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While survey research has expanded rapidly in recent times, little scholarly work has examined interviewer misbehaviour. Inspired by audit principles, this paper aims to identify themes of misbehaviours associated with interviewing. Using thematic analysis, it provides exploratory insights into misbehaviours vis-à-vis audit reports prepared by auditors through their observations of interviewers administering face-to-face surveys. 398 audit reports were reviewed and scrutinised for depictions of misbehaviour, and a total of eight themes were derived. These themes were then aggregated into three domains: issues with asking questions (78%), issues with probing answers (16%), and issues with conduct (5%). Analysis of the themes reveals behavioural patterns that point to actionable areas that researchers and market research agencies can adopt to curb misbehaviour. The findings are also discussed with respect to the utilisation of the audit perspective in deepening our understanding of interviewers and their behaviours. [ABSTRACT FROM AUTHOR]

Police interviewers in England and Wales engage in the practice of investigative interviewing that is based on obtaining neutral, institutionally accepted account from suspects. This involves a process not only of eliciting information from suspects, but also of managing the interview by choosing topics for questioning, seeking clarification and additional details, and shaping the account to fulfil institutional requirements. Interviewers must therefore be sensitive to any unclear meanings from the suspect and avoid potential misunderstandings in order to avoid misrepresentation of account. This study uses authentic police interview data to exemplify the interactional process of meaning negotiation between police officers and suspects, examining how multiple constraints of this very restrictive communication context can affect which meanings are put on record and resolved, and which are ignored or left unresolved. The paper finishes by offering practical applicable insights about how interviewers can avoid misunderstandings in the interview room. [ABSTRACT FROM AUTHOR]

Respondents in standardized survey interviews do not always answer closed-ended questions with just a type-conforming answer, such as "yes" or "three." Instead, they sometimes expand the type-conforming answer or provide a response that does not contain a type-conforming answer. Standardized survey methodology aims to avoid such answers because they are found to cause interviewers to deviate from their script. However, we found that many expanded and non-conforming responses do not lead to intervention by the interviewer and are treated as unproblematic. A Conversation Analytic study of survey interviews, incorporating three different surveys, with recordings available for interviews varying in number between four and 430 interviews, shows that answer attempts can be divided into five types: four turn expansions (serial extras, uncertainty markers, prefaced answers, answers followed by elaborations), and non-conforming answers. Each of these targets a specific aspect of the interview situation. A follow-up quantitative analysis of 610 Computer-Assisted Telephone Interviews (CATI) shows that expanded answers are overwhelmingly accepted by interviewers, while non-conforming answers are in most cases followed by interviewer probing. [ABSTRACT FROM AUTHOR]

The collection of think aloud data on critical thinking tasks requires participants, many of whom are postsecondary students, to engage with real-life and potentially controversial topics. Accuracy of verbal reports can be enhanced with clear instructions and by minimizing distracting events. For example, interviewers can minimize external distractions such as ambient noise by holding think aloud sessions in a quiet room. However, internal distractions such as participants' fears about freely expressing their thoughts about controversial topics may be more difficult for interviewers to address. Although the fear of freely expressing thoughts during think aloud interviews has not been empirically investigated, this needs to change. Large-scale surveys indicate that a sizable portion of postsecondary students report discomfort with expressing their thoughts on some topics. This paper offers a theoretical case for why participants' fears about voicing thoughts freely and without reprisal during think aloud sessions may not only potentially undermine the truthfulness of verbal reports and validity of inferences, but also the very study of critical thinking. Thus, an empirical case for the freedom to think aloud must be considered. [ABSTRACT FROM AUTHOR]

This report explores how 1:1 semi‐structured interviews were conducted and adapted to gain views from pupils with moderate and severe learning difficulties. The report conveys how interview questions were structured, scaffolded and integrated with multi‐sensory activities to support pupils' confidence and ability to respond. By providing these additional supports, giving pupils sufficient time to respond and working with an interviewer who could support their communication needs we were able to capture authentic and reliable views from pupils with moderate and severe special educational needs (SEN). [ABSTRACT FROM AUTHOR]

