is the foundation of any successful research project.”

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Qualitative Research 101: Interviewing

5 Common Mistakes To Avoid When Undertaking Interviews

By: David Phair (PhD) and Kerryn Warren (PhD) | March 2022

Undertaking interviews is potentially the most important step in the qualitative research process. If you don’t collect useful, useable data in your interviews, you’ll struggle through the rest of your dissertation or thesis.  Having helped numerous students with their research over the years, we’ve noticed some common interviewing mistakes that first-time researchers make. In this post, we’ll discuss five costly interview-related mistakes and outline useful strategies to avoid making these.

Overview: 5 Interviewing Mistakes

• Not having a clear interview strategy /plan
• Not having good interview techniques /skills
• Not securing a suitable location and equipment
• Not having a basic risk management plan
• Not keeping your “ golden thread ” front of mind

1. Not having a clear interview strategy

The first common mistake that we’ll look at is that of starting the interviewing process without having first come up with a clear interview strategy or plan of action. While it’s natural to be keen to get started engaging with your interviewees, a lack of planning can result in a mess of data and inconsistency between interviews.

There are several design choices to decide on and plan for before you start interviewing anyone. Some of the most important questions you need to ask yourself before conducting interviews include:

• What are the guiding research aims and research questions of my study?
• Will I use a structured, semi-structured or unstructured interview approach?
• How will I record the interviews (audio or video)?
• Who will be interviewed and by whom ?
• What ethics and data law considerations do I need to adhere to?
• How will I analyze my data? 

Let’s take a quick look at some of these.

The core objective of the interviewing process is to generate useful data that will help you address your overall research aims. Therefore, your interviews need to be conducted in a way that directly links to your research aims, objectives and research questions (i.e. your “golden thread”). This means that you need to carefully consider the questions you’ll ask to ensure that they align with and feed into your golden thread. If any question doesn’t align with this, you may want to consider scrapping it.

Another important design choice is whether you’ll use an unstructured, semi-structured or structured interview approach . For semi-structured interviews, you will have a list of questions that you plan to ask and these questions will be open-ended in nature. You’ll also allow the discussion to digress from the core question set if something interesting comes up. This means that the type of information generated might differ a fair amount between interviews.

Contrasted to this, a structured approach to interviews is more rigid, where a specific set of closed questions is developed and asked for each interviewee in exactly the same order. Closed questions have a limited set of answers, that are often single-word answers. Therefore, you need to think about what you’re trying to achieve with your research project (i.e. your research aims) and decided on which approach would be best suited in your case.

It is also important to plan ahead with regards to who will be interviewed and how. You need to think about how you will approach the possible interviewees to get their cooperation, who will conduct the interviews, when to conduct the interviews and how to record the interviews. For each of these decisions, it’s also essential to make sure that all ethical considerations and data protection laws are taken into account.

Finally, you should think through how you plan to analyze the data (i.e., your qualitative analysis method) generated by the interviews. Different types of analysis rely on different types of data, so you need to ensure you’re asking the right types of questions and correctly guiding your respondents.

Simply put, you need to have a plan of action regarding the specifics of your interview approach before you start collecting data. If not, you’ll end up drifting in your approach from interview to interview, which will result in inconsistent, unusable data.

2. Not having good interview technique

While you’re generally not expected to become you to be an expert interviewer for a dissertation or thesis, it is important to practice good interview technique and develop basic interviewing skills .

Let’s go through some basics that will help the process along.

Firstly, before the interview , make sure you know your interview questions well and have a clear idea of what you want from the interview. Naturally, the specificity of your questions will depend on whether you’re taking a structured, semi-structured or unstructured approach, but you still need a consistent starting point . Ideally, you should develop an interview guide beforehand (more on this later) that details your core question and links these to the research aims, objectives and research questions.

Before you undertake any interviews, it’s a good idea to do a few mock interviews with friends or family members. This will help you get comfortable with the interviewer role, prepare for potentially unexpected answers and give you a good idea of how long the interview will take to conduct. In the interviewing process, you’re likely to encounter two kinds of challenging interviewees ; the two-word respondent and the respondent who meanders and babbles. Therefore, you should prepare yourself for both and come up with a plan to respond to each in a way that will allow the interview to continue productively.

To begin the formal interview , provide the person you are interviewing with an overview of your research. This will help to calm their nerves (and yours) and contextualize the interaction. Ultimately, you want the interviewee to feel comfortable and be willing to be open and honest with you, so it’s useful to start in a more casual, relaxed fashion and allow them to ask any questions they may have. From there, you can ease them into the rest of the questions.

As the interview progresses , avoid asking leading questions (i.e., questions that assume something about the interviewee or their response). Make sure that you speak clearly and slowly , using plain language and being ready to paraphrase questions if the person you are interviewing misunderstands. Be particularly careful with interviewing English second language speakers to ensure that you’re both on the same page.

Engage with the interviewee by listening to them carefully and acknowledging that you are listening to them by smiling or nodding. Show them that you’re interested in what they’re saying and thank them for their openness as appropriate. This will also encourage your interviewee to respond openly.

Need a helping hand?

3. Not securing a suitable location and quality equipment

Where you conduct your interviews and the equipment you use to record them both play an important role in how the process unfolds. Therefore, you need to think carefully about each of these variables before you start interviewing.

Poor location: A bad location can result in the quality of your interviews being compromised, interrupted, or cancelled. If you are conducting physical interviews, you’ll need a location that is quiet, safe, and welcoming . It’s very important that your location of choice is not prone to interruptions (the workplace office is generally problematic, for example) and has suitable facilities (such as water, a bathroom, and snacks).

If you are conducting online interviews , you need to consider a few other factors. Importantly, you need to make sure that both you and your respondent have access to a good, stable internet connection and electricity. Always check before the time that both of you know how to use the relevant software and it’s accessible (sometimes meeting platforms are blocked by workplace policies or firewalls). It’s also good to have alternatives in place (such as WhatsApp, Zoom, or Teams) to cater for these types of issues.

Poor equipment: Using poor-quality recording equipment or using equipment incorrectly means that you will have trouble transcribing, coding, and analyzing your interviews. This can be a major issue , as some of your interview data may go completely to waste if not recorded well. So, make sure that you use good-quality recording equipment and that you know how to use it correctly.

To avoid issues, you should always conduct test recordings before every interview to ensure that you can use the relevant equipment properly. It’s also a good idea to spot check each recording afterwards, just to make sure it was recorded as planned. If your equipment uses batteries, be sure to always carry a spare set.

4. Not having a basic risk management plan

Many possible issues can arise during the interview process. Not planning for these issues can mean that you are left with compromised data that might not be useful to you. Therefore, it’s important to map out some sort of risk management plan ahead of time, considering the potential risks, how you’ll minimize their probability and how you’ll manage them if they materialize.

Common potential issues related to the actual interview include cancellations (people pulling out), delays (such as getting stuck in traffic), language and accent differences (especially in the case of poor internet connections), issues with internet connections and power supply. Other issues can also occur in the interview itself. For example, the interviewee could drift off-topic, or you might encounter an interviewee who does not say much at all.

You can prepare for these potential issues by considering possible worst-case scenarios and preparing a response for each scenario. For instance, it is important to plan a backup date just in case your interviewee cannot make it to the first meeting you scheduled with them. It’s also a good idea to factor in a 30-minute gap between your interviews for the instances where someone might be late, or an interview runs overtime for other reasons. Make sure that you also plan backup questions that could be used to bring a respondent back on topic if they start rambling, or questions to encourage those who are saying too little.

In general, it’s best practice to plan to conduct more interviews than you think you need (this is called oversampling ). Doing so will allow you some room for error if there are interviews that don’t go as planned, or if some interviewees withdraw. If you need 10 interviews, it is a good idea to plan for 15. Likely, a few will cancel , delay, or not produce useful data.

5. Not keeping your golden thread front of mind

We touched on this a little earlier, but it is a key point that should be central to your entire research process. You don’t want to end up with pages and pages of data after conducting your interviews and realize that it is not useful to your research aims . Your research aims, objectives and research questions – i.e., your golden thread – should influence every design decision and should guide the interview process at all times. 

A useful way to avoid this mistake is by developing an interview guide before you begin interviewing your respondents. An interview guide is a document that contains all of your questions with notes on how each of the interview questions is linked to the research question(s) of your study. You can also include your research aims and objectives here for a more comprehensive linkage. 

You can easily create an interview guide by drawing up a table with one column containing your core interview questions . Then add another column with your research questions , another with expectations that you may have in light of the relevant literature and another with backup or follow-up questions . As mentioned, you can also bring in your research aims and objectives to help you connect them all together. If you’d like, you can download a copy of our free interview guide here .

Recap: Qualitative Interview Mistakes

In this post, we’ve discussed 5 common costly mistakes that are easy to make in the process of planning and conducting qualitative interviews.

To recap, these include:

If you have any questions about these interviewing mistakes, drop a comment below. Alternatively, if you’re interested in getting 1-on-1 help with your thesis or dissertation , check out our dissertation coaching service or book a free initial consultation with one of our friendly Grad Coaches.

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How to carry out great interviews in qualitative research.

11 min read An interview is one of the most versatile methods used in qualitative research. Here’s what you need to know about conducting great qualitative interviews.

What is a qualitative research interview?

Qualitative research interviews are a mainstay among q ualitative research techniques, and have been in use for decades either as a primary data collection method or as an adjunct to a wider research process. A qualitative research interview is a one-to-one data collection session between a researcher and a participant. Interviews may be carried out face-to-face, over the phone or via video call using a service like Skype or Zoom.

There are three main types of qualitative research interview – structured, unstructured or semi-structured.

• Structured interviews Structured interviews are based around a schedule of predetermined questions and talking points that the researcher has developed. At their most rigid, structured interviews may have a precise wording and question order, meaning that they can be replicated across many different interviewers and participants with relatively consistent results.
• Unstructured interviews Unstructured interviews have no predetermined format, although that doesn’t mean they’re ad hoc or unplanned. An unstructured interview may outwardly resemble a normal conversation, but the interviewer will in fact be working carefully to make sure the right topics are addressed during the interaction while putting the participant at ease with a natural manner.
• Semi-structured interviews Semi-structured interviews are the most common type of qualitative research interview, combining the informality and rapport of an unstructured interview with the consistency and replicability of a structured interview. The researcher will come prepared with questions and topics, but will not need to stick to precise wording. This blended approach can work well for in-depth interviews.

Free eBook: The qualitative research design handbook

What are the pros and cons of interviews in qualitative research?

As a qualitative research method interviewing is hard to beat, with applications in social research, market research, and even basic and clinical pharmacy. But like any aspect of the research process, it’s not without its limitations. Before choosing qualitative interviewing as your research method, it’s worth weighing up the pros and cons.

Pros of qualitative interviews:

• provide in-depth information and context
• can be used effectively when their are low numbers of participants
• provide an opportunity to discuss and explain questions
• useful for complex topics
• rich in data – in the case of in-person or video interviews , the researcher can observe body language and facial expression as well as the answers to questions

Cons of qualitative interviews:

• can be time-consuming to carry out
• costly when compared to some other research methods
• because of time and cost constraints, they often limit you to a small number of participants
• difficult to standardize your data across different researchers and participants unless the interviews are very tightly structured
• As the Open University of Hong Kong notes, qualitative interviews may take an emotional toll on interviewers

Qualitative interview guides

Semi-structured interviews are based on a qualitative interview guide, which acts as a road map for the researcher. While conducting interviews, the researcher can use the interview guide to help them stay focused on their research questions and make sure they cover all the topics they intend to.

An interview guide may include a list of questions written out in full, or it may be a set of bullet points grouped around particular topics. It can prompt the interviewer to dig deeper and ask probing questions during the interview if appropriate.

Consider writing out the project’s research question at the top of your interview guide, ahead of the interview questions. This may help you steer the interview in the right direction if it threatens to head off on a tangent.

Avoid bias in qualitative research interviews

According to Duke University , bias can create significant problems in your qualitative interview.

• Acquiescence bias is common to many qualitative methods, including focus groups. It occurs when the participant feels obliged to say what they think the researcher wants to hear. This can be especially problematic when there is a perceived power imbalance between participant and interviewer. To counteract this, Duke University’s experts recommend emphasizing the participant’s expertise in the subject being discussed, and the value of their contributions.
• Interviewer bias is when the interviewer’s own feelings about the topic come to light through hand gestures, facial expressions or turns of phrase. Duke’s recommendation is to stick to scripted phrases where this is an issue, and to make sure researchers become very familiar with the interview guide or script before conducting interviews, so that they can hone their delivery.

What kinds of questions should you ask in a qualitative interview?

The interview questions you ask need to be carefully considered both before and during the data collection process. As well as considering the topics you’ll cover, you will need to think carefully about the way you ask questions.

Open-ended interview questions – which cannot be answered with a ‘yes’ ‘no’ or ‘maybe’ – are recommended by many researchers as a way to pursue in depth information.

An example of an open-ended question is “What made you want to move to the East Coast?” This will prompt the participant to consider different factors and select at least one. Having thought about it carefully, they may give you more detailed information about their reasoning.

A closed-ended question , such as “Would you recommend your neighborhood to a friend?” can be answered without too much deliberation, and without giving much information about personal thoughts, opinions and feelings.

Follow-up questions can be used to delve deeper into the research topic and to get more detail from open-ended questions. Examples of follow-up questions include:

• What makes you say that?
• What do you mean by that?
• Can you tell me more about X?
• What did/does that mean to you?

As well as avoiding closed-ended questions, be wary of leading questions. As with other qualitative research techniques such as surveys or focus groups, these can introduce bias in your data. Leading questions presume a certain point of view shared by the interviewer and participant, and may even suggest a foregone conclusion.

An example of a leading question might be: “You moved to New York in 1990, didn’t you?” In answering the question, the participant is much more likely to agree than disagree. This may be down to acquiescence bias or a belief that the interviewer has checked the information and already knows the correct answer.

Other leading questions involve adjectival phrases or other wording that introduces negative or positive connotations about a particular topic. An example of this kind of leading question is: “Many employees dislike wearing masks to work. How do you feel about this?” It presumes a positive opinion and the participant may be swayed by it, or not want to contradict the interviewer.

Harvard University’s guidelines for qualitative interview research add that you shouldn’t be afraid to ask embarrassing questions – “if you don’t ask, they won’t tell.” Bear in mind though that too much probing around sensitive topics may cause the interview participant to withdraw. The Harvard guidelines recommend leaving sensitive questions til the later stages of the interview when a rapport has been established.

More tips for conducting qualitative interviews

Observing a participant’s body language can give you important data about their thoughts and feelings. It can also help you decide when to broach a topic, and whether to use a follow-up question or return to the subject later in the interview.

Be conscious that the participant may regard you as the expert, not themselves. In order to make sure they express their opinions openly, use active listening skills like verbal encouragement and paraphrasing and clarifying their meaning to show how much you value what they are saying.

Remember that part of the goal is to leave the interview participant feeling good about volunteering their time and their thought process to your research. Aim to make them feel empowered , respected and heard.

Unstructured interviews can demand a lot of a researcher, both cognitively and emotionally. Be sure to leave time in between in-depth interviews when scheduling your data collection to make sure you maintain the quality of your data, as well as your own well-being .

Recording and transcribing interviews

Historically, recording qualitative research interviews and then transcribing the conversation manually would have represented a significant part of the cost and time involved in research projects that collect qualitative data.

Fortunately, researchers now have access to digital recording tools, and even speech-to-text technology that can automatically transcribe interview data using AI and machine learning. This type of tool can also be used to capture qualitative data from qualitative research (focus groups,ect.) making this kind of social research or market research much less time consuming.

Data analysis

Qualitative interview data is unstructured, rich in content and difficult to analyze without the appropriate tools. Fortunately, machine learning and AI can once again make things faster and easier when you use qualitative methods like the research interview.

Text analysis tools and natural language processing software can ‘read’ your transcripts and voice data and identify patterns and trends across large volumes of text or speech. They can also perform khttps://www.qualtrics.com/experience-management/research/sentiment-analysis/

which assesses overall trends in opinion and provides an unbiased overall summary of how participants are feeling.

Another feature of text analysis tools is their ability to categorize information by topic, sorting it into groupings that help you organize your data according to the topic discussed.

All in all, interviews are a valuable technique for qualitative research in business, yielding rich and detailed unstructured data. Historically, they have only been limited by the human capacity to interpret and communicate results and conclusions, which demands considerable time and skill.

When you combine this data with AI tools that can interpret it quickly and automatically, it becomes easy to analyze and structure, dovetailing perfectly with your other business data. An additional benefit of natural language analysis tools is that they are free of subjective biases, and can replicate the same approach across as much data as you choose. By combining human research skills with machine analysis, qualitative research methods such as interviews are more valuable than ever to your business.

Related resources

Market intelligence 10 min read, marketing insights 11 min read, ethnographic research 11 min read, qualitative vs quantitative research 13 min read, qualitative research questions 11 min read, qualitative research design 12 min read, primary vs secondary research 14 min read, request demo.

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18 Researcher Interview Questions (With Example Answers)

It's important to prepare for an interview in order to improve your chances of getting the job. Researching questions beforehand can help you give better answers during the interview. Most interviews will include questions about your personality, qualifications, experience and how well you would fit the job. In this article, we review examples of various researcher interview questions and sample answers to some of the most common questions.

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Common Researcher Interview Questions

What inspired you to pursue a career in research, what do you think sets research apart from other disciplines, what do you think is the most important skill for a researcher, what do you think is the most exciting thing about research, what do you think is the best thing about being a researcher, what do you think is the worst thing about being a researcher, what do you think is the most challenging thing about research, what do you think is the best thing about conducting research, what do you think is the worst thing about conducting research, what do you think is the most important thing to remember when conducting research, what do you think is the best way to approach research, what do you think is the worst way to approach research, what do you think is the most important thing to keep in mind when writing a research paper, what do you think is the best way to format a research paper, what do you think is the worst way to format a research paper, what do you think is the most important thing to consider when choosing a topic for a research paper, what do you think is the best way to go about finding sources for a research paper, what do you think is the worst way to go about finding sources for a research paper.

There are many reasons why someone might be inspired to pursue a career in research. For example, they may be inspired by the opportunity to make new discoveries that could improve the lives of people around the world. Or, they may be motivated by the challenge of solving complex problems and pushing the boundaries of knowledge.

It is important for interviewers to ask this question because it can help them to understand a candidate's motivation for pursuing a career in research. This can be helpful in assessing whether the candidate is likely to be successful in their role and whether they will be a good fit for the organisation.

Example: “ I have always been fascinated by the process of discovery and the role that research plays in advancing our understanding of the world around us. Pursuing a career in research allows me to contribute to this process and to make a difference in the world. ”

There are a few reasons why an interviewer might ask this question. First, they may be trying to gauge your level of experience and expertise in research. Second, they may be trying to understand your research process and methods. Finally, they may be trying to assess your ability to communicate and collaborate with other researchers.

This question is important because it can help the interviewer understand your level of experience and expertise in research. Additionally, it can help them understand your research process and methods. Finally, it can help them assess your ability to communicate and collaborate with other researchers.

Example: “ There are a few key things that set research apart from other disciplines: 1. The scientific method: In order to be considered research, an investigation must follow the scientific method, which is a systematic process for gathering and testing evidence. This ensures that research is as objective and unbiased as possible. 2. Peer review: Another key element of research is peer review, which is the process by which experts in a field check each other's work to ensure its quality. This helps to ensure that only the best and most reliable research is published. 3. Replication: Research is also designed to be replicated, or repeated, in order to verify its findings. This helps to ensure that the results are not simply due to chance or error. ”

There are many important skills for researchers, but some skills are more important than others. The most important skill for researchers is the ability to think critically. Critical thinking is the ability to analyze data and information and make decisions based on that analysis. It is important because it allows researchers to understand complex problems and find solutions to those problems.

Example: “ There are many important skills for a researcher, but some of the most important include: -The ability to ask clear and concise research questions -The ability to design effective research studies -The ability to collect high-quality data -The ability to analyze data effectively -The ability to communicate research findings clearly and effectively ”

There are many possible reasons an interviewer might ask this question to a researcher. They may be trying to gauge the level of enthusiasm the researcher has for their work, or they may be trying to assess how well the researcher understands the implications of their research. Additionally, the interviewer may be trying to determine if the researcher is able to articulate the significance of their work in a way that is understandable and relatable to a lay audience. Ultimately, it is important for the interviewer to gain a better understanding of the researcher's motivations and perspective on their work in order to get a sense of how well they will be able to communicate their findings to the public.

Example: “ There are many exciting things about research, but one of the most exciting things is the opportunity to make new discoveries. Every day, researchers are uncovering new information about the world around us and the universe we live in. This constantly expanding body of knowledge provides us with a greater understanding of our place in the world and how we can improve our lives. ”

There could be several reasons why an interviewer might ask this question. They may be trying to gauge the researcher's level of commitment to their work, or they may be trying to identify what motivates the researcher to do their job. Additionally, the interviewer may be trying to assess the researcher's ability to reflect on their work and identify areas of improvement. Ultimately, it is important for the interviewer to understand what the researcher finds most rewarding about their work in order to determine whether or not the researcher is a good fit for the position.

Example: “ There are many great things about being a researcher. One of the best things is that researchers get to learn new things all the time. They also get to help other people learn new things by sharing their findings with them. Researchers also get to travel to different places to conduct their research, which can be very exciting. ”

The interviewer is trying to gauge the researcher's self-awareness and ability to reflect on their work. This is important because it shows that the researcher is able to identify areas for improvement and is committed to professional development.

Example: “ There are a few potential drawbacks to being a researcher. First, the job can be quite isolating. Researchers often work alone in their labs or offices, and they may not have much interaction with other people on a daily basis. This can be lonely and frustrating for some people. Second, research can be slow and tedious. It can take years to complete a study, and the results may not be immediately apparent. This can be frustrating for people who want to see quick results. Finally, research can be expensive. Funding for research projects is often limited, so researchers may have to make do with less money than they would like. This can make it difficult to conduct high-quality research. ”

There are many potential challenges that come with research, such as finding accurate and reliable sources, developing a hypothesis, conducting experiments or surveys, and analyzing data. The most challenging thing about research can vary depending on the project and the researcher's individual skills and experience. By asking this question, the interviewer is trying to understand what the researcher feels is the most difficult part of the research process and why they feel that way. This information can help the interviewer determine if the researcher is a good fit for the project and if they will be able to overcome any challenges they may face.

Example: “ There are many challenges that come with research, but I think the most challenging thing is trying to find accurate and reliable information. With so much information available online, it can be difficult to know what is true and what is not. This can make it challenging to find the right data and resources to use for your research. ”

There are many reasons why an interviewer might ask a researcher what they think is the best thing about conducting research. It is important to remember that research is a process of inquiry that is used to uncover new knowledge or to confirm existing knowledge. The best thing about conducting research is that it allows us to constantly learn new things and to deepen our understanding of the world around us.

Example: “ There are many great things about conducting research, but one of the best things is that it allows you to explore new ideas and discover new knowledge. It can be very exciting to be on the cutting edge of new discoveries, and research allows you to do just that. Additionally, research is a great way to learn more about a specific topic or subject that you are interested in. Conducting research can help you gain a deeper understanding of the world around you and how it works. ”

The interviewer is trying to gauge the researcher's ability to reflect on their work and identify areas for improvement. This is important because it shows that the researcher is constantly trying to improve their methods and is willing to listen to criticism.

Example: “ There are a few potential worst things about conducting research, depending on the individual researcher's perspective. One worst thing could be the amount of time and effort required to produce high-quality research results. This can be especially true in fields where data is difficult to collect or analyze, or where experiments are expensive or time-consuming to carry out. Another worst thing about conducting research could be the pressure to publish results in prestigious journals, which can lead to cut corners being taken in the research process. Additionally, some researchers may find the constant criticism and peer review process to be frustrating and demoralizing. ”

An interviewer would ask this question in order to gauge the respondent's understanding of the research process and their ability to identify key components of a successful research project. It is important for researchers to be able to identify the most important aspects of their work in order to ensure that they are able to effectively communicate their findings to others. Additionally, this question can help to reveal areas where the respondent may need further training or education in order to improve their research skills.

Example: “ There are a few things that are important to remember when conducting research: 1. Make sure you have a clear research question that you want to answer. This will help guide your research and keep you focused. 2. Do your background research and make sure you understand the topic area you are researching. This will help ensure that your research is accurate and complete. 3. Be sure to use reliable and credible sources for your research. This will help ensure that your findings are trustworthy. 4. Be organized and keep track of your data and findings. This will help you to see patterns and trends in your data, and make it easier to write up your results. 5. Be critical of your data and findings, and try to identify any potential biases or errors. This will help you to produce more accurate results. ”

The interviewer is likely looking for qualities that the researcher has that make them successful at their job. This might include qualities such as being able to effectively plan and execute research projects, being able to troubleshoot problems that arise, and being able to communicate findings to others. It is important for the interviewer to gauge the researcher's self-awareness and ability to reflect on their own work in order to get a sense of how they might approach future projects.

