LESSON 42 - INTERVIEWS || TYPES, STRUCTURE & SKILLS REQUIRED TO CONDUCT AN INTERVIEW

Interviews are presented as a flexible, in-depth method of social science data collection that relies on people sharing information in response to research questions. Unlike everyday conversation, an interview is formal, guided by the study’s research aims, and requires informed consent—because the participant’s words are treated as data. The approach also draws on multiple sensory channels: verbal responses, non-verbal cues, and spoken content, enabling researchers to capture richer detail about attitudes, experiences, and meanings.

A key distinction is drawn between interviews and conversations. Interviews follow a structured research purpose, while conversations can remain informal and broad. Consent is another dividing line: participants in interviews must agree to take part and to have their statements used for answering the research questions. The method is also framed around a learning orientation—interviewing techniques aim to uncover everything participants can share about the topic, with the participant positioned as an “expert” on their own experience, and the interviewer acting more like a “student” who seeks understanding.

Three main interview types are outlined. Structured interviews resemble questionnaires delivered orally: the interviewer follows a fixed sequence of questions and does not probe, making the method more suitable for quantitative research. Semi-structured interviews combine a prepared list of questions with flexibility: the interviewer can change the order and allow participants to elaborate on points of interest. Unstructured interviews prioritize the interviewee’s thoughts, using an interview guide rather than a rigid question sequence; the interviewer probes based on the participant’s responses while keeping the research question in view, aligning the method with qualitative research.

Interview formats are also categorized into one-on-one interviews (one researcher and one informant), group interviews (one researcher and multiple interviewees), and focus groups, which are described as discussion-based and scheduled for deeper treatment in a later lesson. These interviews can be conducted either in person or online.

For face-to-face interviewing, the lesson emphasizes preparation and interpersonal control. Before the interview, researchers should familiarize themselves with the setting where the participant works or behaves, ensure the participant can speak without fear of being overheard, secure recording equipment with consent, and rehearse questions to maintain coherence. During the interview, attention and sensitivity matter: staying attentive, being sensitive to feelings, treating silence as meaningful non-verbal communication rather than rushing to fill gaps, and probing in a non-judgmental way to elicit detailed meanings. Facial expressions should not signal disgust or surprise.

The lesson also lays out how to start and end an interview. In the pre-interview phase, recording equipment and seating should be arranged. At the start, trust and rapport are built through introductions, stating the purpose and the participant’s importance, and inviting the participant to introduce themselves. The interview should begin with easy questions before moving to more abstract topics, then conclude by inviting additional suggestions and thanking the participant.

Finally, the lesson addresses credibility. Truth about attitudes and opinions cannot be verified directly, but credibility can be strengthened through triangulation—using multiple data sources such as observation and document analysis—checking whether the participant is an authority on the topic, and conducting multiple interviews so themes emerge more clearly rather than relying on a single account.