The International Passenger Survey (IPS) is undertaken by the Office for National Statistics to measure tourism flows and tourist expenditure, and international migration. It is interviewer-administered, and the questionnaire instrument was changed in 2017 to 2018 from a paper questionnaire (completed by the interviewer) to an electronic questionnaire administered with a tablet. For operational reasons no parallel run was possible, but the new questionnaire was rolled out progressively to sampling locations. This phased introduction supported the estimation of the effects of the new questionnaire on the main outputs from the survey. We describe initial simulations designed to estimate the power of the phased introduction approach to detect important difference in the IPS outputs, and analyses of the survey estimates at different stages up to the end of 2019 using state-space models, to estimate the discontinuities in the survey outputs. We make an assessment of the effectiveness of the overall approach. [ABSTRACT FROM AUTHOR]

Although quality aspects of survey data have been well-investigated in the methodological literature, little is known about the effects of showcard use on data quality. This study sought to examine the impact of the degree of showcard use on data quality, focusing on item-missing data and middle-point selection for a selected set of questions. The data come from the European Social Survey Round 9 (ESS9), which covers 29 European countries. Our findings suggest that showcards used in face-to-face surveys significantly reduce the presence of item-missing data and middle-point selection, even if only some of them are used during interviews. This study presents different strategies that may be employed for questionnaire design, interviewer training, and data collection. [ABSTRACT FROM AUTHOR]

Aziza Brahim is a prominent musician from Western Sahara who currently resides in Barcelona. This interview—preceded by a brief introduction—illustrates how Aziza Brahim's distinct and versatile musical style expands the notion of African Hispanism. The interview was conducted in Spanish via email, after which the interviewer translated the text into English. The original order of some questions and responses has been rearranged slightly for coherence. [ABSTRACT FROM AUTHOR]

Swedish police are implementing a new model for investigative interviewing. Previous research has highlighted that investigative interviewing is difficult to operationalize and teach to recruits. This study aimed to understand what Swedish police teachers value as important interpersonal skills for investigative interviewing as well as what strategies and struggles these teachers face when teaching recruits. Interviews were conducted with six experienced interviewing teachers at Swedish police training programs. Data were analyzed using thematic analysis. The teachers described that taking the interviewee's perspective and accepting responsibility to build rapport, as well as social and situational flexibility were important skills for interviewers to process. When describing their strategies and struggles in teaching, the teachers described the need to bridge theory and practice, train flexibility through diverse scenarios, adjust to students' social maturity and ability to self-reflect, and work with limited resources. This study also highlights how interviewing teachers express a need for adequate time and resources to be able to help recruits develop the necessary skills for interviewing. [ABSTRACT FROM AUTHOR]

Copyright of Amme Idaresi Dergisi is the property of Public Administration Institute for Turkey & the Middle East (TODAIE) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of the study was to explore the research question: What challenges to building rapport can police interviewers experience when interviewing suspects displaying disruptive behaviors, and how can these challenges be managed? To gather data, 14 police officers in academic positions (with previous experience of investigations), completed a five open text-question questionnaire. Thematic analysis was conducted and resulted in three main themes: (1) Disruptive behaviors and their influence on the interview process, (2) Being prepared through knowledge of the case and the person, and (3) Responding to resistance through communication, understanding, and relating to the interviewee’s state. The results highlight the importance of planning and preparing the interviews, particularly regarding strategies for establishing and maintaining rapport, as well as being able to respond constructively to the suspect’s behavior during the interview. The results are discussed in relation to current protocols and research on the interviewing of suspects. [ABSTRACT FROM AUTHOR]

Prior methodological literature on conducting interviews emphasizes the importance of skill development in conducting interviews. However, in contrast to qualitative data analysis, there are few systematic processes in place to guide the interviewer into reflexivity about their role in the interview situation. Here, we present the interview quality reflection tool (IQRT) as a process that we developed from conducting and mentoring semi-structured and unstructured interviews focused on personal lived experiences. The IQRT prompts the interviewer to transcribe each interview question and reflect on how the spoken question served to advance experiential quality in the interview. We illustrate the IQRT itself before demonstrating how we authors used the process to examine experiential quality in three cases conducted in our prior research. Finally, we consider how the IQRT enables researchers to examine the interview situation as a whole, by increasing the self-awareness of the interviewer, and the parts, by commenting on the mechanics of constructing useful questions. [ABSTRACT FROM AUTHOR]