Example: “ There is no one answer to this question as different researchers will have different opinions on the best way to approach research. However, some general tips that may be useful include: developing a clear research question or hypothesis, reviewing the relevant literature, designing an appropriate study methodology, collecting and analyzing data, and drawing conclusions based on the findings. It is also important to communicate the results of one's research in a clear and concise manner. ”

There are a few reasons why an interviewer might ask this question. First, they want to see if the researcher is familiar with different research approaches and can identify which ones are less effective. Second, the interviewer wants to gauge the researcher's critical thinking skills and ability to identify flaws in research methods. Finally, this question allows the interviewer to get a sense of the researcher's opinion on the best way to conduct research.

This question is important because it allows the interviewer to assess the researcher's knowledge of research methods, critical thinking skills, and opinion on the best way to conduct research. By understanding the researcher's thoughts on this topic, the interviewer can get a better sense of their thought process and whether they would be a good fit for the position.

Example: “ There is no one-size-fits-all answer to this question, as the worst way to approach research depends on the specific research question and context. However, some general approaches that could be considered bad ways to approach research include: 1. Not Defining the Research Question Clearly If the research question is not clearly defined from the outset, it can be difficult to know what direction to take the research in and what data to collect. This can lead to a lot of wasted time and effort, as well as potentially biased or irrelevant results. 2. Relying Too Much on Secondary Data While secondary data can be a valuable resource, it should not be relied upon too heavily. This is because secondary data may not be relevant to the specific research question or context, and it may also be out of date. In addition, secondary data cannot be controlled by the researcher, so it may not be possible to obtain the level of detail required for the research. 3. Collecting Data Without a Plan It is important to have a plan for how data will be collected before starting to collect it. This plan should specify what type of data will be collected, how it will be collected, and who will be responsible for collecting ”

The interviewer is likely trying to gauge the researcher's writing ability and whether they are able to produce a well-thought-out, comprehensive research paper. The most important thing to keep in mind when writing a research paper is to make sure that all of the information is accurate and that the sources are reliable. The paper should also be clear and concise so that the reader can easily follow the argument.

Example: “ There are a few things to keep in mind when writing a research paper that will help ensure your paper is well-received by your audience. First, make sure to choose a topic that is interesting and relevant to your audience. Second, take the time to thoroughly research your topic and provide well-supported arguments for your position. Third, be sure to edit and proofread your paper before submitting it for review. By following these simple tips, you can increase the chances that your research paper will be well-received by your intended audience. ”

The best way to format a research paper may vary depending on the discipline, but there are some general guidelines that can help a researcher ensure their paper is well-formatted and easy to read. Some important considerations for formatting a research paper include margins, font size and type, line spacing, and page numbers. Proper formatting can help make a research paper more accessible and easier to read, which can ultimately lead to more impactful research.

Example: “ There is no one correct answer to this question. Different researchers have different preferences for how to format a research paper. Some common elements that are typically included in a research paper are an abstract, introduction, literature review, methodology, results, and discussion. ”

There is no one answer to this question, as it depends on the specific field of research and the preferences of the journal or conference. However, some elements that could make a research paper poorly formatted include using an incorrect citation style, not following the required page layout, or using too many graphics and images. Poorly formatted papers can be difficult to read and may be less likely to be accepted for publication.

Example: “ There is no one "worst" way to format a research paper. However, there are several common formatting errors that can make a paper difficult to read and understand. These include: • Not using proper headings and subheadings to organize the paper. • Not using clear and concise sentences. • Not using proper grammar and punctuation. • Not citing sources properly. ”

There are many things to consider when choosing a topic for a research paper, but the most important thing is to choose a topic that is interesting and relevant to the researcher. The topic should also be something that the researcher is familiar with and has some knowledge about. Additionally, the topic should be something that is not too narrow or too broad, and it should be something that has been researched before.

Example: “ There are many things to consider when choosing a topic for a research paper. The most important thing is to choose a topic that is interesting and relevant to you. It is also important to choose a topic that is narrow enough to be covered in a single research paper. Additionally, it is important to consider the resources available to you when choosing a topic. Finally, it is also important to consider the audience you are writing for when choosing a topic. ”

One of the most important aspects of research is finding reliable sources. Without sources that can be verified and relied upon, the researcher's findings will not be credible. Therefore, it is important for the interviewer to ask how the researcher plans to find sources for their paper in order to ensure that the research is of high quality.

Example: “ There is no one answer to this question as it depends on the topic of the research paper and the type of sources required. However, some tips on finding sources for a research paper include using online search engines such as Google Scholar, looking through bibliographies of relevant books and articles, and searching for open access journals that cover the topic. Additionally, contacting experts in the field and asking for recommendations can be helpful. ”

The interviewer is trying to gauge the researcher's ability to find reliable sources of information. This is important because research papers are only as good as the sources they are based on. If a researcher cannot find reliable sources, then their paper will not be credible.

Example: “ There are a few ways that researchers can go about finding sources for their papers that are considered to be less than ideal. One way is to simply do a Google search on the topic and hope that relevant sources come up. This is often not very effective, as much of the information that comes up in a general search may not be relevant or reliable. Another way is to ask friends or colleagues for recommendations. This can be somewhat helpful, but it is often limited to the resources that those individuals are aware of. A better way to find sources is to use a database or search engine specifically designed for academic research. These tools will allow you to narrow your search to more reputable and relevant sources. ”

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Commonly asked questions in academic interviews

Be prepared to answer the sort of questions  in this list (which will be tailored to your research area) in addition to general interview questions. It is a good idea to prepare and even rehearse your answers. If you are confident in answering all of these you will be well-prepared.

About your research General research questions About you and your capabilities About your ability to gain funding About your proposed research About your role as supervisor/teacher About your ‘fit’ with the department

About your research

• What is innovative about your research ?
• How is your work distinct from your supervisor’s/principal investigator’s? How intellectually independent are you? 
• What influences have you been exposed to?  Do you think you have enough breadth of experience?
• Who has influenced you the most?
• What has been your role so far in developing research ideas and carrying them forward?
• What do you think are your most significant research accomplishments?
• What do you consider to be your best paper/work and why?  What did it change about the way people approach the field?
• What are your most important publications?
• What has been the impact of your research?
• What papers do you have coming through in the next year?
• If we gave you the position what might go wrong? How will you manage the risks

General research questions

• What do you see yourself doing in ten years' time? What are your professional goals in the next five, and ten years?
• How will this job help you achieve your long term career plans?
• What would you do on the first day of the job?
• What are the big issues in your research area?
• Who are the key researchers in your area? How does your work compare with theirs?
• Who are your main competitors?  What are they doing? How will you compete with them?
• Why would someone come to work for you and not for your competitors?
• How does your work align with contemporary trends or funding priorities?
• How would you bridge the gap from your research to research users?
• The university is keen to serve the wider community and economy. Does your planned research have any potential in these areas?
• How do you feel about translating your research into innovation or spin-outs? Can you give an example of when you have been enterprising?
• Describe in layman’s terms why your research project is interesting in two minutes.

 About you and your capabilities

• How have you managed your research project?
• How do you balance your time?  If several challenges came up at the same time (grant deadline, pastoral care for a student, teaching commitments) how would you prioritise?
• If you were starting your project again today, what would you do differently?
• Describe a research problem you have faced. What did you learn?
• What has been the most productive period in your research career and why?
• Why do you think you are ready for this position?
• If you get this position how will you run your research project?
• Why do you think you are the right person for this position?

 About your ability to gain funding

• What experience do you have of attracting funding?
• Previously, you have only brought in small amounts of funding: how can you convince us you will be able to bring in larger amounts?
• Where will you apply for grants?  If your funding applications are unsuccessful, what alternatives do you have in mind? (looking for knowledge of the funding infrastructure)
• How would you convince a funding body that they should fund your research rather than one of the other hundreds of proposals they receive?
• Who are you currently funded by, and why do you think they were interested in funding your project? 

About your proposed research

• What will be your major focus as an independent researcher?
• In one sentence, what is the most important question you want to address?
• How does the work you propose follow on from what you are already doing?
• What will you focus on and what gives you a competitive edge in this area?
• What is the overall importance of this project?  How do you see this work impacting the field?
• What will you do if your hypothesis is proved wrong?  Can you see any of your research proposal failing?
• Why is the technique you have chosen more likely to succeed than other approaches?
• Have you already done anything to test the feasibility of your project? 
• If you could only do one aspect of this project, which one do you think is key?
• If we gave you unlimited resources, what would you do with them?
• If we gave you X amount of money, what would you do with it?
• What resources will you need?
• How would you deal with the more limited resources or facilities compared to what you anticipate for the project?
• How do you plan to manage this project on a day-to-day level?

About your role as supervisor/ teacher

• Describe your teaching experience. How do you feel about teaching?  What is your teaching philosophy?
• Do you have any experience in curriculum development?   
• Have you supervised doctoral candidates, and how did you find this experience? How did you manage them?
• What advice would you give to a new researcher about supervising undergraduate or masters students?
• How would you go about interviewing a prospective postgraduate researcher?
• How would you induce a new doctoral candidate into their research project?
• How would you go about motivating a researcher who is going through a low point?
• How would you deal with a weak researcher?
• How would you deal with any conflict/disagreement within the research group? Do you have an example of when you have had to deal with a disagreement? 
• Do you anticipate building a research group?  How many people would you like for it to be optimal?

About your ‘fit’ with the department

• Why do you want to come here?
• What will you bring to the institution?
• We are keen to develop collaborations between departments. What opportunities for multi-disciplinary work does your research offer?
• How would you fit with the existing activities in the department?  Who do would you expect to collaborate with in the institution?  Why do you want to collaborate with them?
• What committee work have you done and what challenges has it presented?
• In what ways, other than research and teaching could you contribute to this department?

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Research Methods Guide: Interview Research

• Introduction
• Research Design & Method
• Survey Research
• Data Analysis
• Resources & Consultation

Tutorial Videos: Interview Method

Interview as a Method for Qualitative Research

Goals of Interview Research

• Preferences
• They help you explain, better understand, and explore research subjects' opinions, behavior, experiences, phenomenon, etc.
• Interview questions are usually open-ended questions so that in-depth information will be collected.

Mode of Data Collection

There are several types of interviews, including:

• Face-to-Face
• Online (e.g. Skype, Googlehangout, etc)

FAQ: Conducting Interview Research

What are the important steps involved in interviews?

• Think about who you will interview
• Think about what kind of information you want to obtain from interviews
• Think about why you want to pursue in-depth information around your research topic
• Introduce yourself and explain the aim of the interview
• Devise your questions so interviewees can help answer your research question
• Have a sequence to your questions / topics by grouping them in themes
• Make sure you can easily move back and forth between questions / topics
• Make sure your questions are clear and easy to understand
• Do not ask leading questions
• Do you want to bring a second interviewer with you?
• Do you want to bring a notetaker?
• Do you want to record interviews? If so, do you have time to transcribe interview recordings?
• Where will you interview people? Where is the setting with the least distraction?
• How long will each interview take?
• Do you need to address terms of confidentiality?

Do I have to choose either a survey or interviewing method?

No.  In fact, many researchers use a mixed method - interviews can be useful as follow-up to certain respondents to surveys, e.g., to further investigate their responses.

Is training an interviewer important?

Yes, since the interviewer can control the quality of the result, training the interviewer becomes crucial.  If more than one interviewers are involved in your study, it is important to have every interviewer understand the interviewing procedure and rehearse the interviewing process before beginning the formal study.

• << Previous: Survey Research
• Next: Data Analysis >>
• Last Updated: Aug 21, 2023 10:42 AM

Research Interviews: An effective and insightful way of data collection

Research interviews play a pivotal role in collecting data for various academic, scientific, and professional endeavors. They provide researchers with an opportunity to delve deep into the thoughts, experiences, and perspectives of an individual, thus enabling a comprehensive understanding of complex phenomena. It is important for researchers to design an effective and insightful method of data collection on a particular topic. A research interview is typically a two-person meeting conducted to collect information on a certain topic. It is a qualitative data collection method to gain primary information.

The three key features of a research interview are as follows:

Table of Contents

The Significance of Research Interviews in Gathering Primary Data

The role of research interviews in gathering first-hand information is invaluable. Additionally, they allow researchers to interact directly with participants, enabling them to collect unfiltered primary data.

1. Subjective Experience

Research interviews facilitate in-depth exploration of a research topic. Thus, by engaging in one-to-one conversation with participants, researchers can delve into the nuances and complexities of their experiences, perspectives, and opinions. This allows comprehensive understanding of the research subject that may not be possible through other methods. Also, research interviews offer the unique advantage of capturing subjective experiences through personal narratives. Moreover, participants can express their thoughts, feelings, and beliefs, which add depth to the findings.

2. Personal Insights

Research interviews offer an opportunity for participants to share their views and opinions on the objective they are being interviewed for. Furthermore, participants can express their thoughts and experiences, providing rich qualitative data . Consequently, these personal narratives add a human element to the research, thus enhancing the understanding of the topic from the participants’ perspectives. Research interviews offer the opportunity to uncover unanticipated insights or emerging themes. Additionally, open-ended questions and active listening can help the researchers to identify new perspectives, ideas, or patterns that may not have been initially considered. As a result, these factors can lead to new avenues for exploration.

3. Clarification and Validation

Researchers can clarify participants’ responses and validate their understanding during an interview. This ensures accurate data collection and interpretation. Additionally, researchers can probe deeper into participants’ statements and seek clarification on any ambiguity in the information.

4. Contextual Information

Research interviews allow researchers to gather contextual information that offers a comprehensive understanding of the research topic. Additionally, participants can provide insights into the social, cultural, or environmental factors that shape their experiences, behaviors, and beliefs. This contextual information helps researchers place the data in a broader context and facilitates a more nuanced analysis.

5. Non-verbal Cues

In addition to verbal responses, research interviews allow researchers to observe non-verbal cues such as body language, facial expressions, and tone of voice. Additionally, non-verbal cues can convey information, such as emotions, attitudes, or levels of comfort. Furthermore, integrating non-verbal cues with verbal responses provides a more holistic understanding of participants’ experiences and enriches the data collection process.

Research interviews offer several advantages, making them a reliable tool for collecting information. However, choosing the right type of research interview is essential for collecting useful data.

Types of Research Interviews

There are several types of research interviews that researchers can use based on their research goals , the nature of their study, and the data they aim to collect. Here are some common types of research interviews:

1. Structured Interviews

• Structured interviews are standardized and follow a fixed format.
• Therefore, these interviews have a pre-determined set of questions.
• All the participants are asked the same set of questions in the same order.
• Therefore, this type of interview facilitates standardization and allows easy comparison and quantitative analysis of responses.
• As a result, structured interviews are used in surveys or studies which aims for a high level of standardization and comparability.

2. Semi-structured Interviews

• Semi-structured interviews offer a flexible framework by combining pre-determined questions.
• So, this gives an opportunity for follow-up questions and open-ended discussions.
• Researchers have a list of core questions but can adapt the interview depending on the participant’s responses.
• Consequently, this allows for in-depth exploration while maintaining some level of consistency across interviews.
• As a result, semi-structured interviews are widely used in qualitative research, where content-rich data is desired.

3. Unstructured Interviews

• Unstructured interviews provide the greatest flexibility and freedom in the interview process.
• This type do not have a pre-determined set of questions.
• Thus, the conversation flows naturally based on the participant’s responses and the researcher’s interests.
• Moreover, this type of interview allows for open-ended exploration and encourages participants to share their experiences, thoughts, and perspectives freely.
• Unstructured interviews useful to explore new or complex research topics, with limited preconceived questions.

4. Group Interviews (Focus Groups)

• Group interviews involve multiple participants who engage in a facilitated discussion on a specific topic.
• This format allows the interaction and exchange of ideas among participants, generating a group dynamic.
• Therefore, group interviews are beneficial for capturing diverse perspectives, and generating collective insights.
• They are often used in market research, social sciences, or studies demanding shared experiences.

5. Narrative Interviews

• Narrative interviews focus on eliciting participants’ personal stories, views, experiences, and narratives. Researchers aim to look into the individual’s life journey.
• As a result, this type of interview allows participants to construct and share their own narratives, providing rich qualitative data.
• Qualitative research, oral history, or studies focusing on individual experiences and identities uses narrative interviews.

6. Ethnographic Interviews

• Ethnographic interviews are conducted within the context of ethnographic research, where researchers immerse themselves in a specific social or cultural setting.
• These interviews aim to understand participants’ experiences, beliefs, and practices within their cultural context, thereby understanding diversity in different ethnic groups.
• Furthermore, ethnographic interviews involve building rapport, observing the participants’ daily lives, and engaging in conversations that capture the nuances of the culture under study.

It must be noted that these interview types are not mutually exclusive. Therefore, researchers often employ a combination of approaches to gather the most comprehensive data for their research. The choice of interview type depends on the research objectives and the nature of the research topic.

Steps of Conducting a Research Interview

Research interviews offer several benefits, and thus careful planning and execution of the entire process are important to gather in-depth information from the participants. While conducting an interview, it is essential to know the necessary steps to follow for ensuring success. The steps to conduct a research interview are as follows:

• Identify the objectives and understand the goals
• Select an appropriate interview format
• Organize the necessary materials for the interview
• Understand the questions to be addressed
• Analyze the demographics of interviewees
• Select the interviewees
• Design the interview questions to gather sufficient information
• Schedule the interview
• Explain the purpose of the interview
• Analyze the interviewee based on his/her responses

Considerations for Research Interviews

Since the flexible nature of research interviews makes them an invaluable tool for data collection, researchers must consider certain factors to make the process effective. They should avoid bias and preconceived notion against the participants. Furthermore, researchers must comply with ethical considerations and respect the cultural differences between them and the participants. Also, they should ensure careful tailoring of the questions to avoid making them offensive or derogatory. The interviewers must respect the privacy of the participants and ensure the confidentiality of their details.

By ensuring due diligence of these considerations associated with research interviews, researchers can maximize the validity and reliability of the collected data, leading to robust and meaningful research outcomes.

Have you ever conducted a research interview? What was your experience? What factors did you consider when conducting a research interview? Share it with researchers worldwide by submitting your thought piece on Enago Academy’s Open Blogging Platform .

Frequently Asked Questions

• Identify the objectives of the interview • State and explain the purpose of the interview • Select an appropriate interview format • Organize the necessary materials for the Interview • Check the demographics of the participants • Select the Interviewees or the participants • Prepare the list of questions to gather maximum useful data from the participants • Schedule the Interview • Analyze the participant based on his/ her Responses

Interviews are important in research as it helps to gather elaborative first-hand information. It helps to draw conclusions from the non-verbal views and personal experiences. It reduces the ambiguity of data through detailed discussions.

The advantages of research interviews are: • It offers first-hand information • Offers detailed assessment which can result in elaborate conclusions • It is easy to conduct • Provides non-verbal cues The disadvantages of research interviews are: • There is a risk of personal bias • It can be time consuming • The outcomes might be unpredictable

The difference between structured and unstructured interview are: • Structured interviews have well-structured questions in a pre-determined order; while unstructured interviews are flexible and do not have a pre-planned set of questions. • Structured interview is more detailed; while unstructured interviews are exploratory in nature. • Structured interview is easier to replicate as compared to unstructured interview.

Focus groups is a group of multiple participants engaging in a facilitated discussion on a specific topic. This format allows for interaction and exchange of ideas among participants.

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Library Support for Qualitative Research

• Interview Research
• Resources for Methodology
• Remote Research & Virtual Fieldwork

Resources for Research Interviewing

Nih-funded qualitative research.

• Oral History
• Data Management & Repositories
• Campus Access

Types of Interviews

• Engaging Participants

Interview Questions

• Conducting Interviews
• Transcription
• Coding and Analysis
• Managing & Finding Interview Data
• UX & Market Research Interviews

Textbooks, Guidebooks, and Handbooks  

• The Ethnographic Interview by James P. Spradley  “Spradley wrote this book for the professional and student who have never done ethnographic fieldwork (p. 231) and for the professional ethnographer who is interested in adapting the author’s procedures (p. iv). Part 1 outlines in 3 chapters Spradley’s version of ethnographic research, and it provides the background for Part 2 which consists of 12 guided steps (chapters) ranging from locating and interviewing an informant to writing an ethnography. Most of the examples come from the author’s own fieldwork among U.S. subcultures . . . Steps 6 and 8 explain lucidly how to construct a domain and a taxonomic analysis” (excerpted from book review by James D. Sexton, 1980).  
• Fundamentals of Qualitative Research by Johnny Saldana (Series edited by Patricia Leavy)  Provides a soup-to-nuts overview of the qualitative data collection process, including interviewing, participant observation, and other methods.  
• InterViews by Steinar Kvale  Interviewing is an essential tool in qualitative research and this introduction to interviewing outlines both the theoretical underpinnings and the practical aspects of the process. After examining the role of the interview in the research process, Steinar Kvale considers some of the key philosophical issues relating to interviewing: the interview as conversation, hermeneutics, phenomenology, concerns about ethics as well as validity, and postmodernism. Having established this framework, the author then analyzes the seven stages of the interview process - from designing a study to writing it up.  
• Practical Evaluation by Michael Quinn Patton  Surveys different interviewing strategies, from, a) informal/conversational, to b) interview guide approach, to c) standardized and open-ended, to d) closed/quantitative. Also discusses strategies for wording questions that are open-ended, clear, sensitive, and neutral, while supporting the speaker. Provides suggestions for probing and maintaining control of the interview process, as well as suggestions for recording and transcription.  
• The SAGE Handbook of Interview Research by Amir B. Marvasti (Editor); James A. Holstein (Editor); Jaber F. Gubrium (Editor); Karyn D. McKinney (Editor)  The new edition of this landmark volume emphasizes the dynamic, interactional, and reflexive dimensions of the research interview. Contributors highlight the myriad dimensions of complexity that are emerging as researchers increasingly frame the interview as a communicative opportunity as much as a data-gathering format. The book begins with the history and conceptual transformations of the interview, which is followed by chapters that discuss the main components of interview practice. Taken together, the contributions to The SAGE Handbook of Interview Research: The Complexity of the Craft encourage readers simultaneously to learn the frameworks and technologies of interviewing and to reflect on the epistemological foundations of the interview craft.  
• The SAGE Handbook of Online Research Methods by Nigel G. Fielding, Raymond M. Lee and Grant Blank (Editors) Bringing together the leading names in both qualitative and quantitative online research, this new edition is organised into nine sections: 1. Online Research Methods 2. Designing Online Research 3. Online Data Capture and Data Collection 4. The Online Survey 5. Digital Quantitative Analysis 6. Digital Text Analysis 7. Virtual Ethnography 8. Online Secondary Analysis: Resources and Methods 9. The Future of Online Social Research

ONLINE RESOURCES, COMMUNITIES, AND DATABASES  

• Interviews as a Method for Qualitative Research (video) This short video summarizes why interviews can serve as useful data in qualitative research.  
• Companion website to Bloomberg and Volpe's  Completing Your Qualitative Dissertation: A Road Map from Beginning to End,  4th ed Provides helpful templates and appendices featured in the book, as well as links to other useful dissertation resources.
• International Congress of Qualitative Inquiry Annual conference hosted by the International Center for Qualitative Inquiry at the University of Illinois at Urbana-Champaign, which aims to facilitate the development of qualitative research methods across a wide variety of academic disciplines, among other initiatives.  
• METHODSPACE ​​​​​​​​An online home of the research methods community, where practicing researchers share how to make research easier.  
• SAGE researchmethods ​​​​​​​Researchers can explore methods concepts to help them design research projects, understand particular methods or identify a new method, conduct their research, and write up their findings. A "methods map" facilitates finding content on methods.

The decision to conduct interviews, and the type of interviewing to use, should flow from, or align with, the methodological paradigm chosen for your study, whether that paradigm is interpretivist, critical, positivist, or participative in nature (or a combination of these).

Structured:

• Structured Interview. Entry in The SAGE Encyclopedia of Social Science Research Methodsby Floyd J. Fowler Jr., Editors: Michael S. Lewis-Beck; Alan E. Bryman; Tim Futing Liao (Editor)  A concise article noting standards, procedures, and recommendations for developing and testing structured interviews. For an example of structured interview questions, you may view the Current Population Survey, May 2008: Public Participation in the Arts Supplement (ICPSR 29641), Apr 15, 2011 at https://doi.org/10.3886/ICPSR29641.v1 (To see the survey questions, preview the user guide, which can be found under the "Data and Documentation" tab. Then, look for page 177 (attachment 8).

Semi-Structured:

• Semi-Structured Interview. Entry in The SAGE Encyclopedia of Qualitative Research Methodsby Lioness Ayres; Editor: Lisa M. Given  The semi-structured interview is a qualitative data collection strategy in which the researcher asks informants a series of predetermined but open-ended questions. The researcher has more control over the topics of the interview than in unstructured interviews, but in contrast to structured interviews or questionnaires that use closed questions, there is no fixed range of responses to each question.

