Unstructured Interviews Only before More Structured Data Collection - Essay Example

UNSTRUCTURED INTERVIEWS SHOULD ONLY BE USED AS A PRECURSOR FOR A MORE STRUCTURED APPROACH TO DATA COLLECTION" By Lecturer: of Affiliation: City and State: Date: "Unstructured Interviews Should Only Be Used As a Precursor for a More Structured Approach to Data Collection" Interviews are widely used as an effective research method for data collection in many research fields. This is because they are effective tools for accessing attitudes of people, their feelings, reality and their inner perceptions easily; however, the degree of structuring interviews vary from structured, semi-structured and unstructured interviews. The structured interview involves the predefined set of questions, which are asked in the same order for all respondents (Hofstee, 2006, p. 93). This is because the projected aspects are to reduce the effects of the interviewer and instruments employed on the research outcomes. Semi-structured interviews are flexible and they include both open and closed-ended questions but the interviewer adjusts the series of the questions based on the context of responses from the participants. Unstructured interview is a method that elicits the social realities of people; thus it has become widely employed by sociologists and anthropologists in research field process. Unstructured interviews should be only used as a precursor for a more structured approach in data collection in research process. This is because unstructured interviews are best applied for exploration when there is a limited understanding of the domain, or as a precursor to more focused and detailed structured interviews (Saunders, Lewis and Thornhill, 2009, p. 111). Unstructured interviews do not follow a prearranged schedule or list of questions unlike structured interview which employs a prearranged set of questions. Therefore, they can be used as the precursor of structured interview since this method is similar to survey research methods of data collection and they are administered orally instead of writing. The most significant and widely used unstructured interview originates from the ethnographic practice of anthropologists (Honey and Mumford, 1997, p. 36). Many anthropologists and sociologists employed unstructured interview for gathering information through participant observations and record field notes taking as they observe the sidelines and also joins the activities of the participants. Unstructured interviews are effectual because researchers identifies one or more key informants to interview on a continuing basis or take short notes while observing and at the same time questioning participants. This is vital because it provides first hand information and the method attempt to solve difficulties in question interpretations. Bandura in his book of social learning theory argues that people learn better from one another through simulation and observations (Bandura (1977, p. 56). The theory of Bandura is sometimes seen as the link between cognitive and behavioral learning models because it covers varied aspects including awareness, memory and motivation. Unstructured interviews also demand effective attention, memory and motivation of interviewers because this method relies on direct observation and at the same time asking participants questions while taking notes. The interviewer also elicits information about the meaning of observed artifacts, behaviors, interaction and rituals, with questions emerging over time as the investigator learns about the setting. In addition, no interviews which can be truly be considered unstructured but some are relatively unstructured or less equivalent to guided conversations; therefore unstructured interviews should be only used as a precursor for a more structured approach in data collection. Although structured interviews tend to limit the investigation of new ideas, they are generally considered to be rigorous and effective but researchers should utilize unstructured interviews as the predecessor for structured interviews when collecting data. According to Schepers and Van (2007, p. 407), the society has become more critical and complex; thus the use of novel technological means in a creative manner to cope with these complex issues is vital. Despite the fact that unstructured interviews can pose risks because some topics may be entirely neglected when using unstructured interviews, this method sometimes focuses too much details on some key areas. Researchers should understand that the society is changing; therefore, they should employ effective research methods that can enable them to meet their intended goals effectively. Bryman and Bell (2011, p. 37) also point out that the benefits and limitations of imposing structure varies according to the beliefs of researchers but from the epistemological stance, structured interview is likely to be of the greatest value. Whereas the unstructured interviews are carried out in conjunction with the collection of observation data, structured interviews are often an exclusive data for a qualitative research task; thus unstructured interviews should be employed as the predecessor of structured interviews for data collection. The success of structured interviews depend on the right questions asked, when they are asked and who should answer them and this method is not different from unstructured interview research method. The unstructured interview relies on social interaction between the researcher and the participant; thus it is one way of understanding the complex behavior of participants without imposing any a prior categorization, which might limit research inquiry in the field. Belbin (2004, p. 79) argues that most research projects fail because of poor research management methods employed; thus there is a need to understand the significant of team building as a major factor for achieving success. This argument is similar to employing unstructured interviews as a precursor of structured interviews because both of them serve the best in data collection process. Easterby-Smith, Thorpe, Jackson and Easterby-Smith (2008, p. 91) describe unstructured interviews as a natural extension of participant observation since this takes part of ongoing participation observation in the research field. Researchers of unstructured interviews always rely extensively on the spontaneous generation of questions in the natural flow of an interaction process. Each unstructured question may generate data with dissimilar structure and patterns but the intention of using unstructured interview for data collection is to expose the researcher to unanticipated themes, which will help the researcher to develop better understandings of social reality from the participants. While studies attempts to argue that unstructured interviews can be employed as the primary means for data collection, it can also incorporate unstructured questions into a study primarily based on participant observations (Diener, Crandall, 1978, p. 72; May, 2000, p. 56). The research study reveals that just because the unstructured interview do not employ predefined questions does not necessarily mean that they are non-directive; however they cannot be started without detailed preparation and knowledge in case the researcher want to achieve deep understanding of the participants (Bryman and Bell, 2011, p. 102). Most researchers who employ unstructured interviews hold a constructive point of view of social reality and correspondingly design research within an interpretive research paradigm. Bibliography Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, N.J: Prentice Hall. Belbin, R. M. (2004). Management Teams: Why They Succeed Or Fail, 2nd Edition. Oxford: Butterworth-Heinemann. Bryman, A., & Bell, E. (2011). Business Research Methods. Oxford: Oxford Univ. Press. Diener, E., & Crandall, R. (1978). Ethics in Social And Behavioral Research. Chicago, Ill: University of Chicago Press. Easterby-Smith, M., Thorpe, R., Jackson, P., & Easterby-Smith, M. (2008). Management Research, 3rd Edition. Los Angeles: SAGE. Hofstee, E. (2006). Extract From Constructing A Good Dissertation – A Practical Guide To Finishing a Masters, MBA or PhD on schedule Chapter on BB9. May, W. F. (2000). The Physicians Covenant: Images Of The Healer In Medical Ethics, 2nd Edition. Philadelphia: Westminster Press. Honey, P., & Mumford, A. (1997). How to Manage Your Learning Environment: Making Learning A Priority At Work. Maidenhead: P. Honey. Saunders, M., Lewis, P., & Thornhill, A. (2009). Research Methods For Business Students, 5th Edition. Harlow, England: Prentice Hall. Schepers, P., & van, . B. P. T. (March 01, 2007). Social Factors of Work-Environment Creativity. Journal of Business and Psychology, 21, 3, 407-428. Read More