Expert Interviews for Qualitative Data Generation

Qualitative expert interviews are one of the most popular research methods in political and social research, yet often lack critical understanding and, consequently, run a risk of misrepresentation and under-theorisation of data. They are often assumed as an unproblematic method that can easily uncover social realities and simply extract the information from participants. On the contrary, interviews – like any other qualitative research method – require in-depth understanding, solid theoretical basis, skills and careful validation for the reconstruction of latent meanings. Drawing on these assumptions, the course aims to: (1) introduce participants to theoretical underpinnings of expert and other forms of qualitative interviews; (2) train them in practical interview design and data generation process; and (3) demonstrate approaches to interview data management. An emphasis of the course is on data generation process and development of interview skills through practical experience of designing and conducting expert and to a lesser extent other forms of interviews. It is particularly suited for participants with little or no experience in qualitative interviewing.

The course begins with the introduction to scholarly approaches, paradigms, and traditions surrounding interview research. Different types and forms of interviews are discussed with an emphasis on expert interviews as one of the most common interview methods in political and social research. According to European (German) research tradition, expert interviews (which by definition use experts as a form of information source) can be seen as a separate method and should not be confused with other forms of interviews, particularly elite interviews. We draw on the assumptions of sociology of knowledge to define ‘experts’ and distinguish them from ‘elites’, ‘specialists’ and other social actors. The questions, such as who is an expert, what characteristics constitute an expert, and what constitutes expert knowledge and distinguishes it from other types of knowledge, are discussed. Drawing on principles and meanings of concepts ‘expert’ and ‘expertise’, the specifics, risks and ethical dimensions of expert interviews as well as their broader function as a source of knowledge production in ‘an interview society’ are addressed. The typology of expert interviews, which can be divided to exploratory interview, systematising interview and theory-generating interview, and their implications for data generation and analysis are covered.

As other qualitative methods, interviews do not just have data at their disposal; they need to generate it. At this central stage of the course, we move from general theoretical concepts to concrete and practical discussion of interview design and data generation. The practical methodological discussion begins with a thorough consideration of sampling strategies and gaining access. The ethical issues involved in the two processes are addressed. We examine different qualitative sampling strategies, including convenience sampling, purposive sampling, theoretical sampling, and snowball sampling. The latter is of a particular importance in expert interviews, as it has a potential to effectively overcome the difficulties with gaining access to an extended circle of respondents and reach a saturation principle. To experience the unpredictable and complex process of gaining access, the participants engage in a practical exercise, in which they strive to persuade potential interviewees to participate in their research project.

Prior to conducting interviews, the course addresses the importance of fieldwork preparation strategies, including designing an interview guide, framing interview questions, designing a consent form, and thinking through potential effective enquiry and response strategies. To prepare for an interview comprehensively, we need to be familiar with stages of interview interaction, respondents and roles likely to be played, language likely to be used, perceptions likely to be formed, and relationships likely to be developed. Since the role of the interviewer and the relationship with the interviewee are crucial to the method, we need to be conscious of key interview skills, qualities and responsibilities. From research preparation strategies we move to the examination of the interview as a conversational, face-to-face social interaction, which is – like any other form of interaction – influenced by many factors that require careful examination in the research process. Variety of socio-demographic, personal, cultural, gender and other factors inevitably influence the type of information revealed and knowledge communicated. In addition, complex issues of relationships, power, social inequality, truth and ‘objectivity’ come to the surface in interview situations. Another important element to consider in terms of influencing data generation is the use of technology (particularly recording equipment, tablets, phones and computers) in recording and storing interview data. If these factors are acknowledged, carefully considered, and systematically managed, then the data generation process can be significantly enhanced. In the opposite case, they have a potential to significantly hinder or even jeopardise the research process. Following from this discussion, the participants prepare an interview guide and conduct ‘real life’ interviews with peers and an actual expert, on the basis of which they write interview protocols and transcripts. Drawing on their interview and transcription experience, they are expected to identify interactional factors of influence and critically evaluate their impact on quality of generated data. 

After the interview exercise, attention is turned to the most ignored requirement of good qualitative research: handling what comes as generated data. No matter how organised the research process is, the qualitative data is always large, voluminous, rich, complex, contextualised, and above all overwhelmingly messy. In the light of this, we examine different approaches to interview data management, which are the key requirement for efficient data analysis. While this course does not offer a comprehensive view of qualitative data analysis, it provides an introduction to the principles and practice of data management and analysis preparation. Guidelines and implications of transcribing or ‘translating’ the generated data from speech to text are discussed. Common steps from this form of ‘raw’ to analysable data are outlined. We will emphasise that the data management (and consequently analysis) approach mainly depends on the research purpose, questions and the interview type. We briefly address the issues related to ethical data handling, plurality of interpretations as well as risks and consequences of invalid understanding. The strengths and limitations of traditional ‘by hand’ vs. computer assisted qualitative data management are discussed. The participants are briefly introduced to NVivo software for qualitative data analysis with an emphasis on possibilities it offers for interview data management process.

The course concludes with critical reflection on interview research. We adopt ethical theory to summarise and (re)consider the ethical risks and dilemmas emerging from interview research, and transactional theory to examine the role of reflexivity, critical self-assessment, researcher’s influence on the research process and ‘truthfulness’ of data. Current methodological debates evolving around interviews and their quality assurance are reviewed. Special emphasis is devoted to strengths, risks and limitations of interviews research as well as the concepts of validity, reliability and generalisability and their different meaning and understanding in qualitative and quantitative traditions.

The course offers solid theoretical knowledge of qualitative expert interviews and data generation processes with an emphasis on theoretical application and development of interview skills through practical experience, including designing interview research, fieldwork preparation strategies, conducting interviews and data management. The course also provides a comprehensive foundation for participants who wish to pursue ECPR Sumner/Winter School courses on qualitative data analysis.

Knowledge and understanding of philosophical, epistemological and theoretical underpinnings of qualitative research and its differences from quantitative research.

Good command of digital recorders/players and word processor software.