Unstructured:

• Unstructured Interview. Entry in The SAGE Encyclopedia of Qualitative Research Methodsby Michael W. Firmin; Editor: Lisa M. Given  Unstructured interviews in qualitative research involve asking relatively open-ended questions of research participants in order to discover their percepts on the topic of interest. Interviews, in general, are a foundational means of collecting data when using qualitative research methods. They are designed to draw from the interviewee constructs embedded in his or her thinking and rationale for decision making. The researcher uses an inductive method in data gathering, regardless of whether the interview method is open, structured, or semi-structured. That is, the researcher does not wish to superimpose his or her own viewpoints onto the person being interviewed. Rather, inductively, the researcher wishes to understand the participant's perceptions, helping him or her to articulate percepts such that they will be understood clearly by the journal reader.

Genres and Uses

Focus groups:.

• "Focus Groups." Annual Review of Sociology 22 (1996): 129-1524.by David L. Morgan  Discusses the use of focus groups and group interviews as methods for gathering qualitative data used by sociologists and other academic and applied researchers. Focus groups are recommended for giving voice to marginalized groups and revealing the group effect on opinion formation.  
• Qualitative Research Methods: A Data Collector's Field Guide (See Module 4: "Focus Groups")by Mack, N., et al.  This field guide is based on an approach to doing team-based, collaborative qualitative research that has repeatedly proven successful in research projects sponsored by Family Health International (FHI) throughout the developing world. With its straightforward delivery of information on the main qualitative methods being used in public health research today, the guide speaks to the need for simple yet effective instruction on how to do systematic and ethically sound qualitative research. The aim of the guide is thus practical. In bypassing extensive discussion on the theoretical underpinnings of qualitative research, it distinguishes itself as a how-to guide to be used in the field.

In-Depth (typically One-on-One):

• A Practical Introduction to in-Depth Interviewingby Alan Morris  Are you new to qualitative research or a bit rusty and in need of some inspiration? Are you doing a research project involving in-depth interviews? Are you nervous about carrying out your interviews? This book will help you complete your qualitative research project by providing a nuts and bolts introduction to interviewing. With coverage of ethics, preparation strategies and advice for handling the unexpected in the field, this handy guide will help you get to grips with the basics of interviewing before embarking on your research. While recognising that your research question and the context of your research will drive your approach to interviewing, this book provides practical advice often skipped in traditional methods textbooks.  
• Qualitative Research Methods: A Data Collector's Field Guide (See Module 3: "In-Depth Interviews")by Mack, N., et al.  This field guide is based on an approach to doing team-based, collaborative qualitative research that has repeatedly proven successful in research projects sponsored by Family Health International (FHI) throughout the developing world. With its straightforward delivery of information on the main qualitative methods being used in public health research today, the guide speaks to the need for simple yet effective instruction on how to do systematic and ethically sound qualitative research. The aim of the guide is thus practical. In bypassing extensive discussion on the theoretical underpinnings of qualitative research, it distinguishes itself as a how-to guide to be used in the field.

Folklore Research and Oral Histories:

In addition to the following resource, see the  Oral History   page of this guide for helpful resources on Oral History interviewing.

American Folklife Center at the Library of Congress. Folklife and Fieldwork: A Layman’s Introduction to Field Techniques Interviews gathered for purposes of folklore research are similar to standard social science interviews in some ways, but also have a good deal in common with oral history approaches to interviewing. The focus in a folklore research interview is on documenting and trying to understand the interviewee's way of life relative to a culture or subculture you are studying. This guide includes helpful advice and tips for conducting fieldwork in folklore, such as tips for planning, conducting, recording, and archiving interviews.

An interdisciplinary scientific program within the Institute for Quantitative Social Science which encourages and facilitates research and instruction in the theory and practice of survey research. The primary mission of PSR is to provide survey research resources to enhance the quality of teaching and research at Harvard.

• Internet, Phone, Mail, and Mixed-Mode Surveysby Don A. Dillman; Jolene D. Smyth; Leah Melani Christian  The classic survey design reference, updated for the digital age. The new edition is thoroughly updated and revised, and covers all aspects of survey research. It features expanded coverage of mobile phones, tablets, and the use of do-it-yourself surveys, and Dillman's unique Tailored Design Method is also thoroughly explained. This new edition is complemented by copious examples within the text and accompanying website. It includes: Strategies and tactics for determining the needs of a given survey, how to design it, and how to effectively administer it. How and when to use mail, telephone, and Internet surveys to maximum advantage. Proven techniques to increase response rates. Guidance on how to obtain high-quality feedback from mail, electronic, and other self-administered surveys. Direction on how to construct effective questionnaires, including considerations of layout. The effects of sponsorship on the response rates of surveys. Use of capabilities provided by newly mass-used media: interactivity, presentation of aural and visual stimuli. The Fourth Edition reintroduces the telephone--including coordinating land and mobile.

User Experience (UX) and Marketing:

• See the  "UX & Market Research Interviews"  tab on this guide, above. May include  Focus Groups,  above.

Screening for Research Site Selection:

• Research interviews are used not only to furnish research data for theoretical analysis in the social sciences, but also to plan other kinds of studies. For example, interviews may allow researchers to screen appropriate research sites to conduct empirical studies (such as randomized controlled trials) in a variety of fields, from medicine to law. In contrast to interviews conducted in the course of social research, such interviews do not typically serve as the data for final analysis and publication.

ENGAGING PARTICIPANTS

Research ethics  .

• Human Subjects (IRB) The Committee on the Use of Human Subjects (CUHS) serves as the Institutional Review Board for the University area which includes the Cambridge and Allston campuses at Harvard. Find your IRB  contact person , or learn about  required ethics training.  You may also find the  IRB Lifecycle Guide  helpful. This is the preferred IRB portal for Harvard graduate students and other researchers. IRB forms can be downloaded via the  ESTR Library  (click on the "Templates and Forms" tab, then navigate to pages 2 and 3 to find the documents labelled with “HUA” for the Harvard University Area IRB. Nota bene: You may use these forms only if you submit your study to the Harvard University IRB). The IRB office can be reached through email at [email protected] or by telephone at (617) 496-2847.  
• Undergraduate Research Training Program (URTP) Portal The URTP at Harvard University is a comprehensive platform to create better prepared undergraduate researchers. The URTP is comprised of research ethics training sessions, a student-focused curriculum, and an online decision form that will assist students in determining whether their project requires IRB review. Students should examine the  URTP's guide for student researchers: Introduction to Human Subjects Research Protection.  
• Ethics reports From the Association of Internet Researchers (AoIR)  
• Respect, Beneficence, and Justice: QDR General Guidance for Human Participants If you are hoping to share your qualitative interview data in a repository after it has been collected, you will need to plan accordingly via informed consent, careful de-identification procedures, and data access controls. Consider  consulting with the Qualitative Research Support Group at Harvard Library  and consulting with  Harvard's Dataverse contacts  to help you think through all of the contingencies and processes.  
• "Conducting a Qualitative Child Interview: Methodological Considerations." Journal of Advanced Nursing 42/5 (2003): 434-441 by Kortesluoma, R., et al.  The purpose of this article is to illustrate the theoretical premises of child interviewing, as well as to describe some practical methodological solutions used during interviews. Factors that influence data gathered from children and strategies for taking these factors into consideration during the interview are also described.  
• "Crossing Cultural Barriers in Research Interviewing." Qualitative Social Work 63/3 (2007): 353-372 by Sands, R., et al.  This article critically examines a qualitative research interview in which cultural barriers between a white non-Muslim female interviewer and an African American Muslim interviewee, both from the USA, became evident and were overcome within the same interview.  
• Decolonizing Methodologies: Research and Indigenous Peoples by Linda Tuhiwai Smith  This essential volume explores intersections of imperialism and research - specifically, the ways in which imperialism is embedded in disciplines of knowledge and tradition as 'regimes of truth.' Concepts such as 'discovery' and 'claiming' are discussed and an argument presented that the decolonization of research methods will help to reclaim control over indigenous ways of knowing and being. The text includes case-studies and examples, and sections on new indigenous literature and the role of research in indigenous struggles for social justice.  

This resource, sponsored by University of Oregon Libraries, exemplifies the use of interviewing methodologies in research that foregrounds traditional knowledge. The methodology page summarizes the approach.

• Ethics: The Need to Tread Carefully. Chapter in A Practical Introduction to in-Depth Interviewing by Alan Morris  Pay special attention to the sections in chapter 2 on "How to prevent and respond to ethical issues arising in the course of the interview," "Ethics in the writing up of your interviews," and "The Ethics of Care."  
• Handbook on Ethical Issues in Anthropology by Joan Cassell (Editor); Sue-Ellen Jacobs (Editor)  This publication of the American Anthropological Association presents and discusses issues and sources on ethics in anthropology, as well as realistic case studies of ethical dilemmas. It is meant to help social science faculty introduce discussions of ethics in their courses. Some of the topics are relevant to interviews, or at least to studies of which interviews are a part. See chapters 3 and 4 for cases, with solutions and commentary, respectively.  
• Research Ethics from the Chanie Wenjack School for Indigenous Studies, Trent University  (Open Access) An overview of Indigenous research ethics and protocols from the across the globe.  
• Resources for Equity in Research Consult these resources for guidance on creating and incorporating equitable materials into public health research studies that entail community engagement.

The SAGE Handbook of Qualitative Research Ethics by Ron Iphofen (Editor); Martin Tolich (Editor)  This handbook is a much-needed and in-depth review of the distinctive set of ethical considerations which accompanies qualitative research. This is particularly crucial given the emergent, dynamic and interactional nature of most qualitative research, which too often allows little time for reflection on the important ethical responsibilities and obligations. Contributions from leading international researchers have been carefully organized into six key thematic sections: Part One: Thick Descriptions Of Qualitative Research Ethics; Part Two: Qualitative Research Ethics By Technique; Part Three: Ethics As Politics; Part Four: Qualitative Research Ethics With Vulnerable Groups; Part Five: Relational Research Ethics; Part Six: Researching Digitally. This Handbook is a one-stop resource on qualitative research ethics across the social sciences that draws on the lessons learned and the successful methods for surmounting problems - the tried and true, and the new.

RESEARCH COMPLIANCE AND PRIVACY LAWS

Research Compliance Program for FAS/SEAS at Harvard : The Faculty of Arts and Sciences (FAS), including the School of Engineering and Applied Sciences (SEAS), and the Office of the Vice Provost for Research (OVPR) have established a shared Research Compliance Program (RCP). An area of common concern for interview studies is international projects and collaboration . RCP is a resource to provide guidance on which international activities may be impacted by US sanctions on countries, individuals, or entities and whether licenses or other disclosure are required to ship or otherwise share items, technology, or data with foreign collaborators.

• Harvard Global Support Services (GSS) is for students, faculty, staff, and researchers who are studying, researching, or working abroad. Their services span safety and security, health, culture, outbound immigration, employment, financial and legal matters, and research center operations. These include travel briefings and registration, emergency response, guidance on international projects, and managing in-country operations.

Generative AI: Harvard-affiliated researchers should not enter data classified as confidential ( Level 2 and above ), including non-public research data, into publicly-available generative AI tools, in accordance with the University’s Information Security Policy. Information shared with generative AI tools using default settings is not private and could expose proprietary or sensitive information to unauthorized parties.

Privacy Laws: Be mindful of any potential privacy laws that may apply wherever you conduct your interviews. The General Data Protection Regulation is a high-profile example (see below):

• General Data Protection Regulation (GDPR) This Regulation lays down rules relating to the protection of natural persons with regard to the processing of personal data and rules relating to the free movement of personal data. It protects fundamental rights and freedoms of natural persons and in particular their right to the protection of personal data. The free movement of personal data within the Union shall be neither restricted nor prohibited for reasons connected with the protection of natural persons with regard to the processing of personal data. For a nice summary of what the GDPR requires, check out the GDPR "crash course" here .

SEEKING CONSENT  

If you would like to see examples of consent forms, ask your local IRB, or take a look at these resources:

• Model consent forms for oral history, suggested by the Centre for Oral History and Digital Storytelling at Concordia University  
• For NIH-funded research, see this  resource for developing informed consent language in research studies where data and/or biospecimens will be stored and shared for future use.

POPULATION SAMPLING

If you wish to assemble resources to aid in sampling, such as the USPS Delivery Sequence File, telephone books, or directories of organizations and listservs, please contact our  data librarian  or write to  [email protected] .

• Research Randomizer   A free web-based service that permits instant random sampling and random assignment. It also contains an interactive tutorial perfect for students taking courses in research methods.  
• Practical Tools for Designing and Weighting Survey Samples by Richard Valliant; Jill A. Dever; Frauke Kreuter  Survey sampling is fundamentally an applied field. The goal in this book is to put an array of tools at the fingertips of practitioners by explaining approaches long used by survey statisticians, illustrating how existing software can be used to solve survey problems, and developing some specialized software where needed. This book serves at least three audiences: (1) Students seeking a more in-depth understanding of applied sampling either through a second semester-long course or by way of a supplementary reference; (2) Survey statisticians searching for practical guidance on how to apply concepts learned in theoretical or applied sampling courses; and (3) Social scientists and other survey practitioners who desire insight into the statistical thinking and steps taken to design, select, and weight random survey samples. Several survey data sets are used to illustrate how to design samples, to make estimates from complex surveys for use in optimizing the sample allocation, and to calculate weights. Realistic survey projects are used to demonstrate the challenges and provide a context for the solutions. The book covers several topics that either are not included or are dealt with in a limited way in other texts. These areas include: sample size computations for multistage designs; power calculations related to surveys; mathematical programming for sample allocation in a multi-criteria optimization setting; nuts and bolts of area probability sampling; multiphase designs; quality control of survey operations; and statistical software for survey sampling and estimation. An associated R package, PracTools, contains a number of specialized functions for sample size and other calculations. The data sets used in the book are also available in PracTools, so that the reader may replicate the examples or perform further analyses.  
• Sampling: Design and Analysis by Sharon L. Lohr  Provides a modern introduction to the field of sampling. With a multitude of applications from a variety of disciplines, the book concentrates on the statistical aspects of taking and analyzing a sample. Overall, the book gives guidance on how to tell when a sample is valid or not, and how to design and analyze many different forms of sample surveys.  
• Sampling Techniques by William G. Cochran  Clearly demonstrates a wide range of sampling methods now in use by governments, in business, market and operations research, social science, medicine, public health, agriculture, and accounting. Gives proofs of all the theoretical results used in modern sampling practice. New topics in this edition include the approximate methods developed for the problem of attaching standard errors or confidence limits to nonlinear estimates made from the results of surveys with complex plans.  
• "Understanding the Process of Qualitative Data Collection" in Chapter 13 (pp. 103–1162) of 30 Essential Skills for the Qualitative Researcher by John W. Creswell  Provides practical "how-to" information for beginning researchers in the social, behavioral, and health sciences with many applied examples from research design, qualitative inquiry, and mixed methods.The skills presented in this book are crucial for a new qualitative researcher starting a qualitative project.  
• Survey Methodology by Robert M. Groves; Floyd J. Fowler; Mick P. Couper; James M. Lepkowski; Eleanor Singer; Roger Tourangeau; Floyd J. Fowler  coverage includes sampling frame evaluation, sample design, development of questionnaires, evaluation of questions, alternative modes of data collection, interviewing, nonresponse, post-collection processing of survey data, and practices for maintaining scientific integrity.

The way a qualitative researcher constructs and approaches interview questions should flow from, or align with, the methodological paradigm chosen for the study, whether that paradigm is interpretivist, critical, positivist, or participative in nature (or a combination of these).

Constructing Your Questions

Helpful texts:.

• "Developing Questions" in Chapter 4 (pp. 98–108) of Becoming Qualitative Researchers by Corrine Glesne  Ideal for introducing the novice researcher to the theory and practice of qualitative research, this text opens students to the diverse possibilities within this inquiry approach, while helping them understand how to design and implement specific research methods.  
• "Learning to Interview in the Social Sciences" Qualitative Inquiry, 9(4) 2003, 643–668 by Roulston, K., deMarrais, K., & Lewis, J. B. See especially the section on "Phrasing and Negotiating Questions" on pages 653-655 and common problems with framing questions noted on pages 659 - 660.  
• Qualitative Research Interviewing: Biographic Narrative and Semi-Structured Methods (See sections on “Lightly and Heavily Structured Depth Interviewing: Theory-Questions and Interviewer-Questions” and “Preparing for any Interviewing Sequence") by Tom Wengraf  Unique in its conceptual coherence and the level of practical detail, this book provides a comprehensive resource for those concerned with the practice of semi-structured interviewing, the most commonly used interview approach in social research, and in particular for in-depth, biographic narrative interviewing. It covers the full range of practices from the identification of topics through to strategies for writing up research findings in diverse ways.  
• "Scripting a Qualitative Purpose Statement and Research Questions" in Chapter 12 (pp. 93–102) of 30 Essential Skills for the Qualitative Researcher by John W. Creswell  Provides practical "how-to" information for beginning researchers in the social, behavioral, and health sciences with many applied examples from research design, qualitative inquiry, and mixed methods.The skills presented in this book are crucial for a new qualitative researcher starting a qualitative project.  
• Some Strategies for Developing Interview Guides for Qualitative Interviews by Sociology Department, Harvard University Includes general advice for conducting qualitative interviews, pros and cons of recording and transcription, guidelines for success, and tips for developing and phrasing effective interview questions.  
• Tip Sheet on Question Wording by Harvard University Program on Survey Research

Let Theory Guide You:

The quality of your questions depends on how you situate them within a wider body of knowledge. Consider the following advice:

A good literature review has many obvious virtues. It enables the investigator to define problems and assess data. It provides the concepts on which percepts depend. But the literature review has a special importance for the qualitative researcher. This consists of its ability to sharpen his or her capacity for surprise (Lazarsfeld, 1972b). The investigator who is well versed in the literature now has a set of expectations the data can defy. Counterexpectational data are conspicuous, readable, and highly provocative data. They signal the existence of unfulfilled theoretical assumptions, and these are, as Kuhn (1962) has noted, the very origins of intellectual innovation. A thorough review of the literature is, to this extent, a way to manufacture distance. It is a way to let the data of one's research project take issue with the theory of one's field.

McCracken, G. (1988), The Long Interview, Sage: Newbury Park, CA, p. 31

When drafting your interview questions, remember that everything follows from your central research question. Also, on the way to writing your "operationalized" interview questions, it's  helpful to draft broader, intermediate questions, couched in theory. Nota bene:  While it is important to know the literature well before conducting your interview(s), be careful not to present yourself to your research participant(s) as "the expert," which would be presumptuous and could be intimidating. Rather, the purpose of your knowledge is to make you a better, keener listener.

If you'd like to supplement what you learned about relevant theories through your coursework and literature review, try these sources:

• Annual Reviews   Review articles sum up the latest research in many fields, including social sciences, biomedicine, life sciences, and physical sciences. These are timely collections of critical reviews written by leading scientists.  
• HOLLIS - search for resources on theories in your field   Modify this example search by entering the name of your field in place of "your discipline," then hit search.  
• Oxford Bibliographies   Written and reviewed by academic experts, every article in this database is an authoritative guide to the current scholarship in a variety of fields, containing original commentary and annotations.  
• ProQuest Dissertations & Theses (PQDT)   Indexes dissertations and masters' theses from most North American graduate schools as well as some European universities. Provides full text for most indexed dissertations from 1990-present.  
• Very Short Introductions   Launched by Oxford University Press in 1995, Very Short Introductions offer concise introductions to a diverse range of subjects from Climate to Consciousness, Game Theory to Ancient Warfare, Privacy to Islamic History, Economics to Literary Theory.

CONDUCTING INTERVIEWS

Equipment and software:  .

• Lamont Library  loans microphones and podcast starter kits, which will allow you to capture audio (and you may record with software, such as Garage Band). 
• Cabot Library  loans digital recording devices, as well as USB microphones.

If you prefer to use your own device, you may purchase a small handheld audio recorder, or use your cell phone.

• Audio Capture Basics (PDF)  - Helpful instructions, courtesy of the Lamont Library Multimedia Lab.
• Getting Started with Podcasting/Audio:  Guidelines from Harvard Library's Virtual Media Lab for preparing your interviewee for a web-based recording (e.g., podcast, interview)
• ​ Camtasia Screen Recorder and Video Editor
• Zoom: Video Conferencing, Web Conferencing
• Visit the Multimedia Production Resources guide! Consult it to find and learn how to use audiovisual production tools, including: cameras, microphones, studio spaces, and other equipment at Cabot Science Library and Lamont Library.
• Try the virtual office hours offered by the Lamont Multimedia Lab!

TIPS FOR CONDUCTING INTERVIEWS

Quick handout:  .

• Research Interviewing Tips (Courtesy of Dr. Suzanne Spreadbury)

Remote Interviews:  

• For Online or Distant Interviews, See "Remote Research & Virtual Fieldwork" on this guide .  
• Deborah Lupton's Bibliography: Doing Fieldwork in a Pandemic

Seeking Consent:

Books and articles:  .

• "App-Based Textual Interviews: Interacting With Younger Generations in a Digitalized Social Reallity."International Journal of Social Research Methodology (12 June 2022). Discusses the use of texting platforms as a means to reach young people. Recommends useful question formulations for this medium.  
• "Learning to Interview in the Social Sciences." Qualitative Inquiry, 9(4) 2003, 643–668 by Roulston, K., deMarrais, K., & Lewis, J. B. See especially the section on "Phrasing and Negotiating Questions" on pages 653-655 and common problems with framing questions noted on pages 659-660.  
• "Slowing Down and Digging Deep: Teaching Students to Examine Interview Interaction in Depth." LEARNing Landscapes, Spring 2021 14(1) 153-169 by Herron, Brigette A. and Kathryn Roulston. Suggests analysis of videorecorded interviews as a precursor to formulating one's own questions. Includes helpful types of probes.  
• Using Interviews in a Research Project by Nigel Joseph Mathers; Nicholas J Fox; Amanda Hunn; Trent Focus Group.  A work pack to guide researchers in developing interviews in the healthcare field. Describes interview structures, compares face-to-face and telephone interviews. Outlines the ways in which different types of interview data can be analysed.  
• “Working through Challenges in Doing Interview Research.” International Journal of Qualitative Methods, (December 2011), 348–66 by Roulston, Kathryn.  The article explores (1) how problematic interactions identified in the analysis of focus group data can lead to modifications in research design, (2) an approach to dealing with reported data in representations of findings, and (3) how data analysis can inform question formulation in successive rounds of data generation. Findings from these types of examinations of interview data generation and analysis are valuable for informing both interview practice as well as research design.

Videos:  

The way a qualitative researcher transcribes interviews should flow from, or align with, the methodological paradigm chosen for the study, whether that paradigm is interpretivist, critical, positivist, or participative in nature (or a combination of these).

TRANSCRIPTION

Before embarking on a transcription project, it's worthwhile to invest in the time and effort necessary to capture good audio, which will make the transcription process much easier. If you haven't already done so, check out the  audio capture guidelines from Harvard Library's Virtual Media Lab , or  contact a media staff member  for customized recommendations. First and foremost, be mindful of common pitfalls by watching this short video that identifies  the most common errors to avoid!

SOFTWARE:  

• Adobe Premiere Pro Speech-To-Text  automatically generates transcripts and adds captions to your videos. Harvard affiliates can download Adobe Premiere in the Creative Cloud Suite.  
• GoTranscript  provides cost-effective human-generated transcriptions.  
• pyTranscriber  is an app for generating automatic transcription and/or subtitles for audio and video files. It uses the Google Cloud Speech-to-Text service, has a friendly graphical user interface, and is purported to work nicely with Chinese.   
• Otter  provides a new way to capture, store, search and share voice conversations, lectures, presentations, meetings, and interviews. The startup is based in Silicon Valley with a team of experienced Ph.Ds and engineers from Google, Facebook, Yahoo and Nuance (à la Dragon). Free accounts available. This is the software that  Zoom  uses to generate automated transcripts, so if you have access to a Zoom subscription, you have access to Otter transcriptions with it (applicable in several  languages ). As with any automated approach, be prepared to correct any errors after the fact, by hand.  
• Panopto  is available to Harvard affiliates and generates  ASR (automated speech recognition) captions . You may upload compatible audio files into it. As with any automatically generated transcription, you will need to make manual revisions. ASR captioning is available in several  languages . Panopto maintains robust security practices, including strong authentication measures and end-to-end encryption, ensuring your content remains private and protected.  
• REV.Com  allows you to record and transcribe any calls on the iPhone, both outgoing and incoming. It may be useful for recording phone interviews. Rev lets you choose whether you want an AI- or human-generated transcription, with a fast turnaround. Rev has Service Organization Controls Type II (SOC2) certification (a SOC2 cert looks at and verifies an organization’s processing integrity, privacy practices, and security safeguards).   
• Scribie Audio/Video Transcription  provides automated or manual transcriptions for a small fee. As with any transcription service, some revisions will be necessary after the fact, particularly for its automated transcripts.  
• Sonix  automatically transcribes, translates, and helps to organize audio and video files in over 40 languages. It's fast and affordable, with good accuracy. The free trial includes 30 minutes of free transcription.  
• TranscriptionWing  uses a human touch process to clean up machine-generated transcripts so that the content will far more accurately reflect your audio recording.   
• Whisper is a tool from OpenAI that facilitates transcription of sensitive audiovisual recordings (e.g., of research interviews) on your own device. Installation and use depends on your operating system and which version you install. Important Note: The Whisper API, where audio is sent to OpenAI to be processed by them and then sent back (usually through a programming language like Python) is NOT appropriate for sensitive data. The model should be downloaded with tools such as those described in this FAQ , so that audio is kept to your local machine. For assistance, contact James Capobianco .