The work of Hank Greenspan has provided essential insights for rethinking foundational conceptions and methods of collecting interviews with Holocaust survivors. As Greenspan urges us to consider, not all interviews are alike and there are those that entail sustained and intimate interpersonal connections, often developed over several years between 'partners in a conversation.' Greenspan's emphasis on interviewers and survivors 'learning together' underscores the contingent, emotionally intimate, and collaborative aspects of the interview process that are often kept at the margins by Holocaust testimony archives. [ABSTRACT FROM AUTHOR]

Copyright of Estudios de Teoría Literaria is the property of Estudios de Teoria Literaria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Ground rules establish the conversational expectations during an interview and are intended to reduce interviewee discomfort and increase response accuracy towards problematic interview questions. This study explored perceptions of ground rule instructions in adult interviews. Younger (18–40 years) and older (60+ years) adults (N = 168) were interviewed about a film depicting an implied sexual assault or a personal event. Participants received either three ground rules as statements (‘Don’t Know’, ‘Don’t Understand’ and ‘Correct Me’) or the three statements with practice questions. Participants were interviewed about their perceptions of ground rules. Overall, ground rules were perceived as useful (85%) and as having a positive impact on interviewees’ emotional state (55%) and perceptions of the interviewer (35%). Perceptions did not vary based on contextual factors, but female and younger adults endorsed ground rules as useful more often than other groups. The results suggest that ground rules may improve adults’ experience of being interviewed. [ABSTRACT FROM AUTHOR]

This research examines how suspects attempt to influence interviewers during investigative interviews. Twenty-nine interview transcripts with suspects accused of controlling or coercive behavior within intimate relationships were submitted to a thematic analysis to build a taxonomy of influence behavior. The analysis classified 18 unique suspect behaviors: the most common behaviors were using logical arguments (17% of all observed behaviors), denial or denigration of the victim (12%), denial or minimization of injury (8%), complete denials (7%), and supplication (6%). Suspects' influence behaviors were mapped along two dimensions: power, ranging from low (behaviors used to alleviate investigative pressure) to high (behaviors used to assert authority), and interpersonal alignment, ranging from instrumental (behaviors that relate directly to evidence) to relational (behaviors used to bias interviewer perceptions of people and evidence). Proximity analysis was used to examine co-occurrence of influence behaviors. This analysis highlighted combinations of influence behaviors that illustrate how different behaviors map onto different motives, for example shifting attributions from internal to external to the suspect, or to use admissions strategically alongside denials to mitigate more serious aspects of an allegation. Our findings draw together current theory to provide a framework for understanding suspect influence behaviors in interviews. [ABSTRACT FROM AUTHOR]

This study examined how children's age and their ratings of the likeability of a transgressor (E1) and an interviewer (E2) influenced their testimonies after witnessing a theft. Children (N = 152; ages 7–13 years) witnessed E1 steal $20 from a wallet. E1 then asked the children to lie and say that they did not take the money. Children were interviewed about their experience with E1 and completed two questionnaires about E1 and E2. Children who reported higher likeability scores with E1 were more likely to attempt to conceal the theft and more willing to keep it a secret. Children who reported higher likeability scores with E2 were more likely to indirectly disclose the theft. Age also played a role in children's ability to maintain their concealment. Results have important implications for professionals who interview children and suggest that more research is needed to examine ways to increase children's comfort with interviews/interviewers. [ABSTRACT FROM AUTHOR]

Research on investigative interviewing tends to focus on a limited number of interview methods employed during an interview in pursuit of a singular outcome. The present study took an expansive view of the techniques used, questions asked and interviewer disposition, and related them to three interview goals—overcoming resistance, gathering information and eliciting confessions. Drawing upon theory and prior research, we hypothesised that certain methods would be more relevant to certain outcomes than others, such as question types would have a greater effect on information gain than techniques or interviewer disposition. Using a sample of 43 suspect interviews provided by the Las Vegas Metropolitan Police Department (LVMPD), we found partial support for our hypotheses. Rapport‐based approaches and a respectful disposition reduced resistance, open‐ended questions elicited more information than closed‐ended ones and in the final model, only open‐ended questions increased confessions. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

