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Home > HCAS > HCAS_PUBS > HCAS_JOURNALS > TQR Home > TQR > Vol. 21 > No. 5 (2016)

Preparing for Interview Research: The Interview Protocol Refinement Framework

Milagros Castillo-Montoya , University of Connecticut - Storrs Follow

This article presents the interview protocol refinement (IPR) framework comprised of a four-phase process for systematically developing and refining an interview protocol. The four-phase process includes: (1) ensuring interview questions align with research questions, (2) constructing an inquiry-based conversation, (3) receiving feedback on interview protocols, and (4) piloting the interview protocol. The IRP method can support efforts to strengthen the reliability of interview protocols used for qualitative research and thereby contribute to improving the quality of data obtained from research interviews.

Interviewing, Interview Protocols, Qualitative Pedagogy, Research Interviews

Author Bio(s)

Milagros Castillo-Montoya is assistant professor in the department of educational leadership in the Neag School of Education at the University of Connecticut. Her research focuses on teaching and learning in higher education with particular attention to classrooms diverse by race, ethnicity, and social class. She also teaches courses on research and assessment, specializing in qualitative methodologies with expertise in classroom observations and interview research. Correspondence regarding this article can be addressed directly to: [email protected] .

Acknowledgements

Thank you to the graduate students in Assessment, Evaluation, and Research in Student Affairs, Blanca Rincón, Sarah Woulfin, and Robin Grenier for valuable input on this manuscript.

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10.46743/2160-3715/2016.2337

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Castillo-Montoya, M. (2016). Preparing for Interview Research: The Interview Protocol Refinement Framework. The Qualitative Report , 21 (5), 811-831. https://doi.org/10.46743/2160-3715/2016.2337

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Preparing for interview research: The interview protocol refinement framework

• Castillo-Montoya M

This article presents the interview protocol refinement (IPR) framework comprised of a four-phase process for systematically developing and refining an interview protocol. The four-phase process includes: (1) ensuring interview questions align with research questions, (2) constructing an inquiry-based conversation, (3) receiving feedback on interview protocols, and (4) piloting the interview protocol. The IRP method can support efforts to strengthen the reliability of interview protocols used for qualitative research and thereby contribute to improving the quality of data obtained from research interviews.

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• Interview protocols
• Interviewing
• Qualitative pedagogy
• Research interviews

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Castillo-Montoya, M. (2016). Preparing for interview research: The interview protocol refinement framework. Qualitative Report , 21 (5), 811–831. https://doi.org/10.46743/2160-3715/2016.2337

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Preparing for Interview Research: The Interview Protocol Refinement Framework

This article presents the interview protocol refinement (IPR) framework comprised of a four-phase process for systematically developing and refining an interview protocol. The four-phase process includes: (1) ensuring interview questions align with research questions, (2) constructing an inquiry-bas...

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Preparing for Interview Research: The Interview Protocol Refinement Framework

Abstract: this article presents the interview protocol refinement (ipr) framework comprised of a four-phase process for systematically developing and refining an interview protocol. the four-phase process includes: (1) ensuring interview questions align with research questions, (2) constructing an inquiry-based conversation, (3) receiving feedback on interview protocols, and (4) piloting the interview protocol. the irp method can support efforts to strengthen the reliability of interview protocols used for qualitative r… show more.

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Cited by 248 publication s

References 4 publication s, “making it okay”: professionals in high-stress environments construct their understanding of the impact of a yoga-based retreat designed to build resilience.

Background: While there is growing evidence for resilience building programs, to date research has not explored how professionals construct their understanding of program impact. Methods: Using a qualitative exploration of reflections on a yoga-based retreat at Kripalu Center for Yoga & Health, nested in a larger study, the current inquiry aims to explore long-term perceptions of an occupation-oriented program designed to improve resilience. Called RISE (resilience, integration, self-awareness, engagement), the immersion program was a 5-day professional development for professionals in high-stress jobs. Through a grounded constructivist lens, inductive coding and iterative thematic analysis was employedResults: Semi-structured interviews of 17 adult professionals who attended RISE, conducted 3 months after completion of the program, illustrated two integrated perceptions woven through five themes. Persistent threads of experiential learning and sense of permission provided structure for themes found. Five interrelated themes related to psychological health and workplace dynamics were: (1) use of acquired behavioral skills and practices; (2) lived mindfulness; (3) resilience to stress and emotion regulation (4) self-care and self-compassion, and (5) sharing with others. Conclusion: Findings provide meaningful interpretation of previously reported program efficacy by contextualizing perceived benefits within participants constructed understanding of change. Specifically, environmental, social, and experiential considerations have suggested implications for resilience building programs.

Education for Sustainable Development (ESD): A Journey Towards Sustainable Future

Education for Sustainable Development (ESD) becomes an imperative trend among educational institutions, which requires a change in education in this modern society. Consequently, all learning institutions need to revisit its functions if it plays its vital role in transforming society by promoting social and environmental equity. This qualitative research intends to explore the faculty members' experiences in a State College in Negros Occidental of Education for Sustainable Development (ESD). Four faculty members were purposely selected and voluntarily participated in the study. Their relevant ESD experiences were collected using semi-structured in-depth interviews, and results were analyzed using a thematic approach of Lichtman. Analysis of the data reveals exciting themes of their experiences. On becoming a greening organization member, their professional advancement and interest in the care for the environment prevailed. On the meaning of ESD, they highlighted the academe's role in promoting sustainability. Lastly, on their ESD experiences in their classes, actions for learning through the inculcation of sustainability competencies among learners were evident. Generally, the findings suggest teachers' significant role in promoting ESD and the importance of providing an avenue for learners to acquire the necessary knowledge, skills, and values to promote sustainability.

An exploration of UK student physiotherapists' goal setting practices within anterior cruciate ligament rehabilitation

Background Anterior cruciate ligament (ACL) injuries are a common and complex injury coupled with a lengthy rehabilitation. Goal setting is said to be an effective psychological tool within ACL rehabilitation due to its simplicity and is commonly used amongst sport and health professionals. To date, literature surrounding goal setting practices has only focused on qualified therapists. Purpose The central aim of this study was to explore UK student physiotherapists' perceptions towards goal setting practices used in ACL rehabilitation and whether they feel prepared for practice. Method Semi‐structured interviews involving 11 participants from one UK university was conducted using an inductive approach. Data analysis included thematic analysis with triangulation and a comprehensive five‐stage analysis process to enhance confirmability and credibility, whilst respecting ethical considerations. Results/Discussion Participants reported some understanding of goal setting and the importance of involving the patient during this process. However, participants negatively experienced goal setting practices as being mainly therapist/protocol led. The training participants received on goal setting was minimal, but further training was welcomed by all participants. The findings were consistent with previous UK and international research surrounding inadequate education and training across sport and health professionals when applying goal setting practice within ACL rehabilitation. Conclusion These findings suggest that, initially, a review of the psychological content of sport and health professional courses is warranted to clearly identify potential knowledge gaps. There is also an opportunity whereby a global specialist interest group could be designed to share psychological practices and globally connect like‐minded sport and health professionals together.

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• Corpus ID: 148312093

Preparing for Interview Research: The Interview Protocol Refinement Framework

Milagros Castillo-Montoya

• Published 1 May 2016
• The Qualitative Report

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