EQUIPMENT:  

• Transcription pedals  are in circulation and available to borrow from the Circulation desk at Lamont, or use at Lamont Library's Media Lab on level B. For hand-transcribing your interviews, they work in conjunction with software such as  Express Scribe , which is loaded on Media Lab computers, or you may download for free on your own machine (Mac or PC versions; scroll down the downloads page for the latter). The pedals are plug-and-play USB, allow a wide range of playback speeds, and have 3 programmable buttons, which are typically set to rewind/play/fast-forward. Instructions are included in the bag that covers installation and set-up of the software, and basic use of the pedals.

NEED HELP?  

• Try the virtual office hours offered by the Lamont Multimedia Lab!    
• If you're creating podcasts, login to  Canvas  and check out the  Podcasting/Audio guide . 

Helpful Texts:  

• "Transcription as a Crucial Step of Data Analysis" in Chapter 5 of The SAGE Handbook of Qualitative Data Analysisby Uwe Flick (Editor)  Covers basic terminology for transcription, shares caveats for transcribers, and identifies components of vocal behavior. Provides notation systems for transcription, suggestions for transcribing turn-taking, and discusses new technologies and perspectives. Includes a bibliography for further reading.  
• "Transcribing the Oral Interview: Part Art, Part Science " on p. 10 of the Centre for Community Knowledge (CCK) newsletter: TIMESTAMPby Mishika Chauhan and Saransh Srivastav

QUALITATIVE DATA ANALYSIS

Software  .

• Free download available for Harvard Faculty of Arts and Sciences (FAS) affiliates
• Desktop access at Lamont Library Media Lab, 3rd floor
• Desktop access at Harvard Kennedy School Library (with HKS ID)
• Remote desktop access for Harvard affiliates from  IQSS Computer Labs . Email them at  [email protected] and ask for a new lab account and remote desktop access to NVivo.
• Virtual Desktop Infrastructure (VDI) access available to Harvard T.H. Chan School of Public Health affiliates

CODING AND THEMEING YOUR DATA

Data analysis methods should flow from, or align with, the methodological paradigm chosen for your study, whether that paradigm is interpretivist, critical, positivist, or participative in nature (or a combination of these). Some established methods include Content Analysis, Critical Analysis, Discourse Analysis, Gestalt Analysis, Grounded Theory Analysis, Interpretive Analysis, Narrative Analysis, Normative Analysis, Phenomenological Analysis, Rhetorical Analysis, and Semiotic Analysis, among others. The following resources should help you navigate your methodological options and put into practice methods for coding, themeing, interpreting, and presenting your data.

• Users can browse content by topic, discipline, or format type (reference works, book chapters, definitions, etc.). SRM offers several research tools as well: a methods map, user-created reading lists, a project planner, and advice on choosing statistical tests.  
• Abductive Coding: Theory Building and Qualitative (Re)Analysis by Vila-Henninger, et al.  The authors recommend an abductive approach to guide qualitative researchers who are oriented towards theory-building. They outline a set of tactics for abductive analysis, including the generation of an abductive codebook, abductive data reduction through code equations, and in-depth abductive qualitative analysis.  
• Analyzing and Interpreting Qualitative Research: After the Interview by Charles F. Vanover, Paul A. Mihas, and Johnny Saldana (Editors)   Providing insight into the wide range of approaches available to the qualitative researcher and covering all steps in the research process, the authors utilize a consistent chapter structure that provides novice and seasoned researchers with pragmatic, "how-to" strategies. Each chapter author introduces the method, uses one of their own research projects as a case study of the method described, shows how the specific analytic method can be used in other types of studies, and concludes with three questions/activities to prompt class discussion or personal study.   
• "Analyzing Qualitative Data." Theory Into Practice 39, no. 3 (2000): 146-54 by Margaret D. LeCompte   This article walks readers though rules for unbiased data analysis and provides guidance for getting organized, finding items, creating stable sets of items, creating patterns, assembling structures, and conducting data validity checks.  
• "Coding is Not a Dirty Word" in Chapter 1 (pp. 1–30) of Enhancing Qualitative and Mixed Methods Research with Technology by Shalin Hai-Jew (Editor)   Current discourses in qualitative research, especially those situated in postmodernism, represent coding and the technology that assists with coding as reductive, lacking complexity, and detached from theory. In this chapter, the author presents a counter-narrative to this dominant discourse in qualitative research. The author argues that coding is not necessarily devoid of theory, nor does the use of software for data management and analysis automatically render scholarship theoretically lightweight or barren. A lack of deep analytical insight is a consequence not of software but of epistemology. Using examples informed by interpretive and critical approaches, the author demonstrates how NVivo can provide an effective tool for data management and analysis. The author also highlights ideas for critical and deconstructive approaches in qualitative inquiry while using NVivo. By troubling the positivist discourse of coding, the author seeks to create dialogic spaces that integrate theory with technology-driven data management and analysis, while maintaining the depth and rigor of qualitative research.   
• The Coding Manual for Qualitative Researchers by Johnny Saldana   An in-depth guide to the multiple approaches available for coding qualitative data. Clear, practical and authoritative, the book profiles 32 coding methods that can be applied to a range of research genres from grounded theory to phenomenology to narrative inquiry. For each approach, Saldaña discusses the methods, origins, a description of the method, practical applications, and a clearly illustrated example with analytic follow-up. Essential reading across the social sciences.  
• Flexible Coding of In-depth Interviews: A Twenty-first-century Approach by Nicole M. Deterding and Mary C. Waters The authors suggest steps in data organization and analysis to better utilize qualitative data analysis technologies and support rigorous, transparent, and flexible analysis of in-depth interview data.  
• From the Editors: What Grounded Theory is Not by Roy Suddaby Walks readers through common misconceptions that hinder grounded theory studies, reinforcing the two key concepts of the grounded theory approach: (1) constant comparison of data gathered throughout the data collection process and (2) the determination of which kinds of data to sample in succession based on emergent themes (i.e., "theoretical sampling").  
• “Good enough” methods for life-story analysis, by Wendy Luttrell. In Quinn N. (Ed.), Finding culture in talk (pp. 243–268). Demonstrates for researchers of culture and consciousness who use narrative how to concretely document reflexive processes in terms of where, how and why particular decisions are made at particular stages of the research process.   
• The Ethnographic Interview by James P. Spradley  “Spradley wrote this book for the professional and student who have never done ethnographic fieldwork (p. 231) and for the professional ethnographer who is interested in adapting the author’s procedures (p. iv) ... Steps 6 and 8 explain lucidly how to construct a domain and a taxonomic analysis” (excerpted from book review by James D. Sexton, 1980). See also:  Presentation slides on coding and themeing your data, derived from Saldana, Spradley, and LeCompte Click to request access.  
• Qualitative Data Analysis by Matthew B. Miles; A. Michael Huberman   A practical sourcebook for researchers who make use of qualitative data, presenting the current state of the craft in the design, testing, and use of qualitative analysis methods. Strong emphasis is placed on data displays matrices and networks that go beyond ordinary narrative text. Each method of data display and analysis is described and illustrated.  
• "A Survey of Qualitative Data Analytic Methods" in Chapter 4 (pp. 89–138) of Fundamentals of Qualitative Research by Johnny Saldana   Provides an in-depth introduction to coding as a heuristic, particularly focusing on process coding, in vivo coding, descriptive coding, values coding, dramaturgical coding, and versus coding. Includes advice on writing analytic memos, developing categories, and themeing data.   
• "Thematic Networks: An Analytic Tool for Qualitative Research." Qualitative Research : QR, 1(3), 385–405 by Jennifer Attride-Stirling Details a technique for conducting thematic analysis of qualitative material, presenting a step-by-step guide of the analytic process, with the aid of an empirical example. The analytic method presented employs established, well-known techniques; the article proposes that thematic analyses can be usefully aided by and presented as thematic networks.  
• Using Thematic Analysis in Psychology by Virginia Braun and Victoria Clark Walks readers through the process of reflexive thematic analysis, step by step. The method may be adapted in fields outside of psychology as relevant. Pair this with One Size Fits All? What Counts as Quality Practice in Reflexive Thematic Analysis? by Virginia Braun and Victoria Clark

TESTING OR GENERATING THEORIES

The quality of your data analysis depends on how you situate what you learn within a wider body of knowledge. Consider the following advice:

Once you have coalesced around a theory, realize that a theory should  reveal  rather than  color  your discoveries. Allow your data to guide you to what's most suitable. Grounded theory  researchers may develop their own theory where current theories fail to provide insight.  This guide on Theoretical Models  from Alfaisal University Library provides a helpful overview on using theory.

MANAGING & FINDING INTERVIEW DATA

Managing your elicited interview data, general guidance:  .

• Research Data Management @ Harvard A reference guide with information and resources to help you manage your research data. See also: Harvard Research Data Security Policy , on the Harvard University Research Data Management website.  
• Data Management For Researchers: Organize, Maintain and Share Your Data for Research Success by Kristin Briney. A comprehensive guide for scientific researchers providing everything they need to know about data management and how to organize, document, use and reuse their data.  
• Open Science Framework (OSF) An open-source project management tool that makes it easy to collaborate within and beyond Harvard throughout a project's lifecycle. With OSF you can manage, store, and share documents, datasets, and other information with your research team. You can also publish your work to share it with a wider audience. Although data can be stored privately, because this platform is hosted on the Internet and designed with open access in mind, it is not a good choice for highly sensitive data.  
• Free cloud storage solutions for Harvard affiliates to consider include:  Google Drive ,  DropBox , or  OneDrive ( up to DSL3 )  

Data Confidentiality and Secure Handling:  

• Data Security Levels at Harvard - Research Data Examples This resource provided by Harvard Data Security helps you determine what level of access is appropriate for your data. Determine whether it should be made available for public use, limited to the Harvard community, or be protected as either "confidential and sensitive," "high risk," or "extremely sensitive." See also:  Harvard Data Classification Table  
• Harvard's Best Practices for Protecting Privacy and  Harvard Information Security Collaboration Tools Matrix Follow the nuts-and-bolts advice for privacy best practices at Harvard. The latter resource reveals the level of security that can be relied upon for a large number of technological tools and platforms used at Harvard to conduct business, such as email, Slack, Accellion Kiteworks, OneDrive/SharePoint, etc.  
• “Protecting Participant Privacy While Maintaining Content and Context: Challenges in Qualitative Data De‐identification and Sharing.” Proceedings of the ASIST Annual Meeting 57 (1) (2020): e415-420 by Myers, Long, and Polasek Presents an informed and tested protocol, based on the De-Identification guidelines published by the Qualitative Data Repository (QDR) at Syracuse University. Qualitative researchers may consult it to guide their data de-identification efforts.  
• QDS Qualitative Data Sharing Toolkit The Qualitative Data Sharing (QDS) project and its toolkit was funded by the NIH National Human Genome Research Institute (R01HG009351). It provides tools and resources to help researchers, especially those in the health sciences, share qualitative research data while protecting privacy and confidentiality. It offers guidance on preparing data for sharing through de-identification and access control. These health sciences research datasets in ICPSR's Qualitative Data Sharing (QDS) Project Series were de-identified using the QuaDS Software and the project’s QDS guidelines.  
• Table of De-Identification Techniques  
• Generative AI Harvard-affiliated researchers should not enter data classified as confidential ( Level 2 and above ), including non-public research data, into publicly-available generative AI tools, in accordance with the University’s Information Security Policy. Information shared with generative AI tools using default settings is not private and could expose proprietary or sensitive information to unauthorized parties.  
• Harvard Information Security Quick Reference Guide Storage guidelines, based on the data's security classification level (according to its IRB classification) is displayed on page 2, under "handling."  
• Email Encryption Harvard Microsoft 365 users can now send encrypted messages and files directly from the Outlook web or desktop apps. Encrypting an email adds an extra layer of security to the message and its attachments (up to 150MB), and means only the intended recipient (and their inbox delegates with full access) can view it. Message encryption in Outlook is approved for sending high risk ( level 4 ) data and below.  

Sharing Qualitative Data:  

• Repositories for Qualitative Data If you have cleared this intention with your IRB, secured consent from participants, and properly de-identified your data, consider sharing your interviews in one of the data repositories included in the link above. Depending on the nature of your research and the level of risk it may present to participants, sharing your interview data may not be appropriate. If there is any chance that sharing such data will be desirable, you will be much better off if you build this expectation into your plans from the beginning.  
• Guide for Sharing Qualitative Data at ICPSR The Inter-university Consortium for Political and Social Research (ICPSR) has created this resource for investigators planning to share qualitative data at ICPSR. This guide provides an overview of elements and considerations for archiving qualitative data, identifies steps for investigators to follow during the research life cycle to ensure that others can share and reuse qualitative data, and provides information about exemplars of qualitative data  

International Projects:

• Research Compliance Program for FAS/SEAS at Harvard The Faculty of Arts and Sciences (FAS), including the School of Engineering and Applied Sciences (SEAS), and the Office of the Vice Provost for Research (OVPR) have established a shared Research Compliance Program (RCP). An area of common concern for interview studies is international projects and collaboration . RCP is a resource to provide guidance on which international activities may be impacted by US sanctions on countries, individuals, or entities and whether licenses or other disclosure are required to ship or otherwise share items, technology, or data with foreign collaborators.

Finding Extant Interview Data

Finding journalistic interviews:  .

• Academic Search Premier This all-purpose database is great for finding articles from magazines and newspapers. In the Advanced Search, it allows you to specify "Document Type":  Interview.  
• Guide to Newspapers and Newspaper Indexes Use this guide created to Harvard Librarians to identify newspapers collections you'd like to search. To locate interviews, try adding the term  "interview"  to your search, or explore a database's search interface for options to  limit your search to interviews.  Nexis Uni  and  Factiva  are the two main databases for current news.   
• Listen Notes Search for podcast episodes at this podcast aggregator, and look for podcasts that include interviews. Make sure to vet the podcaster for accuracy and quality! (Listen Notes does not do much vetting.)  
• NPR  and  ProPublica  are two sites that offer high-quality long-form reporting, including journalistic interviews, for free.

Finding Oral History and Social Research Interviews:  

• To find oral histories, see the Oral History   page of this guide for helpful resources on Oral History interviewing.  
• Repositories for Qualitative Data It has not been a customary practice among qualitative researchers in the social sciences to share raw interview data, but some have made this data available in repositories, such as the ones listed on the page linked above. You may find published data from structured interview surveys (e.g., questionnaire-based computer-assisted telephone interview data), as well as some semi-structured and unstructured interviews.  
• If you are merely interested in studies interpreting data collected using interviews, rather than finding raw interview data, try databases like  PsycInfo ,  Sociological Abstracts , or  Anthropology Plus , among others. 

Finding Interviews in Archival Collections at Harvard Library:

In addition to the databases and search strategies mentioned under the  "Finding Oral History and Social Research Interviews" category above,  you may search for interviews and oral histories (whether in textual or audiovisual formats) held in archival collections at Harvard Library.

• HOLLIS searches all documented collections at Harvard, whereas HOLLIS for Archival Discovery searches only those with finding aids. Although HOLLIS for Archival Discovery covers less material, you may find it easier to parse your search results, especially when you wish to view results at the item level (within collections). Try these approaches:

Search in  HOLLIS :  

• To retrieve items available online, do an Advanced Search for  interview* OR "oral histor*" (in Subject), with Resource Type "Archives/Manuscripts," then refine your search by selecting "Online" under "Show Only" on the right of your initial result list.  Revise the search above by adding your topic in the Keywords or Subject field (for example:  African Americans ) and resubmitting the search.  
•  To enlarge your results set, you may also leave out the "Online" refinement; if you'd like to limit your search to a specific repository, try the technique of searching for  Code: Library + Collection on the "Advanced Search" page .   

Search in  HOLLIS for Archival Discovery :  

• To retrieve items available online, search for   interview* OR "oral histor*" limited to digital materials . Revise the search above by adding your topic (for example:  artist* ) in the second search box (if you don't see the box, click +).  
• To preview results by collection, search for  interview* OR "oral histor*" limited to collections . Revise the search above by adding your topic (for example:  artist* ) in the second search box (if you don't see the box, click +). Although this method does not allow you to isolate digitized content, you may find the refinement options on the right side of the screen (refine by repository, subject or names) helpful.  Once your select a given collection, you may search within it  (e.g., for your topic or the term interview).

UX & MARKET RESEARCH INTERVIEWS

Ux at harvard library  .

• User Experience and Market Research interviews can inform the design of tangible products and services through responsive, outcome-driven insights. The  User Research Center  at Harvard Library specializes in this kind of user-centered design, digital accessibility, and testing. They also offer guidance and  resources  to members of the Harvard Community who are interested in learning more about UX methods. Contact [email protected] or consult the URC website for more information.

Websites  

• User Interviews: The Beginner’s Guide (Chris Mears)  
• Interviewing Users (Jakob Nielsen)

Books  

• Interviewing Users: How to Uncover Compelling Insights by Steve Portigal; Grant McCracken (Foreword by)  Interviewing is a foundational user research tool that people assume they already possess. Everyone can ask questions, right? Unfortunately, that's not the case. Interviewing Users provides invaluable interviewing techniques and tools that enable you to conduct informative interviews with anyone. You'll move from simply gathering data to uncovering powerful insights about people.  
• Rapid Contextual Design by Jessamyn Wendell; Karen Holtzblatt; Shelley Wood  This handbook introduces Rapid CD, a fast-paced, adaptive form of Contextual Design. Rapid CD is a hands-on guide for anyone who needs practical guidance on how to use the Contextual Design process and adapt it to tactical projects with tight timelines and resources. Rapid Contextual Design provides detailed suggestions on structuring the project and customer interviews, conducting interviews, and running interpretation sessions. The handbook walks you step-by-step through organizing the data so you can see your key issues, along with visioning new solutions, storyboarding to work out the details, and paper prototype interviewing to iterate the design all with as little as a two-person team with only a few weeks to spare *Includes real project examples with actual customer data that illustrate how a CD project actually works.

Videos  

Instructional Presentations on Interview Skills  

• Interview/Oral History Research for RSRA 298B: Master's Thesis Reading and Research (Spring 2023) Slideshow covers: Why Interviews?, Getting Context, Engaging Participants, Conducting the Interview, The Interview Guide, Note Taking, Transcription, File management, and Data Analysis.  
• Interview Skills From an online class on February 13, 2023:  Get set up for interview research. You will leave prepared to choose among the three types of interviewing methods, equipped to develop an interview schedule, aware of data management options and their ethical implications, and knowledgeable of technologies you can use to record and transcribe your interviews. This workshop complements Intro to NVivo, a qualitative data analysis tool useful for coding interview data.

NIH Data Management & Sharing Policy (DMSP) This policy, effective January 25, 2023, applies to all research, funded or conducted in whole or in part by NIH, that results in the generation of  scientific data , including NIH-funded qualitative research. Click here to see some examples of how the DMSP policy has been applied in qualitative research studies featured in the 2021 Qualitative Data Management Plan (DMP) Competition . As a resource for the community, NIH has developed a resource for developing informed consent language in research studies where data and/or biospecimens will be stored and shared for future use. It is important to note that the DMS Policy does NOT require that informed consent obtained from research participants must allow for broad sharing and the future use of data (either with or without identifiable private information). See the FAQ for more information.

• << Previous: Remote Research & Virtual Fieldwork
• Next: Oral History >>

Except where otherwise noted, this work is subject to a Creative Commons Attribution 4.0 International License , which allows anyone to share and adapt our material as long as proper attribution is given. For details and exceptions, see the Harvard Library Copyright Policy ©2021 Presidents and Fellows of Harvard College.

Chapter 11. Interviewing

Introduction.

Interviewing people is at the heart of qualitative research. It is not merely a way to collect data but an intrinsically rewarding activity—an interaction between two people that holds the potential for greater understanding and interpersonal development. Unlike many of our daily interactions with others that are fairly shallow and mundane, sitting down with a person for an hour or two and really listening to what they have to say is a profound and deep enterprise, one that can provide not only “data” for you, the interviewer, but also self-understanding and a feeling of being heard for the interviewee. I always approach interviewing with a deep appreciation for the opportunity it gives me to understand how other people experience the world. That said, there is not one kind of interview but many, and some of these are shallower than others. This chapter will provide you with an overview of interview techniques but with a special focus on the in-depth semistructured interview guide approach, which is the approach most widely used in social science research.

An interview can be variously defined as “a conversation with a purpose” ( Lune and Berg 2018 ) and an attempt to understand the world from the point of view of the person being interviewed: “to unfold the meaning of peoples’ experiences, to uncover their lived world prior to scientific explanations” ( Kvale 2007 ). It is a form of active listening in which the interviewer steers the conversation to subjects and topics of interest to their research but also manages to leave enough space for those interviewed to say surprising things. Achieving that balance is a tricky thing, which is why most practitioners believe interviewing is both an art and a science. In my experience as a teacher, there are some students who are “natural” interviewers (often they are introverts), but anyone can learn to conduct interviews, and everyone, even those of us who have been doing this for years, can improve their interviewing skills. This might be a good time to highlight the fact that the interview is a product between interviewer and interviewee and that this product is only as good as the rapport established between the two participants. Active listening is the key to establishing this necessary rapport.

Patton ( 2002 ) makes the argument that we use interviews because there are certain things that are not observable. In particular, “we cannot observe feelings, thoughts, and intentions. We cannot observe behaviors that took place at some previous point in time. We cannot observe situations that preclude the presence of an observer. We cannot observe how people have organized the world and the meanings they attach to what goes on in the world. We have to ask people questions about those things” ( 341 ).

Types of Interviews

There are several distinct types of interviews. Imagine a continuum (figure 11.1). On one side are unstructured conversations—the kind you have with your friends. No one is in control of those conversations, and what you talk about is often random—whatever pops into your head. There is no secret, underlying purpose to your talking—if anything, the purpose is to talk to and engage with each other, and the words you use and the things you talk about are a little beside the point. An unstructured interview is a little like this informal conversation, except that one of the parties to the conversation (you, the researcher) does have an underlying purpose, and that is to understand the other person. You are not friends speaking for no purpose, but it might feel just as unstructured to the “interviewee” in this scenario. That is one side of the continuum. On the other side are fully structured and standardized survey-type questions asked face-to-face. Here it is very clear who is asking the questions and who is answering them. This doesn’t feel like a conversation at all! A lot of people new to interviewing have this ( erroneously !) in mind when they think about interviews as data collection. Somewhere in the middle of these two extreme cases is the “ semistructured” interview , in which the researcher uses an “interview guide” to gently move the conversation to certain topics and issues. This is the primary form of interviewing for qualitative social scientists and will be what I refer to as interviewing for the rest of this chapter, unless otherwise specified.

Informal (unstructured conversations). This is the most “open-ended” approach to interviewing. It is particularly useful in conjunction with observational methods (see chapters 13 and 14). There are no predetermined questions. Each interview will be different. Imagine you are researching the Oregon Country Fair, an annual event in Veneta, Oregon, that includes live music, artisan craft booths, face painting, and a lot of people walking through forest paths. It’s unlikely that you will be able to get a person to sit down with you and talk intensely about a set of questions for an hour and a half. But you might be able to sidle up to several people and engage with them about their experiences at the fair. You might have a general interest in what attracts people to these events, so you could start a conversation by asking strangers why they are here or why they come back every year. That’s it. Then you have a conversation that may lead you anywhere. Maybe one person tells a long story about how their parents brought them here when they were a kid. A second person talks about how this is better than Burning Man. A third person shares their favorite traveling band. And yet another enthuses about the public library in the woods. During your conversations, you also talk about a lot of other things—the weather, the utilikilts for sale, the fact that a favorite food booth has disappeared. It’s all good. You may not be able to record these conversations. Instead, you might jot down notes on the spot and then, when you have the time, write down as much as you can remember about the conversations in long fieldnotes. Later, you will have to sit down with these fieldnotes and try to make sense of all the information (see chapters 18 and 19).

Interview guide ( semistructured interview ). This is the primary type employed by social science qualitative researchers. The researcher creates an “interview guide” in advance, which she uses in every interview. In theory, every person interviewed is asked the same questions. In practice, every person interviewed is asked mostly the same topics but not always the same questions, as the whole point of a “guide” is that it guides the direction of the conversation but does not command it. The guide is typically between five and ten questions or question areas, sometimes with suggested follow-ups or prompts . For example, one question might be “What was it like growing up in Eastern Oregon?” with prompts such as “Did you live in a rural area? What kind of high school did you attend?” to help the conversation develop. These interviews generally take place in a quiet place (not a busy walkway during a festival) and are recorded. The recordings are transcribed, and those transcriptions then become the “data” that is analyzed (see chapters 18 and 19). The conventional length of one of these types of interviews is between one hour and two hours, optimally ninety minutes. Less than one hour doesn’t allow for much development of questions and thoughts, and two hours (or more) is a lot of time to ask someone to sit still and answer questions. If you have a lot of ground to cover, and the person is willing, I highly recommend two separate interview sessions, with the second session being slightly shorter than the first (e.g., ninety minutes the first day, sixty minutes the second). There are lots of good reasons for this, but the most compelling one is that this allows you to listen to the first day’s recording and catch anything interesting you might have missed in the moment and so develop follow-up questions that can probe further. This also allows the person being interviewed to have some time to think about the issues raised in the interview and go a little deeper with their answers.

