The Preparation

The collection of qualitative data can be achieved by observation, interview or considering documentation (Patton, 2002). In abductive research, however, the aim is to access the lived experience of the participants and in this respect, as Patton suggests, conducting interviews provides the best opportunity to access this implicit knowledge:

‘The fact is we cannot observe everything. We cannot observe feelings, thoughts, and intentions. We cannot observe behaviours that took place at some previous time. We cannot observe situations that preclude the presence of an observer. We cannot observe how people have organised the world and the meanings they attach to what goes on in the world. We have to ask questions about those things’ (Patton, 2002, p. 341).

Patton (2002) describes the three main approaches to interview design, as Figure 10 below:

Figure 10. Interview Design

Source: Adapted from Patton (2002, p. 342)

Patton’s (2002) general interview guide, often called a semi-structured or focused interview, is a method whereby the interviewer has a predetermined interest to ensure that the same themes are pursued with each participant. Within this approach, the interviewer is ‘free to explore, probe, and ask questions that will elucidate and illuminate that particular subject ...

establishing a conversational style but with a focus on a particular subject that has been predetermined’ (p. 343). Semi-structured interviews provide rich data, give direction to the interview and enable the researcher to get similar thematic data from a number of

participants. The approach also crucially allows researchers to ‘follow respondents’ leads into novel and unexpected areas’ and is a vital aspect of its value. This journey, however, also highlights a number of the possible disadvantages of the semi-structured interview;

firstly, the variable amount of information that may be obtained from each participant;

secondly, the often large volume of data which is obtained; and third, the prospect of failing to access data on the research topic (Neergaard & Ulhoi, 2007, p. 83).

The success of the interview is due to researcher’s preparation, contextualisation and implementation which helps the participant bring the researcher into their world, ‘the quality of the information obtained during an interview is largely dependent on the interviewer’

(Patton, 2002, p. 341). The interview preparation is described as ‘focusing and bounding’ the data collection protocols, this process involves: choosing the setting, the participants, the issues to be addressed and the process to be followed (Miles & Huberman, 1994, p. 40).

The interviews were conducted explicitly to explore the ways in which the participants’

conceptualise public service citizenship, including the notion of CV and speaking-up. The interview themes were therefore led by the literature review and research question, but additionally the themes directly influenced the choice of images to be used as part of the PIE method. The themes relate to aspects of organisational citizenship, workplace behaviours and values and are shown in Figure 11 below. To be clear, the themes were pre-selected for research salience, ‘informed by theoretical sensitivity’ (Charmaz, 2005, p. 511), but

importantly were supplemented with those which emerged during the interviews as part of the inherent iterative process of the present abductive research. Additionally, the themes shaped the interview guide and were used as the key matrix themes in the subsequent data analysis.

Figure 11. Interview Themes - Organisational Citizenship (pre-selected and emergent)

The format of the interview is crucial in the success of any research project, with asking questions and getting answers being ‘a much harder task that it may seem at first’ (Fontana

& Frey, 2005, p. 697). Consequently, the loose framework provided for semi-structured interviews by Zorn (2001 cited in Neergaard & Ulhoi, 2007) sets boundaries, and offers a useful foundation for the present novice researcher, see Table 5 below:

Table 5. Considerations in Conducting Semi-structured Interviews

Considerations in Conducting Semi-structured Interviews

Plan the interview; write themes or suggested questions and consider the ways of arranging them.

Consider the use of appropriate language, ensuring any jargonised words or phrases are removed.

Stay up-to-date on current issues that may be affecting the community or work-life environment of the interview participant. Be cognisant of these factors during the interview process.

Be aware of any misinterpretations / misunderstandings that are possible due to cultural differences. Don’t be afraid of checking for understanding.

Explain the purpose of the interview; how you will use the interview data, how you will protect confidentiality and anonymity, of the individual and the organisation, and also discuss and obtain permission for recording or note-taking.

Explain the format of the interview, where it does not prejudice the interview process to do so, making the participant aware of any exercises or techniques to be undertaken. This is relevant to the present research in relation to the PIE method.

Ask general background questions first, these provide necessary information and relax the participant by allowing them to answer easy questions.

Questions on the topic of interest should be broad and open ended, encouraging a narrative response for example ‘Tell me the story of …’

Do not ask leading questions. If following up on a comment you might ask ‘What did you mean when you said . . .?’ but not ‘When you said . . . did you mean . . .?’

Use probes carefully to get more in-depth answers, for example ‘Can you give me an example of that?’

Simply being silent, nodding or visibly acknowledging the ongoing conversation can encourage the participant to continue.

Be aware of any non-verbal, visual communication or other behavioural nuances demonstrated by the participant during the interview process. Note them as comprehensively as possible following the interview.

Give consideration to the end of the interview, maybe asking ‘Is there anything further you would like to tell me?’

Check your recording of the interview, complete any gaps in notes and document your impressions.

Source: Adapted and extended from Zorn (2001 cited in Neergaard & Ulhoi, 2007, p. 110)