Standardized questionnaire with open responses ( structured interview ). This is the type of interview a lot of people have in mind when they hear “interview”: a researcher comes to your door with a clipboard and proceeds to ask you a series of questions. These questions are all the same whoever answers the door; they are “standardized.” Both the wording and the exact order are important, as people’s responses may vary depending on how and when a question is asked. These are qualitative only in that the questions allow for “open-ended responses”: people can say whatever they want rather than select from a predetermined menu of responses. For example, a survey I collaborated on included this open-ended response question: “How does class affect one’s career success in sociology?” Some of the answers were simply one word long (e.g., “debt”), and others were long statements with stories and personal anecdotes. It is possible to be surprised by the responses. Although it’s a stretch to call this kind of questioning a conversation, it does allow the person answering the question some degree of freedom in how they answer.

Survey questionnaire with closed responses (not an interview!). Standardized survey questions with specific answer options (e.g., closed responses) are not really interviews at all, and they do not generate qualitative data. For example, if we included five options for the question “How does class affect one’s career success in sociology?”—(1) debt, (2) social networks, (3) alienation, (4) family doesn’t understand, (5) type of grad program—we leave no room for surprises at all. Instead, we would most likely look at patterns around these responses, thinking quantitatively rather than qualitatively (e.g., using regression analysis techniques, we might find that working-class sociologists were twice as likely to bring up alienation). It can sometimes be confusing for new students because the very same survey can include both closed-ended and open-ended questions. The key is to think about how these will be analyzed and to what level surprises are possible. If your plan is to turn all responses into a number and make predictions about correlations and relationships, you are no longer conducting qualitative research. This is true even if you are conducting this survey face-to-face with a real live human. Closed-response questions are not conversations of any kind, purposeful or not.

In summary, the semistructured interview guide approach is the predominant form of interviewing for social science qualitative researchers because it allows a high degree of freedom of responses from those interviewed (thus allowing for novel discoveries) while still maintaining some connection to a research question area or topic of interest. The rest of the chapter assumes the employment of this form.

Creating an Interview Guide

Your interview guide is the instrument used to bridge your research question(s) and what the people you are interviewing want to tell you. Unlike a standardized questionnaire, the questions actually asked do not need to be exactly what you have written down in your guide. The guide is meant to create space for those you are interviewing to talk about the phenomenon of interest, but sometimes you are not even sure what that phenomenon is until you start asking questions. A priority in creating an interview guide is to ensure it offers space. One of the worst mistakes is to create questions that are so specific that the person answering them will not stray. Relatedly, questions that sound “academic” will shut down a lot of respondents. A good interview guide invites respondents to talk about what is important to them, not feel like they are performing or being evaluated by you.

Good interview questions should not sound like your “research question” at all. For example, let’s say your research question is “How do patriarchal assumptions influence men’s understanding of climate change and responses to climate change?” It would be worse than unhelpful to ask a respondent, “How do your assumptions about the role of men affect your understanding of climate change?” You need to unpack this into manageable nuggets that pull your respondent into the area of interest without leading him anywhere. You could start by asking him what he thinks about climate change in general. Or, even better, whether he has any concerns about heatwaves or increased tornadoes or polar icecaps melting. Once he starts talking about that, you can ask follow-up questions that bring in issues around gendered roles, perhaps asking if he is married (to a woman) and whether his wife shares his thoughts and, if not, how they negotiate that difference. The fact is, you won’t really know the right questions to ask until he starts talking.

There are several distinct types of questions that can be used in your interview guide, either as main questions or as follow-up probes. If you remember that the point is to leave space for the respondent, you will craft a much more effective interview guide! You will also want to think about the place of time in both the questions themselves (past, present, future orientations) and the sequencing of the questions.

Researcher Note

Suggestion : As you read the next three sections (types of questions, temporality, question sequence), have in mind a particular research question, and try to draft questions and sequence them in a way that opens space for a discussion that helps you answer your research question.

Type of Questions

Experience and behavior questions ask about what a respondent does regularly (their behavior) or has done (their experience). These are relatively easy questions for people to answer because they appear more “factual” and less subjective. This makes them good opening questions. For the study on climate change above, you might ask, “Have you ever experienced an unusual weather event? What happened?” Or “You said you work outside? What is a typical summer workday like for you? How do you protect yourself from the heat?”

Opinion and values questions , in contrast, ask questions that get inside the minds of those you are interviewing. “Do you think climate change is real? Who or what is responsible for it?” are two such questions. Note that you don’t have to literally ask, “What is your opinion of X?” but you can find a way to ask the specific question relevant to the conversation you are having. These questions are a bit trickier to ask because the answers you get may depend in part on how your respondent perceives you and whether they want to please you or not. We’ve talked a fair amount about being reflective. Here is another place where this comes into play. You need to be aware of the effect your presence might have on the answers you are receiving and adjust accordingly. If you are a woman who is perceived as liberal asking a man who identifies as conservative about climate change, there is a lot of subtext that can be going on in the interview. There is no one right way to resolve this, but you must at least be aware of it.

Feeling questions are questions that ask respondents to draw on their emotional responses. It’s pretty common for academic researchers to forget that we have bodies and emotions, but people’s understandings of the world often operate at this affective level, sometimes unconsciously or barely consciously. It is a good idea to include questions that leave space for respondents to remember, imagine, or relive emotional responses to particular phenomena. “What was it like when you heard your cousin’s house burned down in that wildfire?” doesn’t explicitly use any emotion words, but it allows your respondent to remember what was probably a pretty emotional day. And if they respond emotionally neutral, that is pretty interesting data too. Note that asking someone “How do you feel about X” is not always going to evoke an emotional response, as they might simply turn around and respond with “I think that…” It is better to craft a question that actually pushes the respondent into the affective category. This might be a specific follow-up to an experience and behavior question —for example, “You just told me about your daily routine during the summer heat. Do you worry it is going to get worse?” or “Have you ever been afraid it will be too hot to get your work accomplished?”

Knowledge questions ask respondents what they actually know about something factual. We have to be careful when we ask these types of questions so that respondents do not feel like we are evaluating them (which would shut them down), but, for example, it is helpful to know when you are having a conversation about climate change that your respondent does in fact know that unusual weather events have increased and that these have been attributed to climate change! Asking these questions can set the stage for deeper questions and can ensure that the conversation makes the same kind of sense to both participants. For example, a conversation about political polarization can be put back on track once you realize that the respondent doesn’t really have a clear understanding that there are two parties in the US. Instead of asking a series of questions about Republicans and Democrats, you might shift your questions to talk more generally about political disagreements (e.g., “people against abortion”). And sometimes what you do want to know is the level of knowledge about a particular program or event (e.g., “Are you aware you can discharge your student loans through the Public Service Loan Forgiveness program?”).

Sensory questions call on all senses of the respondent to capture deeper responses. These are particularly helpful in sparking memory. “Think back to your childhood in Eastern Oregon. Describe the smells, the sounds…” Or you could use these questions to help a person access the full experience of a setting they customarily inhabit: “When you walk through the doors to your office building, what do you see? Hear? Smell?” As with feeling questions , these questions often supplement experience and behavior questions . They are another way of allowing your respondent to report fully and deeply rather than remain on the surface.

Creative questions employ illustrative examples, suggested scenarios, or simulations to get respondents to think more deeply about an issue, topic, or experience. There are many options here. In The Trouble with Passion , Erin Cech ( 2021 ) provides a scenario in which “Joe” is trying to decide whether to stay at his decent but boring computer job or follow his passion by opening a restaurant. She asks respondents, “What should Joe do?” Their answers illuminate the attraction of “passion” in job selection. In my own work, I have used a news story about an upwardly mobile young man who no longer has time to see his mother and sisters to probe respondents’ feelings about the costs of social mobility. Jessi Streib and Betsy Leondar-Wright have used single-page cartoon “scenes” to elicit evaluations of potential racial discrimination, sexual harassment, and classism. Barbara Sutton ( 2010 ) has employed lists of words (“strong,” “mother,” “victim”) on notecards she fans out and asks her female respondents to select and discuss.

Background/Demographic Questions

You most definitely will want to know more about the person you are interviewing in terms of conventional demographic information, such as age, race, gender identity, occupation, and educational attainment. These are not questions that normally open up inquiry. [1] For this reason, my practice has been to include a separate “demographic questionnaire” sheet that I ask each respondent to fill out at the conclusion of the interview. Only include those aspects that are relevant to your study. For example, if you are not exploring religion or religious affiliation, do not include questions about a person’s religion on the demographic sheet. See the example provided at the end of this chapter.

Temporality

Any type of question can have a past, present, or future orientation. For example, if you are asking a behavior question about workplace routine, you might ask the respondent to talk about past work, present work, and ideal (future) work. Similarly, if you want to understand how people cope with natural disasters, you might ask your respondent how they felt then during the wildfire and now in retrospect and whether and to what extent they have concerns for future wildfire disasters. It’s a relatively simple suggestion—don’t forget to ask about past, present, and future—but it can have a big impact on the quality of the responses you receive.

Question Sequence

Having a list of good questions or good question areas is not enough to make a good interview guide. You will want to pay attention to the order in which you ask your questions. Even though any one respondent can derail this order (perhaps by jumping to answer a question you haven’t yet asked), a good advance plan is always helpful. When thinking about sequence, remember that your goal is to get your respondent to open up to you and to say things that might surprise you. To establish rapport, it is best to start with nonthreatening questions. Asking about the present is often the safest place to begin, followed by the past (they have to know you a little bit to get there), and lastly, the future (talking about hopes and fears requires the most rapport). To allow for surprises, it is best to move from very general questions to more particular questions only later in the interview. This ensures that respondents have the freedom to bring up the topics that are relevant to them rather than feel like they are constrained to answer you narrowly. For example, refrain from asking about particular emotions until these have come up previously—don’t lead with them. Often, your more particular questions will emerge only during the course of the interview, tailored to what is emerging in conversation.

Once you have a set of questions, read through them aloud and imagine you are being asked the same questions. Does the set of questions have a natural flow? Would you be willing to answer the very first question to a total stranger? Does your sequence establish facts and experiences before moving on to opinions and values? Did you include prefatory statements, where necessary; transitions; and other announcements? These can be as simple as “Hey, we talked a lot about your experiences as a barista while in college.… Now I am turning to something completely different: how you managed friendships in college.” That is an abrupt transition, but it has been softened by your acknowledgment of that.

Probes and Flexibility

Once you have the interview guide, you will also want to leave room for probes and follow-up questions. As in the sample probe included here, you can write out the obvious probes and follow-up questions in advance. You might not need them, as your respondent might anticipate them and include full responses to the original question. Or you might need to tailor them to how your respondent answered the question. Some common probes and follow-up questions include asking for more details (When did that happen? Who else was there?), asking for elaboration (Could you say more about that?), asking for clarification (Does that mean what I think it means or something else? I understand what you mean, but someone else reading the transcript might not), and asking for contrast or comparison (How did this experience compare with last year’s event?). “Probing is a skill that comes from knowing what to look for in the interview, listening carefully to what is being said and what is not said, and being sensitive to the feedback needs of the person being interviewed” ( Patton 2002:374 ). It takes work! And energy. I and many other interviewers I know report feeling emotionally and even physically drained after conducting an interview. You are tasked with active listening and rearranging your interview guide as needed on the fly. If you only ask the questions written down in your interview guide with no deviations, you are doing it wrong. [2]

The Final Question

Every interview guide should include a very open-ended final question that allows for the respondent to say whatever it is they have been dying to tell you but you’ve forgotten to ask. About half the time they are tired too and will tell you they have nothing else to say. But incredibly, some of the most honest and complete responses take place here, at the end of a long interview. You have to realize that the person being interviewed is often discovering things about themselves as they talk to you and that this process of discovery can lead to new insights for them. Making space at the end is therefore crucial. Be sure you convey that you actually do want them to tell you more, that the offer of “anything else?” is not read as an empty convention where the polite response is no. Here is where you can pull from that active listening and tailor the final question to the particular person. For example, “I’ve asked you a lot of questions about what it was like to live through that wildfire. I’m wondering if there is anything I’ve forgotten to ask, especially because I haven’t had that experience myself” is a much more inviting final question than “Great. Anything you want to add?” It’s also helpful to convey to the person that you have the time to listen to their full answer, even if the allotted time is at the end. After all, there are no more questions to ask, so the respondent knows exactly how much time is left. Do them the courtesy of listening to them!

Conducting the Interview

Once you have your interview guide, you are on your way to conducting your first interview. I always practice my interview guide with a friend or family member. I do this even when the questions don’t make perfect sense for them, as it still helps me realize which questions make no sense, are poorly worded (too academic), or don’t follow sequentially. I also practice the routine I will use for interviewing, which goes something like this:

• Introduce myself and reintroduce the study
• Provide consent form and ask them to sign and retain/return copy
• Ask if they have any questions about the study before we begin
• Ask if I can begin recording
• Ask questions (from interview guide)
• Turn off the recording device
• Ask if they are willing to fill out my demographic questionnaire
• Collect questionnaire and, without looking at the answers, place in same folder as signed consent form
• Thank them and depart

A note on remote interviewing: Interviews have traditionally been conducted face-to-face in a private or quiet public setting. You don’t want a lot of background noise, as this will make transcriptions difficult. During the recent global pandemic, many interviewers, myself included, learned the benefits of interviewing remotely. Although face-to-face is still preferable for many reasons, Zoom interviewing is not a bad alternative, and it does allow more interviews across great distances. Zoom also includes automatic transcription, which significantly cuts down on the time it normally takes to convert our conversations into “data” to be analyzed. These automatic transcriptions are not perfect, however, and you will still need to listen to the recording and clarify and clean up the transcription. Nor do automatic transcriptions include notations of body language or change of tone, which you may want to include. When interviewing remotely, you will want to collect the consent form before you meet: ask them to read, sign, and return it as an email attachment. I think it is better to ask for the demographic questionnaire after the interview, but because some respondents may never return it then, it is probably best to ask for this at the same time as the consent form, in advance of the interview.

What should you bring to the interview? I would recommend bringing two copies of the consent form (one for you and one for the respondent), a demographic questionnaire, a manila folder in which to place the signed consent form and filled-out demographic questionnaire, a printed copy of your interview guide (I print with three-inch right margins so I can jot down notes on the page next to relevant questions), a pen, a recording device, and water.

After the interview, you will want to secure the signed consent form in a locked filing cabinet (if in print) or a password-protected folder on your computer. Using Excel or a similar program that allows tables/spreadsheets, create an identifying number for your interview that links to the consent form without using the name of your respondent. For example, let’s say that I conduct interviews with US politicians, and the first person I meet with is George W. Bush. I will assign the transcription the number “INT#001” and add it to the signed consent form. [3] The signed consent form goes into a locked filing cabinet, and I never use the name “George W. Bush” again. I take the information from the demographic sheet, open my Excel spreadsheet, and add the relevant information in separate columns for the row INT#001: White, male, Republican. When I interview Bill Clinton as my second interview, I include a second row: INT#002: White, male, Democrat. And so on. The only link to the actual name of the respondent and this information is the fact that the consent form (unavailable to anyone but me) has stamped on it the interview number.

Many students get very nervous before their first interview. Actually, many of us are always nervous before the interview! But do not worry—this is normal, and it does pass. Chances are, you will be pleasantly surprised at how comfortable it begins to feel. These “purposeful conversations” are often a delight for both participants. This is not to say that sometimes things go wrong. I often have my students practice several “bad scenarios” (e.g., a respondent that you cannot get to open up; a respondent who is too talkative and dominates the conversation, steering it away from the topics you are interested in; emotions that completely take over; or shocking disclosures you are ill-prepared to handle), but most of the time, things go quite well. Be prepared for the unexpected, but know that the reason interviews are so popular as a technique of data collection is that they are usually richly rewarding for both participants.

One thing that I stress to my methods students and remind myself about is that interviews are still conversations between people. If there’s something you might feel uncomfortable asking someone about in a “normal” conversation, you will likely also feel a bit of discomfort asking it in an interview. Maybe more importantly, your respondent may feel uncomfortable. Social research—especially about inequality—can be uncomfortable. And it’s easy to slip into an abstract, intellectualized, or removed perspective as an interviewer. This is one reason trying out interview questions is important. Another is that sometimes the question sounds good in your head but doesn’t work as well out loud in practice. I learned this the hard way when a respondent asked me how I would answer the question I had just posed, and I realized that not only did I not really know how I would answer it, but I also wasn’t quite as sure I knew what I was asking as I had thought.

—Elizabeth M. Lee, Associate Professor of Sociology at Saint Joseph’s University, author of Class and Campus Life , and co-author of Geographies of Campus Inequality

How Many Interviews?

Your research design has included a targeted number of interviews and a recruitment plan (see chapter 5). Follow your plan, but remember that “ saturation ” is your goal. You interview as many people as you can until you reach a point at which you are no longer surprised by what they tell you. This means not that no one after your first twenty interviews will have surprising, interesting stories to tell you but rather that the picture you are forming about the phenomenon of interest to you from a research perspective has come into focus, and none of the interviews are substantially refocusing that picture. That is when you should stop collecting interviews. Note that to know when you have reached this, you will need to read your transcripts as you go. More about this in chapters 18 and 19.

Your Final Product: The Ideal Interview Transcript

A good interview transcript will demonstrate a subtly controlled conversation by the skillful interviewer. In general, you want to see replies that are about one paragraph long, not short sentences and not running on for several pages. Although it is sometimes necessary to follow respondents down tangents, it is also often necessary to pull them back to the questions that form the basis of your research study. This is not really a free conversation, although it may feel like that to the person you are interviewing.

Final Tips from an Interview Master

Annette Lareau is arguably one of the masters of the trade. In Listening to People , she provides several guidelines for good interviews and then offers a detailed example of an interview gone wrong and how it could be addressed (please see the “Further Readings” at the end of this chapter). Here is an abbreviated version of her set of guidelines: (1) interview respondents who are experts on the subjects of most interest to you (as a corollary, don’t ask people about things they don’t know); (2) listen carefully and talk as little as possible; (3) keep in mind what you want to know and why you want to know it; (4) be a proactive interviewer (subtly guide the conversation); (5) assure respondents that there aren’t any right or wrong answers; (6) use the respondent’s own words to probe further (this both allows you to accurately identify what you heard and pushes the respondent to explain further); (7) reuse effective probes (don’t reinvent the wheel as you go—if repeating the words back works, do it again and again); (8) focus on learning the subjective meanings that events or experiences have for a respondent; (9) don’t be afraid to ask a question that draws on your own knowledge (unlike trial lawyers who are trained never to ask a question for which they don’t already know the answer, sometimes it’s worth it to ask risky questions based on your hypotheses or just plain hunches); (10) keep thinking while you are listening (so difficult…and important); (11) return to a theme raised by a respondent if you want further information; (12) be mindful of power inequalities (and never ever coerce a respondent to continue the interview if they want out); (13) take control with overly talkative respondents; (14) expect overly succinct responses, and develop strategies for probing further; (15) balance digging deep and moving on; (16) develop a plan to deflect questions (e.g., let them know you are happy to answer any questions at the end of the interview, but you don’t want to take time away from them now); and at the end, (17) check to see whether you have asked all your questions. You don’t always have to ask everyone the same set of questions, but if there is a big area you have forgotten to cover, now is the time to recover ( Lareau 2021:93–103 ).

Sample: Demographic Questionnaire

ASA Taskforce on First-Generation and Working-Class Persons in Sociology – Class Effects on Career Success

Supplementary Demographic Questionnaire

Thank you for your participation in this interview project. We would like to collect a few pieces of key demographic information from you to supplement our analyses. Your answers to these questions will be kept confidential and stored by ID number. All of your responses here are entirely voluntary!

What best captures your race/ethnicity? (please check any/all that apply)

• White (Non Hispanic/Latina/o/x)
• Black or African American
• Hispanic, Latino/a/x of Spanish
• Asian or Asian American
• American Indian or Alaska Native
• Middle Eastern or North African
• Native Hawaiian or Pacific Islander
• Other : (Please write in: ________________)

What is your current position?

• Grad Student
• Full Professor

Please check any and all of the following that apply to you:

• I identify as a working-class academic
• I was the first in my family to graduate from college
• I grew up poor

What best reflects your gender?

• Transgender female/Transgender woman
• Transgender male/Transgender man
• Gender queer/ Gender nonconforming

Anything else you would like us to know about you?

Example: Interview Guide

In this example, follow-up prompts are italicized.  Note the sequence of questions.  That second question often elicits an entire life history , answering several later questions in advance.

Introduction Script/Question

Thank you for participating in our survey of ASA members who identify as first-generation or working-class.  As you may have heard, ASA has sponsored a taskforce on first-generation and working-class persons in sociology and we are interested in hearing from those who so identify.  Your participation in this interview will help advance our knowledge in this area.

• The first thing we would like to as you is why you have volunteered to be part of this study? What does it mean to you be first-gen or working class?  Why were you willing to be interviewed?
• How did you decide to become a sociologist?
• Can you tell me a little bit about where you grew up? ( prompts: what did your parent(s) do for a living?  What kind of high school did you attend?)
• Has this identity been salient to your experience? (how? How much?)
• How welcoming was your grad program? Your first academic employer?
• Why did you decide to pursue sociology at the graduate level?
• Did you experience culture shock in college? In graduate school?
• Has your FGWC status shaped how you’ve thought about where you went to school? debt? etc?
• Were you mentored? How did this work (not work)?  How might it?
• What did you consider when deciding where to go to grad school? Where to apply for your first position?
• What, to you, is a mark of career success? Have you achieved that success?  What has helped or hindered your pursuit of success?
• Do you think sociology, as a field, cares about prestige?
• Let’s talk a little bit about intersectionality. How does being first-gen/working class work alongside other identities that are important to you?
• What do your friends and family think about your career? Have you had any difficulty relating to family members or past friends since becoming highly educated?
• Do you have any debt from college/grad school? Are you concerned about this?  Could you explain more about how you paid for college/grad school?  (here, include assistance from family, fellowships, scholarships, etc.)
• (You’ve mentioned issues or obstacles you had because of your background.) What could have helped?  Or, who or what did? Can you think of fortuitous moments in your career?
• Do you have any regrets about the path you took?
• Is there anything else you would like to add? Anything that the Taskforce should take note of, that we did not ask you about here?

Further Readings

Britten, Nicky. 1995. “Qualitative Interviews in Medical Research.” BMJ: British Medical Journal 31(6999):251–253. A good basic overview of interviewing particularly useful for students of public health and medical research generally.

Corbin, Juliet, and Janice M. Morse. 2003. “The Unstructured Interactive Interview: Issues of Reciprocity and Risks When Dealing with Sensitive Topics.” Qualitative Inquiry 9(3):335–354. Weighs the potential benefits and harms of conducting interviews on topics that may cause emotional distress. Argues that the researcher’s skills and code of ethics should ensure that the interviewing process provides more of a benefit to both participant and researcher than a harm to the former.

Gerson, Kathleen, and Sarah Damaske. 2020. The Science and Art of Interviewing . New York: Oxford University Press. A useful guidebook/textbook for both undergraduates and graduate students, written by sociologists.

Kvale, Steiner. 2007. Doing Interviews . London: SAGE. An easy-to-follow guide to conducting and analyzing interviews by psychologists.

Lamont, Michèle, and Ann Swidler. 2014. “Methodological Pluralism and the Possibilities and Limits of Interviewing.” Qualitative Sociology 37(2):153–171. Written as a response to various debates surrounding the relative value of interview-based studies and ethnographic studies defending the particular strengths of interviewing. This is a must-read article for anyone seriously engaging in qualitative research!

Pugh, Allison J. 2013. “What Good Are Interviews for Thinking about Culture? Demystifying Interpretive Analysis.” American Journal of Cultural Sociology 1(1):42–68. Another defense of interviewing written against those who champion ethnographic methods as superior, particularly in the area of studying culture. A classic.

Rapley, Timothy John. 2001. “The ‘Artfulness’ of Open-Ended Interviewing: Some considerations in analyzing interviews.” Qualitative Research 1(3):303–323. Argues for the importance of “local context” of data production (the relationship built between interviewer and interviewee, for example) in properly analyzing interview data.

Weiss, Robert S. 1995. Learning from Strangers: The Art and Method of Qualitative Interview Studies . New York: Simon and Schuster. A classic and well-regarded textbook on interviewing. Because Weiss has extensive experience conducting surveys, he contrasts the qualitative interview with the survey questionnaire well; particularly useful for those trained in the latter.

• I say “normally” because how people understand their various identities can itself be an expansive topic of inquiry. Here, I am merely talking about collecting otherwise unexamined demographic data, similar to how we ask people to check boxes on surveys. ↵
• Again, this applies to “semistructured in-depth interviewing.” When conducting standardized questionnaires, you will want to ask each question exactly as written, without deviations! ↵
• I always include “INT” in the number because I sometimes have other kinds of data with their own numbering: FG#001 would mean the first focus group, for example. I also always include three-digit spaces, as this allows for up to 999 interviews (or, more realistically, allows for me to interview up to one hundred persons without having to reset my numbering system). ↵

A method of data collection in which the researcher asks the participant questions; the answers to these questions are often recorded and transcribed verbatim. There are many different kinds of interviews - see also semistructured interview , structured interview , and unstructured interview .

A document listing key questions and question areas for use during an interview.  It is used most often for semi-structured interviews.  A good interview guide may have no more than ten primary questions for two hours of interviewing, but these ten questions will be supplemented by probes and relevant follow-ups throughout the interview.  Most IRBs require the inclusion of the interview guide in applications for review.  See also interview and  semi-structured interview .

A data-collection method that relies on casual, conversational, and informal interviewing.  Despite its apparent conversational nature, the researcher usually has a set of particular questions or question areas in mind but allows the interview to unfold spontaneously.  This is a common data-collection technique among ethnographers.  Compare to the semi-structured or in-depth interview .

A form of interview that follows a standard guide of questions asked, although the order of the questions may change to match the particular needs of each individual interview subject, and probing “follow-up” questions are often added during the course of the interview.  The semi-structured interview is the primary form of interviewing used by qualitative researchers in the social sciences.  It is sometimes referred to as an “in-depth” interview.  See also interview and  interview guide .

The cluster of data-collection tools and techniques that involve observing interactions between people, the behaviors, and practices of individuals (sometimes in contrast to what they say about how they act and behave), and cultures in context.  Observational methods are the key tools employed by ethnographers and Grounded Theory .

Follow-up questions used in a semi-structured interview  to elicit further elaboration.  Suggested prompts can be included in the interview guide  to be used/deployed depending on how the initial question was answered or if the topic of the prompt does not emerge spontaneously.

A form of interview that follows a strict set of questions, asked in a particular order, for all interview subjects.  The questions are also the kind that elicits short answers, and the data is more “informative” than probing.  This is often used in mixed-methods studies, accompanying a survey instrument.  Because there is no room for nuance or the exploration of meaning in structured interviews, qualitative researchers tend to employ semi-structured interviews instead.  See also interview.

The point at which you can conclude data collection because every person you are interviewing, the interaction you are observing, or content you are analyzing merely confirms what you have already noted.  Achieving saturation is often used as the justification for the final sample size.

An interview variant in which a person’s life story is elicited in a narrative form.  Turning points and key themes are established by the researcher and used as data points for further analysis.

Introduction to Qualitative Research Methods Copyright © 2023 by Allison Hurst is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

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21 Key Behavioural Interview Questions to Help You Prepare

Learn about common types of behavioural interview questions and how you can prepare the best answer to showcase your skill set and experience.

A job interview is an opportunity to share more about your unique skills and experiences. Beyond answering common interview questions about the role and how you’d fit it, you’ll also likely answer behavioural interview questions, which potential employers ask to learn more about you.  

Behavioural interview questions explore your past work experiences so recruiters, hiring managers, and search committees can learn more about your personality, performance, technical skills, workplace skills, and strengths. They also help potential employers discover important details, such as how you work with others, how efficiently you communicate, and how you handle difficult situations.

This article will review common behavioural interview questions, what employers want to know when asking each type, and how you can respond in the best way.  

21 common behavioural interview questions 

In addition to the sample questions below, you’ll also find highlights about what employers typically want to know when asking each kind of question and helpful details you can incorporate into your answer. 

Organisation

How do you stay organised? 

How do you determine priorities?

How do you manage competing demands?   

What they’re really asking: What kind of management style do you need? Can you work autonomously, or do you need a lot of structure and direction?  

What your answer can feature: Tools. Beyond sharing past examples about how you’ve stayed organised or prioritised your work, mention any tools you use to accomplish those tasks and stay on top of things. This will help show employers more about your technical abilities and know-how. 

Communication

Tell us about a time when a miscommunication created an error at work. What happened, and what did you contribute to the solution? 

Describe when you effectively communicated unpleasant news or a difficult idea.

How do you respond to constructive feedback? 

What they’re really asking: How do you communicate with others? How will you interact with your team members? 

What your answer can feature: Clarity. Behavioural interview questions about communication allow you to show off your skills rather than recount them. It helps to be clear and direct as you respond because both are valued aspects of communication.  

Decision-making 

Tell us about a time when you had to decide quickly. What happened? 

What steps do you take to ensure your decisions are effective? 

What was a difficult decision you had to make in the last year? What made it difficult?

What they’re really asking: Can you think critically? Do you have problem-solving experience?  

What your answer can feature: Process. Talk about your decision-making process as much as the actual decisions you made. This will allow you to show off your critical thinking skills, a key transferable skill in the workplace. 

Initiative 

Tell us about a time when you identified a problem and how you came up with the solution. 

How did you go beyond the expectations or requirements of your previous role? 

Did you ever find a better way to complete a task? What did you do? 

What they’re really asking: Are you a self-starter? In what type of situation do you feel comfortable taking the lead?  

What your answer can feature: Impact. Pick examples that emphasise your impact—even a small one—as a result of taking the initiative. You want to help a potential employer connect your motivation with quantifiable results. As much as possible, draw on specific data to highlight your accomplishments.  

Personal and interpersonal

Tell me about a time when you felt under pressure. How did you cope with that situation? 

Has one of your previous roles ever shifted significantly? How did you handle it when your responsibilities changed? 

Tell me about a time when you disagreed with a manager's decision. How did you communicate with your supervisor? 

What they’re really asking: Do you work well with others? How do you handle more difficult situations? 

What your answer can feature: Solutions. You’ll inevitably need to frame the problem when discussing previous conflicts or stressful situations. But your story shouldn’t stop there—share any solutions you identified, the benefits that resulted, and what you learned from the situation.  

Remote work

How do you develop and maintain your schedule while working remotely? 

What communication tools do you rely on to stay in touch with team members across multiple time zones? 

What was a time when you didn’t know how to do something? How did you seek out the proper information to complete your task? 

What they’re really asking: Can we trust you to do the work without close supervision?  

What your answer can feature: Relevant knowledge. If you’ve worked remotely, explain what you did to make things run smoothly. If you haven’t worked remotely, research common tools that remote companies use (like Slack and Zoom) so that you can provide specific examples of what you would do. It also doesn’t hurt to ask what tools the company has to ensure employee success. 

Managerial and leadership

How do you delegate tasks and priorities to members of your team? 

What do you do if a direct report continually underperforms? What steps would you take to improve their performance?  

What kind of leadership inspires you most? Why? 

What they’re really asking: What kind of leader are you? How do you manage team members? How will you keep things operating smoothly? 

What your answer can feature: Innovation. Share how you’ve approached management and leadership with an innovative, flexible attitude where possible. Joining a new company in a management role can often mean learning how to adapt to new processes while bringing many of your ideas to the table. 

Tips for answering behavioural interview questions

Practice can help you feel more comfortable and confident when you interview. You can answer the questions above on your own or ask a friend or family member to play the role of interviewer. Working with a partner to prepare can help you practice other important elements, like eye contact and facial expressions. 

Here are some additional tips to help you develop responses that showcase your strengths and character. 

Take your time. You don’t have to jump to an answer as soon as you hear the question. It’s acceptable to pause, but it may signal your confidence to employers. Take a breath, gather your thoughts, and begin answering. And if you need more information or context, ask for clarification. 

Use the STAR method. The STAR method stands for Situation, Task, Action, Result. It’s a formula worth memorising because it can help structure your responses to behavioural interview questions. 

Situation: Start by establishing the situation and sharing any important details. 

Task: Recount your specific task or responsibility.

Action: Describe, step-by-step, what you did to address the task or responsibility.

Result: End with the impact of your actions.

Expand on your CV. Recruiters appreciate it when you can quantify your work on a CV, sharing what you achieved and how much. For example, instead of saying that you managed three people, you should explain what your team achieved under your management. 

Enter an interview knowing a few of those details. Don’t assume a potential employer will remember everything you listed on your CV. Answering behavioural interview questions is a chance to reiterate some of what you shared in that document while expanding on it.

Being prepared and knowing how to approach behavioural interview questions can be hugely beneficial. The University of Maryland's Successful Interview course can help you learn more about interviews, such as conducting research about a company and making a positive first impression. Enroll today for free. 

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53+ Top Questions to Ask an Interviewer to Stand Out [in 2024]

By Kervin Peterson

10 min read

Knowing the right questions to ask an interviewer can be your golden ticket to landing your dream job. However, thinking of which ones to ask isn’t easy, as you need to tailor your questions to the company and the job you’re applying for —this is how you'll demonstrate your enthusiasm, which recruiters value.

As you prepare for the interview, a few questions will certainly come to mind, but you should also make sure to personalize them to get the answers you actually seek .

That’s why we’re here—to provide you with expert tips about asking the right questions in a job interview and offer useful advice on timing and quantity, so let’s get started!

Key Takeaways

Asking the right questions in a job interview will make you appear enthusiastic about the role.

Your question preparation should begin with thorough research on the company.

You should tailor your questions to the interviewing company and personalize them according to what you want to know about it.

Knowing how many questions to ask and when is just as important as asking the right ones.

You should actively participate in the interview instead of quietly preparing the questions to ask the interviewer at the end.

5+ Tips for Asking Questions in an Interview

Coming up with the right questions for a job interviewer isn’t always easy, which is why we’re here—to provide you with the needed guidelines. Let’s lay some ground rules for the “Do you have any questions for us?” portion of an interview.

#1. Research the Company

For your questions to be meaningful, you need to research the hiring company first.

You can start with the company’s official website , where you can see its culture and values. From there, you can go to LinkedIn and reputable company review and job search websites , where you can learn about former and current employees’ professional experiences and their experiences with your potential employer.

#2. Don’t Say You Have No Questions

Since your goal is to appear enthusiastic about the job, saying that you have no questions isn’t advisable—it’s likely to leave an impression of you being uninterested.

Moreover, it’s in your best interest to ask the right questions and get answers , as they will help you get a clear picture of what your employment in the company may look like and how to plan your working days accordingly.

#3. Don’t Ask Too Many Questions

There’s a fine line between asking the right amount of questions in a job interview and going overboard. While it’s good to have questions, you shouldn’t pile them up and ask too many.

The reason is twofold, yet simple. First off, asking too many questions can make you seem unprepared for the role . Secondly, if you force questions to satisfy quantity, they won’t be organic, and the interviewer will notice that. Subsequently, you’ll come across as overbearing instead of memorable.

#4. Ask What You Really Want to Know

In an effort to appeal to the job interviewer, you may miss the real purpose of asking them questions. Yes, it will help you leave a good impression, which is important, but not as much as the fact that it will get you the answers you need to have as a potential employee.

Moreover, the answers you get may even affect your interest in the job. You should remember that the company’s values and culture should align with your work style for a mutually successful collaboration .

#5. Personalize Your Questions

Just as you should tailor your questions to the company and the job, you also need to customize them for yourself. This tip is somewhat of an extension of the previous one—you ought to ask what really interests you as a person and a potential employee.

These questions can include asking about what your working day may look like and what you need to know about certain topics or tools. Since they’re personalized, you can get creative and come up with a few unique interview questions to ask the employer.

Keep in mind that answers to these questions may also deter you from the job. However, that’s another perk of asking them—you will know whether you want the role or not.

#6. Ask Questions Throughout the Interview

While there are certain questions to ask an interviewer after the meeting, not all of them should be saved for the end. Namely, you ought to aim for the perfect moment for each.

The truth is that a job interview, as formal of an occasion as it is, still needs to be a conversation. That means it should be interactive instead of interrogative , so refrain from answering the questions dryly and waiting for the end to ask yours.

Instead, pitch in with relevant questions throughout the interview (without interrupting anyone, of course). Not only will you get a better impression of the company and the position, but you’ll also accentuate your communication skills , which are a valuable asset for any job.

53+ Smart Questions to Ask an Interviewer

If you’ve ever searched for “What are the top 10 questions to ask a recruiter?” you’re in for a treat! We’re about to offer not 10 but over 50 smart questions to ask an interviewer .

However, as “smart” is a vague term, we’ll be more specific—our selection of questions will be categorized into several groups according to the subject of conversation, each of which is designed to accentuate both your soft and hard skills.

#1. Questions About the Position You’re Applying For

Your main focus up until the interview and during it is to learn as much as possible about the position you’re applying for.

To make that happen elegantly and showcase your hard skills at the same time, choose from the ten questions listed below:

Questions About the Position You’re Applying For

What does a typical day in this role look like?

Can I see examples of the projects I’d be working on?

What projects are of the highest priority?

What experience and skills does your ideal candidate have?

Are there any skills missing in the team that the new hire should fill?

Bonus: questions to ask an interviewer for a leadership position :

Questions To Ask An Interviewer For A Leadership Position

How would you describe the corporate culture?

How do you measure success?

What is the extent of someone’s power in this role?

Bonus: questions to ask an interviewer for a manager position:

Questions To Ask An Interviewer For A Manager Position

What is the present structure of my potential team?

What do you expect me to accomplish for the company within a year?

Who would I be reporting to?

#2. Questions About the Team

Questions about the team you may be joining show another layer of enthusiasm and dedication, so choose the ones that accentuate your teamwork skills . Here are some examples:

Questions About the Team

Can you tell me about the team I’ll be working with?

Who will I be collaborating with most closely?

Can you tell me about my direct reports?

What would you highlight as the team’s strengths and challenges?

Do you expect the team to grow within the next six months?

What other sectors does my team collaborate with?

What challenges have people in this position faced so far?

Can you tell me about the biggest accomplishment the team has had in the past six months?

Is the working atmosphere more autonomous or collaborative?

How will my work be evaluated?

#3. Questions About Career Goals & Development

In addition to financial security, a job should provide opportunities for professional development . Asking some of the following questions in an interview will let you know if the role you’ve applied for meets that standard:

Questions About Career Goals & Development

Can you describe your onboarding process?

What professional development opportunities do you offer to employees?

Are there possibilities for progress within the organization?

Where have successful employees previously in this role advanced to?

What is your general training policy?

What kind of mentoring system do you have?

How can working here contribute to my professional development?

What types of employees generally succeed in the company?

What would you identify as something all employees learn while working here?

How can I contribute to the company’s vision for growth?

#4. Questions About the Company Culture

Questions about the company's culture are essential for determining whether you’re the right fit for the organization and vice versa . In that spirit, here are the best questions to ask an interviewer about the company culture:

Questions About the Company Culture

Can you tell me more about the most significant company developments?

What do you envision for the company in the next few years?

Can you tell me something about your plans for growth in the industry?

What goals does the company currently focus on?

How does the company uphold its values?

What do you think is the best thing about working here?

Is the company experiencing any challenges at the moment?

What kind of team-building activities do you organize?

How do you cultivate a healthy work-life balance?

What is the dress code?

#5. Questions About the Interviewer

Asking questions about the interviewer is how you show interest in them as a person. This is a great way to showcase your soft skills , so browse through our list of interviewer-related questions and pick your favorites:

Questions About the Interviewer

How long have you been working here?

How has your role changed since you started?

What are the projects you’re excited about?

How has your time at this company enriched your experience?

Why did you come to this company?

Have you had any other roles in this company?

Are there any upcoming initiatives that have piqued your interest?

What challenges do you face in your job?

What are your favorite things about the company?

Can you tell me about your milestones within the company?

#6. Closing Questions

Finally, when all is said and done, leave room for some closing questions to end the interview on a high note . It’s best if they’re relevant to the recruitment process to show interest in the specifics of the position you’ve applied for both at the start and the end of a job interview.

Here are some examples of interview-closing questions:

Closing Questions

What are the next steps in the recruitment process?

Is there anything else you’d like me to clarify about my professional experience and expertise?

How many candidates do you plan to meet overall?

5 Questions You Should Avoid Asking in an Interview

There’s a fine line between being enthusiastic and intrusive with your questions. Since you want to avoid the latter, you should steer clear of asking the following questions in an interview:

Questions You Should Avoid Asking in an Interview

“What does the job entail?” —This question is a red flag for the interviewer, as it shows that you haven’t done your research. Asking it can make you seem uninterested or unserious.

“What does the company do?” —You can ask specific questions about certain aspects of the company, but not knowing its mission can paint you in a bad light.

“Are any other positions open?” —You want to show dedication and enthusiasm, and this question does anything but that. While you can ask whether there’s room for advancement within the company, you should keep your questions focused on the job you’ve applied for.

“When can I start taking PTO?” —Although everyone is excited about PTO , you shouldn’t be that blatant about it in your interview. Otherwise, you’ll come off as unprofessional and even presumptuous for asking this question before getting the job.

“Are you going to check my references?” —Even if you have great references, there’s no good way to ask this question. Keep your curiosity at bay, or you may seem suspicious, and the interviewer may doubt your professional background.

Final Thoughts

When it comes to job interviews, there are certain questions you should refrain from asking . Fortunately, our guide shows you which questions should be avoided and how to focus on those that raise your chances of getting the job instead.

Although there are numerous smart questions to ask an interviewer, make sure not to ask too many of them—remember, quality beats quantity .

Choose the best and most relevant ones and sprinkle them throughout the interview to make a lasting impression on the recruiter.

Create your resume once, use it everywhere

What to Ask at the End of a Job Interview, According to Experts

At the end of every job interview , there comes that fateful moment when the hiring manager has gone through all of their questions and flips the script on you by asking: Do you have any questions for us? We all know it's coming, but still, it can feel a little awkward figuring out what kind of questions to ask in these moments — aren't you the one being interviewed after all?

Well, not quite. There are two main reasons why you want to ask questions at the end of an interview. The first is that asking good questions is a great way to show off more about yourself and your values. The second is that job interviews shouldn't be so one-sided; you need to figure out if this job is a good fit for you, too.

Businesswoman and podcast host Ahyiana Angel says that asking a question can allow you to show that you've done your research and that you're invested in the company. "It's important to show your level of interest as well as comprehension of the position and what is being expected of you," Angel tells PS. Asking the right questions can do just that.

In addition to giving you one last chance to make an impression, asking questions at the end of your interview gives you the power to make sure this is the right job for you. Career strategist Adunola Adeshola says that this is a part of the interview where you can really learn a lot from the hiring manager. "Too often job candidates forget that the hiring process is a two-way street, but as much as interviews are a chance for companies to decide if they'd like to move forward with you, it's also a chance for you to determine if you'd like to move forward with them," she tells PS.

Here's what the two career experts had to say about coming up with questions for your interviewer and the different types of questions to focus on.

Experts Featured in This Article

Ahyiana Angel is businesswoman and host of the career podcast " Switch, Pivot or Quit ."

Adunola Adeshola is a career strategist and job search expert.

How to Come Up With Questions For the End of an Interview

If you're not sure what to ask when the hiring manager inevitably asks if you have any questions, the best thing to do is some preinterview research. Does the company have a mission statement on its website? Recent accomplishments or awards it likes to brag about? Maybe a reputation for a specific type of work culture? Try to identify what's important to the company and how it overlaps with your interests.

According to Angel, research is your first step when it comes to brainstorming questions. "You should always go into an interview with a few questions in your arsenal based on your research of the position and the company," she says. This can help you with your first goal, which is using questions to demonstrate your knowledge about and interest in the company. Get as nerdy and detail-oriented as you can and let your research shine through.

Then, think of the burning questions you have about what it's like to be an employee there. Adeshola says you want to "think through which questions will help you stand out and which questions will help you determine if the opportunity is right for you," and write down three to five for each category.

In terms of how to phrase these questions, Adeshola says that you should avoid leading questions and yes or no questions, especially when you're trying to gauge if the company is a good fit for you. "Ask open-ended questions that require the interviewer to give a free, candid response," she advises. "This will increase your chances of getting an honest answer that you can then use to determine if the details you've learned align with what you're looking for in your next role."

And keep in mind, you don't need to memorize them. It's totally OK to write your questions down and bring them with you to your in-person interview or have them beside you in a virtual interview. With thoughtful preparation, you won't feel caught off guard when it's your turn to ask some questions.

What Types of Questions Should You Ask in an Interview?

There are no hard and fast rules about what you have to ask at the end of an interview. You should try to ask a range of questions that show that you're interested and a good fit for the job as well as questions that will help you determine if this is a job you could see yourself at. If you're not entirely sure where to get started beyond the research phase, try asking questions about the following topics.

Ask the Hiring Manager About Themself

When in doubt, ask the hiring manager a question about themself. A general truism is that people love talking about themselves and their experiences, so a great way to build a sense of connection with the interviewer is to ask them about their specific experiences at the company.

Angel recommends people ask the hiring manager, "What are your personal goals within the company?" This question is both engaging and allows them to share what's important to them. Angel adds that it "helps you to understand the positioning and approach the hiring manager is taking with their career and since you will be reporting to them it matters for your career."

You can also ask questions like: What brought you to this company? What's something you didn't expect to love about working here but do?

Ask About Company Culture

There are a myriad of questions you can ask to better understand a company's culture. Angel suggests asking about a company's "top-down management style" because that will impact how you'll feel in your daily life there.

Using your research on the company, Adeshola also suggests asking a question with the following format: "I noticed that you all are big of [pick an aspect of the company's culture you've discovered from your research], what other qualities are you looking for in the new hire that will make fitting in with the team a no-brainer?" This is one way you can demonstrate that you care about and understand the company, and you can learn more about what qualities will make you successful.

Company culture questions are a must because they can teach you a lot and help you in future rounds of interviews. "While companies want to hire someone who can get the job done, they also want to bring on great team members who align with the mission, goals, and culture," Adeshola explains. "Asking these questions shows the interviewer that you've done your research and gives you a better sense of what qualities are most important to them, which you can later emphasize in upcoming interviews."

Ask About Ways You Can Make an Impact

Asking about ways you can make an impact will not only come in handy if you get the job, but these questions can also give you a lot of insight into what will be expected of you.

Angel suggests asking what made the previous person in the role successful, and Adeshola says you can ask what their biggest priorities would be for you in the first ninety days. These questions will allow you to figure out how you'll be impactful in the job, and they also layout benchmarks for success. They communicate that you're already thinking about how you can be helpful at the company and that you're looking to make a splash right away.

Similarly, Adeshola says you can ask if the hiring manager has any concerns about your background being a fit for the role. By addressing the potential elephant in the room, she says "it gives you the chance to address it in a way that eases their worries and further shows that you'll be successful in the position, permitting both of you to leave the interview without any second thoughts." By bringing yourself into the questions, you can show that you really care about being a good employee and you can smooth over any concerns they might have.

No Matter What, Just Make Sure You Ask Something

Remember that end-of-interview questions can be a great opportunity to make a final good impression on your interviewer and get some answers. Though brainstorming your questions beforehand is a must, know that you have a lot of range in terms of what you can ask.

"The scope of questions is limitless," Angel says. From asking about company values to their latest initiatives to metrics for success, just make sure you ask about what's important to you. "You're missing a great opportunity if you're not asking questions at the end of an interview," Adeshola says.

Olivia Luppino is a former PS contributor.

• Open access
• Published: 22 May 2024

Infection prevention practice in home healthcare: a mixed-method study in two Swiss home healthcare organisations

• Lisa Brockhaus 1 ,
• Claudia Lötscher 2 &
• Niklaus Daniel Labhardt 1 , 3  

BMC Health Services Research volume  24 , Article number:  657 ( 2024 ) Cite this article

Metrics details

Infection prevention and control (IPC) research has long neglected the home healthcare sector with its unique challenges. This study aimed to gain an understanding of the barriers to the implementation of infection prevention practices relevant to this setting, the related attitudes, perceived relevance and priorities from the home healthcare worker perspective in Switzerland.

The mixed-method study involved semi-structured interviews ( n  = 18) and an anonymous web-based survey ( n  = 144) among nursing assistants and nurses from two home healthcare organizations in northwest Switzerland. Questions in both sub-studies focused on perceived challenges to infection prevention practices, perceived relevance, and related attitudes and mitigation strategies. Using an exploratory-sequential design, survey questions were designed to quantify and complement the findings from the interview study.

Healthcare workers in these two organisations felt adequately protected, trained and supported by their organisations regarding IPC (survey agreement rates > 90%). General challenges to IPC in the home environment most agreed on were lack of cleanliness, lack of space, and the priorities of the patient to be respected (survey agreement rates 85.4%, 77.1%, and 70.8%, respectively). Practices and perceived challenges in the case of colonisation with multi-drug resistant organisms (MDRO) and potentially infectious diarrheal or respiratory illnesses varied highly regarding information transfer, use of protective equipment, and use and disinfection practices of multi-use equipment. Challenges to hand hygiene, sharps safety, waste management and decontamination of equipment did not feature as a prominent concern.

Conclusions

This study is the first to characterise the implementation of infection prevention practices and the related challenges in home healthcare in Switzerland. Home healthcare workers describe various challenges related to infection prevention practices as largely manageable in their work routine, and generally show satisfaction with the support provided by their organisations regarding IPC precautions. Key findings regarding challenges amenable to interventions include uncertainty and inconsistency regarding the management of MDRO colonisation and acute illnesses, and gaps in information transfer. Those challenges may benefit from both organisational interventions and further research into the level of precautions that are appropriate to the home healthcare setting.

Peer Review reports

The home healthcare (HHC) sector is rapidly expanding in many high-income countries, reflecting the demographic changes with an ageing population, as well as shifts from institutional to home-based care [ 1 , 2 , 3 ]. HHC is one of the fastest-growing segments of the Swiss healthcare sector. Over the last decade, the number of individuals receiving HHC has increased by more than 50% [ 4 , 5 ]. Furthermore, due to structural and financial pressures on acute care, patients are being discharged from hospitals earlier, resulting in an increase in the complexity and severity of home care patients [ 6 ].

Infection prevention and control (IPC) guidance specific to the HHC setting is largely lacking [ 7 , 8 , 9 ]. Understanding the factors that limit the implementation of IPC practices in the HHC context is essential to adapt established infection prevention strategies to this unique setting, and to develop tailored interventions to address adherence where necessary. However, IPC implementation research has long neglected the heterogeneous HHC sector [ 8 ]. The limited research has largely focused on injection safety, while other precautions remain poorly studied [ 10 ]. The lack of IPC strategies tailored to the HHC setting is demonstrated by low adherence to established infection prevention guidelines developed in hospital contexts, such as to prevention bundles for central line-associated bloodstream infections, or hand hygiene standards [ 11 , 12 , 13 ]. Also, the lack of context-specific guidance was perceived as a major challenge by HHC organisations during the COVID-19 pandemic [ 14 , 15 ].

In Switzerland, the HHC sector lacks structured IPC research and implementation efforts, with local organisations being responsible for the development of their individual IPC guidelines.

This study aimed to gain an understanding of the challenges to the implementation of IPC practices relevant to this setting, and the related attitudes, from the home healthcare worker (HHCW) perspective in Switzerland.

The objectives of the study were to (i) explore the HHCWs’ perspectives on barriers to the implementation of various IPC practices, and their attitudes towards implementation including mitigation strategies, perceived relevance of obstacles, and priorities; and (ii) to quantify relevant key findings.

We conducted a mixed-method study using an exploratory-sequential design [ 16 ]. Approval was obtained from the University Basel Ethics Committee (2023 − 129).

Participants were recruited from two regional HHC organisations in the northwest of Switzerland, one providing services in a suburban area (organisation A) and one in an urban area (organisation B), with 177 and 611 employees, respectively. Both organisations largely provide general HHC services for adults, and serve areas with diverse socio-economic contexts. Both are privately run not-for-profit organisations with a governmental mandate.

Participation was limited to employees providing healthcare services, including nurses and nursing assistants with medical treatment competencies, such as wound care and blood glucose management, and nursing assistants without medical treatment competencies providing basic healthcare such as assisting with personal hygiene. Employees exclusively providing household help were excluded.

Interview study

Interview participants were purposively sampled across the range of job profiles and training levels as outlined above. We aimed for a sample of 15–20 participants to reach code saturation [ 17 ], and finally stopped inclusion at 18 participants. No direct incentives were provided to the participants.

The interview guide was informed by our previous literature review [ 10 ], a field visit of the first author (LB), input from one HHC organisation (CL), and IPC expertise of the authors (LB, NDL). It was piloted on two HHCWs with subsequent refinements, and additional input from a researcher with vast experience in qualitative research was sought (JB).

The semi-structured interview started with an open question aiming to explore the participants’ personal definition of IPC precautions, and any aspects they spontaneously considered problematic. Then, 5–7 (depending on the participants’ job profile) questions about individual IPC practices and overarching issues were discussed focussing on aspects unique to the HHC setting. Two of them were phrased in the form of case vignettes ensuring practical understanding. Probing questions were asked to get more thorough descriptions of participants’ practices, and elicit a deeper understanding of their reasoning. Organisational and policy aspects were touched upon if perceived relevant by the participants, but were not the focus of the study. The interview concluded with open questions about any further aspects they considered important, and areas of improvement. The full interview guide is available in supplemental file 1 .

The interviews were conducted by the first author in July 2023, in Swiss German, audio-recorded, and manually transcribed into Standard German. The analysis was performed using MS Excel.

Within the dataset, the analysis focussed on describing factors impacting IPC practices from the HHCW perspective, while also contextualising those with the participants’ reasoning and general attitudes, such as views on relevance and priorities.

Identification and analysis of themes were performed as outlined by Braun et al. using a 6-step thematic analysis [ 18 ]. Both an inductive (not driven by an interest in a specific IP practice) and a deductive (by IP practice) approach were used in the coding process and identification of themes. Themes were identified at the semantic level. Coding was performed and themes were discussed and agreed on by two study team members (LB, CL). To maximise validity, we used negative case analysis, synthesised member checking [ 18 ] with two participants, and triangulation with the survey data.

17 survey items were designed to quantify the main themes identified from the interview study. Answering options were a 4-step Likert scale rating from ‘agree’ to ‘disagree’, or frequency of occurrence of specific situations, as appropriate. Questions were kept in jargon-free language and were piloted on 4 participants to ensure clarity.

The survey was delivered between 24 August and 21 October 2023 as a self-administered, anonymous, web-based online survey. All employees of the two organisations with the abovementioned job profiles were invited to participate, excluding nurses working exclusively in management roles. Eligible employees were invited to participate via e-mail by the HHC organisation management (directly in organisation A, and via team leaders in organisation B) including participant information. No incentives were paid to the participants, but they were provided time to complete the survey during working hours.

All survey results are reported descriptively using proportions. In the text, we report cumulative proportions of “agreeing” or “rather agreeing” to the respective item.

Furthermore, we performed a stratified analysis of all results by training level and by organisation. Therefore, responses were dichotomised to “agree/rather agree” versus “disagree/rather disagree”, and training levels were dichotomised to the two groups “participants without medical treatment competencies“ versus “participants with medical treatment competencies”. Results were analysed for significant differences using X2-test for trend, or Fisher’s exact test, as appropriate, and are only reported where significant differences (p < 0.05) were found.

Additional details on the survey methodology are provided in supplemental file 2 according to the CHERRIES-checklist [ 19 ].

Participant characteristics of the interview study ( n  = 18) and the survey ( n  = 144) are given in Table  1 .

Among the employees contacted for the interview study, one declined to participate. Among the 10 licensed nurses included in the interview study, 5 had additional management roles. The mean duration of the interviews was 16 min (SD 5.4, range 6–30).

The survey was completed by 144 HHCWs, equivalent to an overall response rate of 24.4% of the eligible employees (53.8% in organisation A, and 18.6% in organisation B). The complete survey results are provided in the supplemental file 3 .

General attitudes and perceptions

A key perception of participants was that implementation of infection prevention (IP) in terms of cleanliness or asepsis was not possible to the same extent as in the hospital setting. Participants then often went on to state their commitment to implementing precautions in the individual home, requiring their flexibility or even creativity:

«I also work a lot with common sense, simply setting up the environment in a way that I can achieve the best possible results, knowing that this is not like in the textbook.» (ID2)

However, some participants expressed a more dominant pragmatism resulting from the perceived limitations:

«You just do it [hand hygiene] when you know it’s really necessary. Also because you know that you can’t do it quite as properly as in hospital.» (ID13)

Participants also commonly expressed overall satisfaction with the precautions available for their protection, and IP implementation by the organisation. However, only few accounts did not include any aspect perceived as challenging IP practices in their setting.

95.8% of the survey participants agreed or rather agreed to feeling protected with the precautions in place in their organisation. 93.1% agreed or rather agreed to feeling safe to not transmit pathogens between patients with the precautions in place.

General challenges to IP practices eliciting the highest agreement in the survey were lack of cleanliness (85.4%), lack of space (77.1%), and the priorities of the patient having to be respected (70.8%). Participants with medical treatment competencies stated significantly more often being limited in their IP precautions by the space available in the home, compared to participants without medical treatment competencies (83.5% and 54.2%, respectively, p  = 0.005).

Relationship with the patient

Patient and HCW roles being different from the hospital setting was an overarching theme across conversations about specific IP precautions. Participants highlighted the greater self-determination of the patient in many care decisions, and the motivational work necessary if they felt changes were needed for IP reasons:

«And also the understanding of the patient, you have to fight more for it. In the hospital you are the boss, at home the patient is the boss…» ( ID18)

However, there was broad consensus that in most cases, patients were very willing to comply if adequate explanations were given.

« If you talk to them, there is always a solution. So I really try to adapt, so far it always worked out somehow. » (ID6)

In the survey, 78.5% stated patients would usually be collaborative on IP precautions. 70.8% perceived the priorities of the patient having to be respected as a barrier to their IP management.

Risk assessment and information transfer

Most participants stated they would treat all their patients the same with regard to IP practices. A frequent reasoning for this attitude was the perception that some diagnoses relevant to IPC might not be reported to them as HHCW in charge. An alternative view was vaguely being “more cautious” with severely immunocompromised patients.

Participants expressed diverse views on the reliability of information flow relevant to IPC for specific patients. In Switzerland, discharge letters and diagnoses lists are not routinely sent to HHC organisations by hospitals or general practitioners. Some felt confident that the relevant information would be available from these external documents, and transferred to their information system, while others saw a lack of relevant information:

«So normally, when someone comes home from the hospital, the general practitioner, or relatives, actually contact the home care organisation…. in most situations this works well.» (ID2) «Honestly, I haven’t heard of anyone leaving the hospital with MRSA [methicillin-resistant Staphylococcus aureus], and I can’t imagine that nobody has it. And we don’t realise it.» (ID9)

Views on whether hospital discharge letters were easily available, or hard to obtain, were also divided, with occasional mention of the problem source being a hospital, GPs, or specific employees. It was also repeatedly pointed out that the legal basis for this information transfer seemed unclear:

«That’s difficult - we don’t always get a diagnosis list from the hospital, it depends on who you communicate with, ‘oops, that’s data protection…’ » (ID12)

Lack of medical information was perceived as a barrier to IP precautions by 55.6% of survey participants. When being asked about potential improvements, 78.5% and 85.4% saw a need for better information flow within the organisation, and between the organisation and other healthcare providers, respectively.

• Hand hygiene

Hand hygiene featured prominently as the most important IP precaution to participants. Implementation of hand hygiene was rarely an issue for participants. Key explanations provided for this perspective were good availability of hand sanitiser, either stored at the home or carried along, and a feeling of being appropriately trained on these precautions.

Participants often expressed confidence in their individual decisions on what level of hand disinfection was appropriate:

«In any case, it can be implemented as I find it appropriate in home care… that the way I can disinfect my hands is sufficient.» (ID2) «(…) because there are always situations where you have to do one more move, where it might make sense to disinfect your hands immediately afterwards, but then I’m just disinfecting my hands…sometimes that’s not feasible.» (ID9)

While the risk of stains on furniture and floors with alcoholic hand sanitisers featured in some accounts, no other potential hassles were mentioned repeatedly. Time constraints were rarely mentioned.

Participants were divided on the indications and frequency of their hand washing in the patient’s home. Those who stated washing their hands occasionally provided individual strategies for drying their hands with something clean, including carrying along baby wipes, using toilet paper, or a cotton apron. Other participants described that they preferred disinfecting their hands or using gloves when they found the home too dirty to wash their hands, however acknowledging this was rarely the case.

«We should [wash hands] before we prepare food…but with certain patients it’s pointless because it’s so dirty. So then I prefer to disinfect my hands. Or I put on gloves.» (ID10)

While most participants described wearing gloves for limited indications such as intimate care or potential contact with body fluids, some also stated wearing gloves generously or even continuously for all care activities.

33.3% and 14.6% of survey participants stated using hand sanitisers more frequently, and less frequently, than recommended in the guidance, respectively. 57.6% used gloves more deliberately than as proposed in the guidance, and 21.3% stated using gloves for all care activities.

• Multi-drug resistant organisms

A case vignette of a patient with known Methicillin-resistant Staphylococcus aureus (MRSA) colonisation elicited diverse themes:

(1) The awareness that colonisation with multi-drug resistant organisms (MDROs) in their patients may be unreported, or undiagnosed.

(2) Focusing on good hand hygiene without applying any additional precautions, an approach for which some of the nurses with management roles also offered explanations for:

«The patients take off their pants and reach into them… and then immediately touch other things again. In other words, we don’t actually know where anything has been distributed… And if we also don’t know that someone has MRSA or ESBL [Extended-spectrum beta-lactamase-producing Enterobacterales], and we only actually put the gloves on for personal hygiene, and otherwise, we touch things without gloves, then we can only hope that when we leave again and do our hand hygiene carefully, we don’t take anything with us. » (ID9)

(3) A belief that guidelines for the management of specified MDRO were available at the organisation, defining in what situations additional precautions would be necessary.

(4) Uncertainty about the necessary precautions, and doubts about the relevance of the MDRO diagnosis depending on the care activity, were expressed by nurses with management roles:

«There is a lack of clarity here. I do get this information when it is known at the patient’s discharge. They point out that the hygiene regulations are being strictly adhered to. But nothing special in any way… » (ID17) «But we still have to look into it, and first have to read and think about where the bug is sitting and whether it is relevant for us… » ( ID8)

(5) A frequent view among health assistants was that they had not come across a MDRO diagnosis up to now.

In the survey, an overall 87.5% of participants believed that MDRO guidelines existed in their organisation. 66.7% of the participants stated having seen patients with known MDRO colonisation. This proportion was significantly higher in participants with medical treatment competencies (79.5%) than in those without (27.3%) ( p  < 0.001). Participants from organisation B also stated significantly more often having seen patients with known MDRO colonisation ( p  = 0.02).

Potentially infectious acute illnesses

A case vignette of a patient with the notion of acute diarrhoea revealed two themes about IPC management of acute, potentially infectious illnesses:

(1) A key perception was that they had to make a new situation analysis when they visited the patients’ home:

«…you can’t judge the situation just at once. You come in and pay attention, prepare yourself, so I read through everything, meaning then I might need extra gloves, and also make sure the sanitiser bottle is full, like that. You don’t do anything special.» ( ID16)

(2) In addition, most participants described carrying an “emergency kit” with personal protective equipment, provided by the organisation, that allowed them to react to unexpected situations.

Paying extra attention to hand disinfection was largely agreed on in the survey for diarrheal and respiratory acute illnesses (91.0% and 77.1%, respectively). Paying extra attention to disinfecting equipment was stated by 77.1 and 61.8%, respectively.

Sharp safety

Participants stated unanimously that sharps disposal was generally well organised, with agency-provided sharp containers. Some spontaneously acknowledged that, similarly to the hospital setting, a residual risk of sharp injuries would always be present.

The rare cases in which issues arose showed three facets: (1), patients unable to comply with agreements, (2), caring for patients with intravenous drug use, and (3) plastic bottles being used if in the rare case, a container was not in place. However, participants readily presented their strategies to deal with those situations:

«So we had one [person with substance use] who had all the mess in his room, and then we said he had to come into the kitchen for wound care, and then you’re safe.» (ID10) «If we have patients where we know it won’t work, then we lock it away so that they can’t get to it.» (ID13)

It was further emphasised that patients who self-managed blood glucose measurements and insulin injections were also responsible for proper disposal of their equipment, although HHC staff could advise them and organise proper disposal boxes. The financing of safety devices and equipment was occasionally brought up but was generally perceived as a manageable challenge. 92.4% of survey participants stated that sharps were usually safely disposed of in the patients’ homes.

Waste management

Usually, waste disposal did not pose challenges to participants. They explained how materials contaminated with bodily fluids would be closed in a separate waste bag, and be disposed of in the household waste. Issues linked to this practice remained anecdotical across the accounts:

«We also have patients who empty the syringe container into the bin and then put it back… » (ID10)

In the survey, 83.2% stated that contaminated waste was usually being correctly disposed in the patients’ homes.

Decontamination/reprocessing

When asked about the handling of multi-use equipment, the dominant theme was a preventive effort of not laying down equipment in the patient’s home, in general, or at least not in a place they considered dirty. This often required creativity, as the following quote illustrates:

«There’s a loop at the back of the nursing bag where I hang the helmet and then I can put the tablet in there, so I don’t have to put it on the table.» (ID6 )

Multi-use equipment that was listed by participants included blood pressure meter, blood glucose meter, nurse bag and tablet. Participants described they would usually clean these items at the end of their working day, while cleaning strategies during the day were described inconsistently. However, this was rarely considered problematic:

«I take it inside [into the patients’ home] and clean it in the evening…There might be something on it. I put it down and then pick it up again, well my hands are then disinfected, and then I put it in the car and take it to the next patient and put it down again… » ( ID11) «And you go in with everything, including your bag, which you put or hang somewhere, and then you take it back into the car, so certain things you just drag around.» (ID13)

However, when survey participants were asked if they paid extra attention to disinfecting multi-use equipment after use in a patient colonised with MDRO, a patient with acute diarrhoea, or with acute respiratory symptoms, these statements were agreed to by 83.2%, 77.1%, and 61.8% of participants, respectively.

Wound care and asepsis

Establishing a clean surface for equipment and materials was the dominant theme in wound care conversations. Challenges most frequently described were a general lack of space, often associated with a “messy household”, or a generally dirty household, while descriptions of pets, pet hair, open windows, or lack of light were occasional accounts. However, participants acknowledged that those situations were not the common case and solutions would normally be found:

«There are the tidier and the less tidy households. But as a rule, I haven’t heard that this is a problem. I’ve also experienced a messy household, but that’s special, and even then I was able to make room for the dressings and drawing blood and so on.» ( ID17)

Participants emphasised adaptability and creativity were necessary and presented various strategies to create a satisfactory environment, including using newspaper piles, clean waste bags or packaging materials.

A second theme was the efforts to ensure the use of clean and appropriate wound care materials. Participants emphasised that some materials as well as equipment, such as single-use tweezers, were not paid for by health insurance. Re-sealing of opened materials to reduce costs was commonly reported in this context. Participants also mentioned organising a clean box from their HHC organisation to store all wound care materials and equipment in the home.

In the survey, the three most frequent barriers to clean wound care (rated “frequent” or “sometimes”) were lack of space to make a clean surface (68.7%), positioning of the patient difficult (63.5%), and lack of cleanliness in the home (59.2%).

Contextual themes: knowledge level, adherence, and COVID-19-related challenges

IP-related challenges during the COVID-19 pandemic were not explored explicitly and did not feature prominently in the accounts. When it was occasionally brought up spontaneously, the most common theme was not knowing whether a patient could be sick due to COVID-19 and infectious, and not being able to do anything about this:

«And he coughs right in my face (…)- then I’ve already told customers to test, and they didn’t know how to test, let alone had relatives to bring them to the test centre or anything else…and then we just let it be.» (ID18)

Participants unanimously rated their knowledge level about hygiene practices as sufficient or good, a perception that was shared by nurses with management roles who were asked about the knowledge level of their team. Justifications provided most frequently included training sessions, work supervision, the existence of guidance and knowing where to look up questions, and a positive feedback culture in the team.

Although not explicitly asked, an attitude of perceived importance of hygiene precautions and adherence was visible in many accounts.

«…you usually only find out afterwards whether there is a germ or something, … so I am very rigorous and strict, I don’t want to bring anything and take anything with me.» (ID6)

This view was echoed by nurses with management roles:

«Looking back on the corona period, it took a very long time for our people to become infected at all, and that was only when the measures were relaxed and people were able to meet again in their private lives… That’s why I believe that a minimum of precautions is being observed very carefully.» (ID9)

In the survey, 97.2% of participants perceived their own knowledge level to be sufficient for their work routine.

Summary of key findings

This study characterises IP implementation in the Swiss HHC setting with the following key findings: (i) HHCW in these two organisations felt sufficiently protected, trained and supported by their organisations regarding IPC, and felt committed to adapting their precautions to the diverse conditions they encounter in their work; (ii) Challenges of hand hygiene, sharps safety, waste management and decontamination of equipment did not feature prominently as a HHCW concern; (iii) Practices, perceived relevance and challenges in the case of colonisation with MDRO or potentially infectious diarrheal or respiratory illnesses were highly varied regarding information transfer, use of protective equipment, and use and disinfection practices of multi-use equipment; and (iv) main perceived challenges to IP practices in general in the home environment were lack of cleanliness, lack of space, and the priorities of the patient to be respected.

Strengths and limitations

Our study design allowed us to not only describe IP practices and self-perceived barriers in this setting, but also to provide a nuanced picture with regard to relevance and priorities as perceived by the HHCWs which we identify as a strength of our study.

The representativeness of this study may be limited due to the relatively small number of participants, the inclusion of only two organisations, and the rather low survey response rate in organisation B. However, we included two organisations characteristic for the Swiss setting: They are privately run not-for profit organisations with a governmental mandate, are members of the national umbrella association of HHC organisations, represent a typical range of organisation size in the Swiss setting, and serve socioeconomically diverse areas. The two organisations differ regarding area served (urban versus suburban), size (611 versus 177 employees), and, importantly, internal management mechanisms. The latter may explain the lower survey response rate in organisation B, with survey invitations being distributed indirectly via team leaders, in contrast to direct distribution by the management in organisation A. With the exception of the proportion of employees stating seeing patients with MDRO colonisation, we found no significant differences in the survey responses when stratifying for organisation. This finding makes us confident that the key findings may be transferable to other HHC organisations at least within the Swiss context.

Furthermore, it is possible that some potential gaps in a rather favourable picture were not disclosed. Particularly, we found a discrepancy in self-declaration of decontamination practices of equipment when seeing patients with MDRO or acute illnesses between the interview study and the survey results that may be explained by some desirability bias. However, in all other practices under question, survey results aligned with the qualitative findings.

Lastly, the study deliberately focused on the HHCWs perspectives, meaning that factors that currently may lack awareness in the setting are potentially not identified as barriers by participants.

Comparison with existing literature

Key challenges highlighted by participants in this study have been described previously in other high-income countries, most notably including space and cleanliness in the home [ 20 , 21 , 22 , 23 ], patient priorities [ 21 , 24 ], and inconsistency regarding management of MDRO colonisation [ 21 , 24 ]. When compared to this limited evidence from other high-income countries, it is noticeable that participants in our study largely describe the challenges encountered as manageable rather than overwhelming. For example, survey studies from the US reported multiple barriers to IPC practices upon each home visit [ 20 , 22 ]. Apart from inter-country differences, this potential discrepancy may be explained by our study design putting encountered barriers into perspective by asking interview participants to elaborate on the perceived relevance of factors they identified, and by differences in how the survey questions were phrased. Furthermore, our study does not identify sharps safety as a predominant IP concern for HHCW in this setting, a finding that contrasts with the focus of previous research [ 10 ]. We argue that with device improvements and improved knowledge about transmission of blood-borne pathogens over the last decades, other concerns have become more dominant.

Literature about IP management of patients with MDRO colonisation in HHC is particularly scarce. One study from the US revealed that practices of taking equipment into the home or using dedicated equipment varied widely [ 25 ], a finding that aligns with our study. Another study from the US showed 48% of HHC nursing bags were contaminated with bacterial pathogens on the inside, of which 6% were MDRO [ 26 ]. To our knowledge, effectiveness of the decontamination practices for equipment in HHC has not been studied. Inconsistency around the management of various MDROs reflects evidence gaps that are not limited to the HHC setting: the use of contact precautions is increasingly questioned as evidence for their effectiveness is missing even in the hospital setting [ 27 , 28 , 29 ].

Challenges related to IP practices during the Covid-19 pandemic, somehow surprisingly, did not spontaneously dominate participants’ accounts. However, our study focused on practices rather than the policy and organisational level, and thus does not conflict with findings of other publications describing the policy response in and for HHC during the Covid-19 pandemic as inappropriate [ 14 , 15 ].

Implications for future research, and policy and practice

Identified barriers around information transfer, and inconsistency regarding the management of MDRO or acute illnesses, may primarily benefit from operational interventions. This may include clarification of the legal situation for health records transfer to HHC organisations, at least in the Swiss context. From a technical perspective however, evidence about what level of precautions is effective in and appropriate to the HHC setting is further missing. This is particularly true for the management of various MDROs as an increasingly relevant challenge to all healthcare sectors [ 9 ]. Robust epidemiological and clinical data on colonisation and healthcare-associated infections in the setting are missing [ 7 , 30 , 31 ], and would provide a very first step towards clarification of precautions appropriate in this context.

This study is the first to characterise the implementation of IP practices and the related challenges in HHC in Switzerland. HHCW describe various specific challenges related to IP practices as largely manageable in their work routine, and generally show satisfaction with the support provided by their organisations regarding IPC precautions. Key findings regarding challenges include uncertainty and inconsistency around the IP management of MDRO colonisation and acute illnesses, and gaps in information transfer. Those challenges may benefit from both organisational interventions and further research into the level of precautions that are appropriate to the HHC setting.

Data availability

The original data of this study are available from the correspondig author on reasonable request.

Abbreviations

• Home healthcare

Home healthcare worker

• Infection prevention
• Infection prevention and control

Methicillin-resistant Staphylococcus aureus

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Acknowledgements

We are grateful for the support of the home healthcare employees who provided their time and expertise for this study, and the management support of the two home healthcare organisations taking part in this study. We are further indebted to Dr Jennifer Belus (JB) for her advice on qualitative research methodology.

Open access funding provided by University of Basel. There was no specific funding for this research project. NDL reveived an Eccellenza Grant from the Swiss National Science Foundation (PCEFP3_181355).

Open access funding provided by University of Basel

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Claudia Lötscher

Division of Infectious Diseases and Hospital Epidemiology, University Hospital Basel, Basel, Switzerland

Niklaus Daniel Labhardt

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Contributions

LB conceptualised the study, undertook the data collection, led the analysis, and wrote the first draft and final manuscript. CL contributed to the conceptualisation, data collection and analysis of the data and commented on the draft. NDL supervised the study conceptualisation and provided feedback on the draft. All authors reviewed and approved the final manuscript.

Corresponding author

Correspondence to Lisa Brockhaus .

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The study was approved by the University Basel Ethics Committee (2023 − 129). All interview participants provided written informed consent, and all survey participants provided e-consent online to participate in the study.

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Brockhaus, L., Lötscher, C. & Labhardt, N.D. Infection prevention practice in home healthcare: a mixed-method study in two Swiss home healthcare organisations. BMC Health Serv Res 24 , 657 (2024). https://doi.org/10.1186/s12913-024-11111-y

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Download Interview guide PDF

Oops interview questions, download pdf.

OOPs, or Object-Oriented Programming is a programming model or paradigm which revolves around the concept of “ OBJECTS ”. Objects can be considered as real-world instances of entities like class, that contain some characteristics and behaviors specified in the class template.

In simple language, a class can be considered as the blueprint or template, based on which objects can be created. So the Objects are considered the instance of a class, and are therefore sometimes called “ instances ”. The term “ characteristics ” refers to the “what” about the Object, and the term “ behavior ” refers to the “how” about the Object.

For example, if we consider a car, then based on the OOPs model:

• Class = A specific car model, such as Audi A4, BMW I8, Maruti Suzuki Vitara Brezza, etc.
• Object = A specific car of any model, like the car you own
• Characteristics = What is the color of your car? What is the Chassis number of your car? etc
• Behavior = How to start the car? How to change the gear of the car? etc.

Characteristics are also known as data, attributes, or properties, and Behaviours are also known as the functions, procedures or methods, in the programming language.

The concept of “objects” allows the OOPs model to easily access, use and modify the instance data and methods, interact with other objects, and define methods in runtime (during the execution of the program). This gives the OOPs model significance and makes it diverse in its implementation.

In fact, the OOPs model is so popular, that many of the most widely used programming languages support and use this Object Oriented Programming or OOPs model, such as Java, C++, Python, C#, etc.

Basic OOPs Interview Questions

1. what is meant by the term oops.

OOPs refers to Object-Oriented Programming. It is the programming paradigm that is defined using objects. Objects can be considered as real-world instances of entities like class, that have some characteristics and behaviors.

2. What is the need for OOPs?

There are many reasons why OOPs is mostly preferred, but the most important among them are: 

• OOPs helps users to understand the software easily, although they don’t know the actual implementation.
• With OOPs, the readability, understandability, and maintainability of the code increase multifold.
• Even very big software can be easily written and managed easily using OOPs.

3. What are some major Object Oriented Programming languages?

The programming languages that use and follow the Object-Oriented Programming paradigm or OOPs, are known as Object-Oriented Programming languages. Some of the major Object-Oriented Programming languages include:

And many more.

4. What are some other programming paradigms other than OOPs?

Programming paradigms refers to the method of classification of programming languages based on their features. There are mainly two types of Programming Paradigms:

• Imperative Programming Paradigm
• Declarative Programming Paradigm

Now, these paradigms can be further classified based: 1. Imperative Programming Paradigm : Imperative programming focuses on HOW to execute program logic and defines control flow as statements that change a program state. This can be further classified as: a) Procedural Programming Paradigm: Procedural programming specifies the steps a program must take to reach the desired state, usually read in order from top to bottom. b) Object-Oriented Programming or OOP : Object-oriented programming (OOP) organizes programs as objects, that contain some data and have some behavior. c) Parallel Programming : Parallel programming paradigm breaks a task into subtasks and focuses on executing them simultaneously at the same time. 2. Declarative Programming Paradigm : Declarative programming focuses on WHAT to execute and defines program logic, but not a detailed control flow. Declarative paradigm can be further classified into: a) Logical Programming Paradigm : Logical programming paradigm is based on formal logic, which refers to a set of sentences expressing facts and rules about how to solve a problem b) Functional Programming Paradigm : Functional programming is a programming paradigm where programs are constructed by applying and composing functions. c) Database Programming Paradigm : Database programming model is used to manage data and information structured as fields, records, and files.

5. What is meant by Structured Programming?

Structured Programming refers to the method of programming which consists of a completely structured control flow. Here structure refers to a block, which contains a set of rules, and has a definitive control flow, such as (if/then/else), (while and for), block structures, and subroutines.

Nearly all programming paradigms include Structured programming, including the OOPs model.

• Software Dev
• Data Science

6. What are the main features of OOPs?

OOPs or Object Oriented Programming mainly comprises of the below four features, and make sure you don't miss any of these:

• Inheritance
• Encapsulation
• Polymorphism
• Data Abstraction  

7. What are some advantages of using OOPs?

• OOPs is very helpful in solving very complex level of problems.
• Highly complex programs can be created, handled, and maintained easily using object-oriented programming.
• OOPs, promote code reuse, thereby reducing redundancy.
• OOPs also helps to hide the unnecessary details with the help of Data Abstraction.
• OOPs, are based on a bottom-up approach, unlike the Structural programming paradigm, which uses a top-down approach.
• Polymorphism offers a lot of flexibility in OOPs.

8. Why is OOPs so popular?

OOPs programming paradigm is considered as a better style of programming. Not only it helps in writing a complex piece of code easily, but it also allows users to handle and maintain them easily as well. Not only that, the main pillar of OOPs - Data Abstraction, Encapsulation, Inheritance, and Polymorphism, makes it easy for programmers to solve complex scenarios. As a result of these, OOPs is so popular.

Advanced OOPs Interview Questions

1. what is a class.

A class can be understood as a template or a blueprint, which contains some values, known as member data or member, and some set of rules, known as behaviors or functions. So when an object is created, it automatically takes the data and functions that are defined in the class. Therefore the class is basically a template or blueprint for objects. Also one can create as many objects as they want based on a class.

For example, first, a car’s template is created. Then multiple units of car are created based on that template.

2. What is an object?

An object refers to the instance of the class, which contains the instance of the members and behaviors defined in the class template. In the real world, an object is an actual entity to which a user interacts, whereas class is just the blueprint for that object. So the objects consume space and have some characteristic behavior. For example, a specific car.

3. What is encapsulation?

One can visualize Encapsulation as the method of putting everything that is required to do the job, inside a capsule and presenting that capsule to the user. What it means is that by Encapsulation, all the necessary data and methods are bind together and all the unnecessary details are hidden to the normal user. So Encapsulation is the process of binding data members and methods of a program together to do a specific job, without revealing unnecessary details. Encapsulation can also be defined in two different ways: 1) Data hiding: Encapsulation is the process of hiding unwanted information, such as restricting access to any member of an object. 2) Data binding: Encapsulation is the process of binding the data members and the methods together as a whole, as a class.

4. What is Polymorphism?

Polymorphism is composed of two words - “poly” which means “many”, and “morph” which means “shapes”. Therefore Polymorphism refers to something that has many shapes.

In OOPs, Polymorphism refers to the process by which some code, data, method, or object behaves differently under different circumstances or contexts. Compile-time polymorphism and Run time polymorphism are the two types of polymorphisms in OOPs languages.

5. What is Compile time Polymorphism and how is it different from Runtime Polymorphism?

Compile Time Polymorphism: Compile time polymorphism, also known as Static Polymorphism, refers to the type of Polymorphism that happens at compile time. What it means is that the compiler decides what shape or value has to be taken by the entity in the picture.

In the above example, there are four versions of add methods. The first method takes two parameters while the second one takes three. For the third and fourth methods, there is a change of order of parameters. The compiler looks at the method signature and decides which method to invoke for a particular method call at compile time. Runtime Polymorphism: Runtime polymorphism, also known as Dynamic Polymorphism, refers to the type of Polymorphism that happens at the run time. What it means is it can't be decided by the compiler. Therefore what shape or value has to be taken depends upon the execution. Hence the name Runtime Polymorphism.

As the method to call is determined at runtime, as shown in the above code, this is called runtime polymorphism. 

6. How does C++ support Polymorphism?

C++ is an Object-oriented programming language and it supports Polymorphism as well:

• Compile Time Polymorphism : C++ supports compile-time polymorphism with the help of features like templates, function overloading, and default arguments.
• Runtime Polymorphism: C++ supports Runtime polymorphism with the help of features like virtual functions. Virtual functions take the shape of the functions based on the type of object in reference and are resolved at runtime.

7. What is meant by Inheritance?

The term “inheritance” means “receiving some quality or behavior from a parent to an offspring.” In object-oriented programming, inheritance is the mechanism by which an object or class (referred to as a child) is created using the definition of another object or class (referred to as a parent). Inheritance not only helps to keep the implementation simpler but also helps to facilitate code reuse.

8. What is Abstraction?

If you are a user, and you have a problem statement, you don't want to know how the components of the software work, or how it's made. You only want to know how the software solves your problem. Abstraction is the method of hiding unnecessary details from the necessary ones. It is one of the main features of OOPs.  For example, consider a car. You only need to know how to run a car, and not how the wires are connected inside it. This is obtained using Abstraction.

9. How much memory does a class occupy?

Classes do not consume any memory. They are just a blueprint based on which objects are created. Now when objects are created, they actually initialize the class members and methods and therefore consume memory.

10. Is it always necessary to create objects from class?

No. An object is necessary to be created if the base class has non-static methods. But if the class has static methods, then objects don’t need to be created. You can call the class method directly in this case, using the class name.

11. What is a constructor?

Constructors are special methods whose name is the same as the class name. The constructors serve the special purpose of initializing the objects. For example, suppose there is a class with the name “MyClass”, then when you instantiate this class, you pass the syntax: MyClass myClassObject = new MyClass();

Now here, the method called after “new” keyword - MyClass(), is the constructor of this class. This will help to instantiate the member data and methods and assign them to the object myClassObject.

12. What are the various types of constructors in C++?

The most common classification of constructors includes:

Default constructor: The default constructor is the constructor which doesn’t take any argument. It has no parameters.

Parameterized constructor: The constructors that take some arguments are known as parameterized constructors.

Copy constructor: A copy constructor is a member function that initializes an object using another object of the same class.

13. What is a copy constructor?

Copy Constructor is a type of constructor, whose purpose is to copy an object to another. What it means is that a copy constructor will clone an object and its values, into another object, is provided that both the objects are of the same class.

14. What is a destructor?

Contrary to constructors, which initialize objects and specify space for them, Destructors are also special methods. But destructors free up the resources and memory occupied by an object. Destructors are automatically called when an object is being destroyed. 

15. Are class and structure the same? If not, what's the difference between a class and a structure?

No, class and structure are not the same. Though they appear to be similar, they have differences that make them apart. For example, the structure is saved in the stack memory, whereas the class is saved in the heap memory. Also, Data Abstraction cannot be achieved with the help of structure, but with class, Abstraction is majorly used.

16. Explain Inheritance with an example?

Inheritance is one of the major features of object-oriented programming, by which an entity inherits some characteristics and behaviors of some other entity and makes them their own. Inheritance helps to improve and facilitate code reuse.

Let me explain to you with a common example. Let's take three different vehicles - a car, truck, or bus. These three are entirely different from one another with their own specific characteristics and behavior. But. in all three, you will find some common elements, like steering wheel, accelerator, clutch, brakes, etc. Though these elements are used in different vehicles, still they have their own features which are common among all vehicles. This is achieved with inheritance. The car, the truck, and the bus have all inherited the features like steering wheel, accelerator, clutch, brakes, etc, and used them as their own. Due to this, they did not have to create these components from scratch, thereby facilitating code reuse.

17. Are there any limitations of Inheritance?

Yes, with more powers comes more complications. Inheritance is a very powerful feature in OOPs, but it has some limitations too. Inheritance needs more time to process, as it needs to navigate through multiple classes for its implementation. Also, the classes involved in Inheritance - the base class and the child class, are very tightly coupled together. So if one needs to make some changes, they might need to do nested changes in both classes. Inheritance might be complex for implementation, as well. So if not correctly implemented, this might lead to unexpected errors or incorrect outputs.

18. What are the various types of inheritance?

The various types of inheritance include:

• Single inheritance
• Multiple inheritances
• Multi-level inheritance
• Hierarchical inheritance
• Hybrid inheritance

19. What is a subclass?

The subclass is a part of Inheritance. The subclass is an entity, which inherits from another class. It is also known as the child class.

20. Define a superclass?

Superclass is also a part of Inheritance. The superclass is an entity, which allows subclasses or child classes to inherit from itself.

21. What is an interface?

An interface refers to a special type of class, which contains methods, but not their definition. Only the declaration of methods is allowed inside an interface. To use an interface, you cannot create objects. Instead, you need to implement that interface and define the methods for their implementation. 

22. What is meant by static polymorphism?

Static Polymorphism is commonly known as the Compile time polymorphism. Static polymorphism is the feature by which an object is linked with the respective function or operator based on the values during the compile time. Static or Compile time Polymorphism can be achieved through Method overloading or operator overloading.

23. What is meant by dynamic polymorphism?

Dynamic Polymorphism or Runtime polymorphism refers to the type of Polymorphism in OOPs, by which the actual implementation of the function is decided during the runtime or execution. The dynamic or runtime polymorphism can be achieved with the help of method overriding.

24. What is the difference between overloading and overriding?

Overloading is a compile-time polymorphism feature in which an entity has multiple implementations with the same name. For example, Method overloading and Operator overloading.

Whereas Overriding is a runtime polymorphism feature in which an entity has the same name, but its implementation changes during execution. For example, Method overriding. Image

25. How is data abstraction accomplished?

Data abstraction is accomplished with the help of abstract methods or abstract classes.

26. What is an abstract class?

An abstract class is a special class containing abstract methods. The significance of abstract class is that the abstract methods inside it are not implemented and only declared. So as a result, when a subclass inherits the abstract class and needs to use its abstract methods, they need to define and implement them.

27. How is an abstract class different from an interface?

Interface and abstract classes both are special types of classes that contain only the methods declaration and not their implementation. But the interface is entirely different from an abstract class. The main difference between the two is that when an interface is implemented, the subclass must define all its methods and provide its implementation. Whereas in object-oriented programming, when a subclass inherits from an abstract class with abstract methods, the subclass is generally required to provide concrete implementations for all of those abstract methods in the abstract class unless the subclass itself is declared as abstract.

Also, an abstract class can contain abstract methods as well as non-abstract methods.

28. What are access specifiers and what is their significance?

Access specifiers, as the name suggests, are a special type of keywords, which are used to control or specify the accessibility of entities like classes, methods, etc. Some of the access specifiers or access modifiers include “private”, “public”, etc. These access specifiers also play a very vital role in achieving Encapsulation - one of the major features of OOPs.

29. What is an exception?

An exception can be considered as a special event, which is raised during the execution of a program at runtime, that brings the execution to a halt. The reason for the exception is mainly due to a position in the program, where the user wants to do something for which the program is not specified, like undesirable input.

30. What is meant by exception handling?

No one wants its software to fail or crash. Exceptions are the major reason for software failure. The exceptions can be handled in the program beforehand and prevent the execution from stopping. This is known as exception handling. So exception handling is the mechanism for identifying the undesirable states that the program can reach and specifying the desirable outcomes of such states. Try-catch is the most common method used for handling exceptions in the program.

31. What is meant by Garbage Collection in OOPs world?

Object-oriented programming revolves around entities like objects. Each object consumes memory and there can be multiple objects of a class. So if these objects and their memories are not handled properly, then it might lead to certain memory-related errors and the system might fail.

Garbage collection refers to this mechanism of handling the memory in the program. Through garbage collection, the unwanted memory is freed up by removing the objects that are no longer needed.

32. Can we run a Java application without implementing the OOPs concept?

No. Java applications are based on Object-oriented programming models or OOPs concept, and hence they cannot be implemented without it.

However, on the other hand, C++ can be implemented without OOPs, as it also supports the C-like structural programming model.

OOPs Coding Problems

1. what is the output of the below code.

Reason: The above program demonstrates Multiple inheritances. So when the Derived class’s constructor is called, it automatically calls the Base class's constructors from left to right order of inheritance.

2. What will be the output of the below code?

Reason: Firstly the static block inside the main-method calling class will be implemented. Hence ‘b’ will be printed first. Then the main method is called, and now the sequence is kept as expected.

3. Predict the output?

Reason: ClassA contains a conversion constructor. Due to this, the objects of ClassA can have integer values. So the statement g(20) works. Also, ClassB has a conversion operator overloaded. So the statement g(b) also works.

4. What will be the output in below code?

Reason: Here the main() method is overloaded. But JVM only understands the main method which has a String[] argument in its definition. Hence Main1 is printed and the overloaded main method is ignored. 

5. Predict the output?

Reason:  Since DerivedBaseClass1 and DerivedBaseClass2 both inherit from class BaseClass, DerivedClass contains two copies of BaseClass. Hence it results in wastage of space and a large size output. It can be reduced with the help of a virtual base class.

6. What is the output of the below program?

Reason: The above program implements a Multi-level hierarchy. So the program is linearly searched up until a matching function is found. Here, it is present in both classes A and B. So class B’s print() method is called. 

Useful Resource

Features of OOPS

 _______ was the first language to be developed as a purely object-oriented programming language?  

Who developed the first object-oriented programming language?

Which of the following is not a main feature of OOPs?  

Which feature of OOPs facilitates code reusability?

Which language among the following supports classes, but does not support the concept of Polymorphism?

What feature among the following is not right for OOPs?

_______ is the feature of the Object-oriented programming model which allows one class to derive features from another class?

________ is an object-oriented programming language but does not support all inheritance types.

Which among the following operators can be used to show Polymorphism in CPP?  

Which among the following does not show or cannot be used, to show Polymorphism?

Which among the following functions represent the concept of Polymorphism?

Can you use C language to demonstrate Polymorphism?

_ is the feature of OOPs which is responsible for binding data with their implementation as a single entity?

Which superclass member won’t be accessible to the subclass?

State true or false: A Java application can be created without implementing the OOPs concept.

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E-Cigarette Use Among Youth

What to know.

E-cigarettes are the most commonly used tobacco product among U.S. youth. No tobacco products, including e-cigarettes, are safe, especially for children, teens, and young adults. Learn more about e-cigarette use among youth.

• In the United States, youth use e-cigarettes, or vapes, more than any other tobacco product. 1
• No tobacco products, including e-cigarettes, are safe, especially for children, teens, and young adults. 2
• Most e-cigarettes contain nicotine, which is highly addictive. Nicotine can harm the parts of an adolescent's brain that control attention, learning, mood, and impulse control. 2
• E-cigarette marketing, the availability of flavored products, social influences, and the effects of nicotine can influence youth to start or continue vaping. 3 4
• Most middle and high school students who vape want to quit. 5
• Many people have an important role in protecting youth from vaping including parents and caregivers, educators and school administrators, health care providers, and community partners.
• States and local communities can implement evidence-based policies, programs, and services to reduce youth vaping.

E-cigarette use among U.S. youth

In 2023, e-cigarettes were the most commonly used tobacco product among middle and high school students in the United States. In 2023: 6

• 550,000 (4.6%) middle school students.
• 1.56 million (10.0%) high school students.
• Among students who had ever used e-cigarettes, 46.7% reported current e-cigarette use.
• 1 in 4 (25.2%) used an e-cigarette every day.
• 1 in 3 (34.7%) used an e-cigarette on at least 20 of the last 30 days.
• 9 in 10 (89.4%) used flavored e-cigarettes.
• Most often used disposable e-cigarettes (60.7%) followed by e-cigarettes with prefilled or refillable pods or cartridges (16.1%).
• Most commonly reported using the following brands: Elf Bar, Esco Bars, Vuse, JUUL, and Mr. Fog.

Most middle and high school students who vape want to quit and have tried to quit. 5 In 2020:

• 63.9% of students who currently used e-cigarettes reported wanting to quit.
• 67.4% of students who currently used e-cigarettes reported trying to quit in the last year.

Most tobacco use, including vaping, starts and is established during adolescence. There are many factors associated with youth tobacco product use . These include:

• Tobacco advertising that targets youth.
• Product accessibility.
• Availability of flavored products.
• Social influences.
• Adolescent brain sensitivity to nicotine.

Some groups of middle and high school students use e-cigarettes at a higher percentage than others. For example, in 2023: 6

• More females than males reported current e-cigarette use.
• Non-Hispanic multiracial students: 20.8%.
• Non-Hispanic White students: 18.4%.
• Hispanic or Latino students: 18.2%.
• Non-Hispanic American Indian and Alaska Native students: 15.4%.
• Non-Hispanic Black or African American students: 12.9%.

Many young people who vape also use other tobacco products, including cigarettes and cigars. 7 This is called dual use. In 2020: 8

• About one in three high school students (36.8%) who vaped also used other tobacco products.
• One in two middle school students (49.0%) who vaped also used other tobacco products.

E-cigarettes can also be used to deliver other substances, including cannabis. In 2016, nearly one in three (30.6%) of U.S. middle and high school students who had ever used an e-cigarette reported using marijuana in the device. 9

• Park-Lee E, Ren C, Cooper M, Cornelius M, Jamal A, Cullen KA. Tobacco product use among middle and high school students—United States, 2022 . MMWR Morb Mortal Wkly Rep. 2022;71:1429–1435.
• U.S. Department of Health and Human Services. E-cigarette Use Among Youth and Young Adults: A Report of the Surgeon General . Centers for Disease Control and Prevention; 2016. Accessed Feb 14, 2024.
• Apelberg BJ, Corey CG, Hoffman AC, et al. Symptoms of tobacco dependence among middle and high school tobacco users: results from the 2012 National Youth Tobacco Survey . Am J Prev Med. 2014;47(Suppl 1):S4–14.
• Gentzke AS, Wang TW, Cornelius M, et al. Tobacco product use and associated factors among middle and high school students—National Youth Tobacco Survey, United States, 2021 . MMWR Surveill Summ. 2022;71(No. SS-5):1–29.
• Zhang L, Gentzke A, Trivers KF, VanFrank B. Tobacco cessation behaviors among U.S. middle and high school students, 2020 . J Adolesc Health. 2022;70(1):147–154.
• Birdsey J, Cornelius M, Jamal A, et al. Tobacco product use among U.S. middle and high school students—National Youth Tobacco Survey, 2023 . MMWR Morb Mortal Wkly Rep. 2023;72:1173–1182.
• Wang TW, Gentzke AS, Creamer MR, et al. Tobacco product use and associated factors among middle and high school students—United States, 2019 . MMWR Surveill Summ. 2019;68(No. SS-12):1–22.
• Wang TW, Gentzke AS, Neff LJ, et al. Characteristics of e-cigarette use behaviors among US youth, 2020 . JAMA Netw Open. 2021;4(6):e2111336.
• Trivers KF, Phillips E, Gentzke AS, Tynan MA, Neff LJ. Prevalence of cannabis use in electronic cigarettes among U.S. youth . JAMA Pediatr. 2018;172(11):1097–1099.

Smoking and Tobacco Use

Commercial tobacco use is the leading cause of preventable disease, disability, and death in the United States.

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Predictive Research Company Interview Experience for Machine learning Engineer

Introduction to company:.

The company name is Predictive Research Pvt Ltd, and it is situated in Bangalore. This company has undertaken numerous projects in Big Data, Artificial Intelligence, Machine Learning, and different domains. At the time, this company was hiring freshers, and I saw the same post on the Indeed platform. I then applied on the Indeed platform and sent my resume.

Interaction with the company:

After a few days, I received a call from a person who is working as an HR in that company. Later, he explained the company rules, such as the Bond period and Bond rules, and the associated costs if we disobey in the middle of the journey. He explained everything, and then he asked for my clarification. I said okay to everything, and he said he would call me after 2 days.

First round:

After 3 days, he called me at 8:00 am in the morning. Then he sent a Zoom link. He told me to be ready for the test, and the test would be at 10:00 am in the morning. After 10:30, he joined the room. He then asked me about my personal details and background, and I explained everything. Later, he asked some questions regarding the Python programming language, and I answered most of them. After that, he asked two programming questions: one is to sort an array in Python without using built-in functions, and the other is to create a DataFrame in Pandas. After I successfully completed the tasks, he said he would call me in the afternoon.

Second round:

In the second round, they asked about my interests, strengths, and weaknesses. Then, they asked about my college days, my favorite hero, and the pros and cons of development in Artificial Intelligence. Basically, this round focused on my communication skills.

Third round:

In the third round, they tested my problem-solving skills in Python. They gave problems related to dictionaries, tuples, and object-oriented programming (OOP). Later, they asked about search algorithms and Machine Learning algorithms.

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