Objective: Given the recurrence of issues related to conducting interviews in qualitative research, as well as note-taking and preliminary data analysis during them, this editorial aims to explore the literature and our experience to highlight these problems and suggest ways to overcome them. Methods: Review of the literature and use of our own experiences, in a well-founded manner and with examples, in arguments, explanations, and useful recommendations for improving research. Originality/Relevance: The editorial details justifications and methods for ways of conducting interviews, taking notes, and performing preliminary analyses during them, particularly in the semi-structured interview format. These notes and analyses are often overlooked even in specialized publications, but fundamental care regarding them is necessary to enhance the quality, depth, and potential contribution of qualitative interviews. Contributions: We provide numerous bibliographic references and useful recommendations for (future) researchers. The references, descriptions, and recommendations on interviews, note-taking, and data analysis help to access the best potential of informants, interviewers, data, and results. [ABSTRACT FROM AUTHOR]

Adolescents are often reluctant to disclose experiences of sexual abuse in forensic interviews. In these situations, there is consensus that interviewers should respond supportively, yet they appear to have considerable difficulty doing so. In the current study, we sought to provide practical guidance on how interviewers can adopt a supportive approach when interviewees are reluctant. Twenty-one expert interviewers were asked how they engage and support adolescents who are reluctant to share information when sexual abuse is suspected. The findings indicate that the expert interviewers approach reluctance by leaning into and exploring the interviewee’s perspective, and tailor their response based on an awareness of the unique needs of the interviewee. Several key support strategies were identified to facilitate this approach. The findings of this study provide practical guidance for how interviewers can approach reluctant interviewees, while also generating novel directions for future research. [ABSTRACT FROM AUTHOR]

This research arose from a moment when one of the author's interviewees said, "Wait, where was I?" Through 60–90 minutes, in-depth phone interviews, shared highly detailed accounts of their personal stories of entering underemployment in South Korea. However, the first six interviewees talked about many different topics during their interviews, and confused the chronological sequences of multiple episodes. The interviewer recognized these instances as emergent chaotic moments, so she decided to incorporate various methods into her interviews. Among the many elicitation strategies that can be employed in qualitative interviewing, the author applied timeline elicitation to more accurately document their life events. Timeline elicitation is useful for extracting narratives of individual journeys and delineating the meaning of specific events. This technique proved the most effective strategy for minimizing confusions and successfully completing the interviews. This study used comparative analysis to assess the transcripts of two different groups (with/without applying timeline drawing elicitation), and presents findings showing their different reactions to dealing with the transition of time. This study demonstrated the potential of visual timeline approaches to reflect and illustrate the complexity of women participants' experiences of underemployment. Moreover, the efficacy of this timeline drawing elicitation method will be critically discussed, along with its limitations within the context of innovative qualitative methodologies. [ABSTRACT FROM AUTHOR]

The current study examines the riskiest forms and sources of potential bias in the employment interview. A mixed methods survey focused on interviewers' attention to various potentially biasing applicant characteristics, how interviewers learn about such characteristics, the traits of interviewers who are sensitive to such characteristics, and how knowledge of such characteristics affects interviewers' opinions of applicants. Participants were 680 professional interviewers from the U.S., U.K., and Canada. High risks of bias were associated with six applicant characteristics (as targets of bias), three interviewer characteristics (as predisposing toward bias), and three sources of information in the interview process. Interviewers commonly rationalized their judgments in job‐relevant terms. These results have implications for understanding and limiting the risk of common selection biases. Practitioner points: Six applicant characteristics were identified that most affected interviewer opinions.Interviewers usually learned such information from appropriate and often unavoidable channels.Disagreeable, socially dominant, and young interviewers were more swayed by biasing information.Interviewers rationalized potential biases in ostensibly job‐relevant language. [ABSTRACT FROM AUTHOR]

Cross-national surveys run the risk of differential survey errors, where data collected vary in quality from country to country. Responsive and adaptive survey designs (RASDs) have been proposed as a way to reduce survey errors, by leveraging auxiliary variables to inform fieldwork efforts, but have rarely been considered in the context of cross-national surveys. Using data from the European Social Survey, we simulate fieldwork in a repeated cross-national survey using RASD where fieldwork efforts are ended early for selected units in the final stage of data collection. Demographic variables, paradata (interviewer observations), and contact data are used to inform fieldwork efforts. Eight combinations of response propensity models and selection mechanisms are evaluated in terms of sample composition (as measured by the coefficient of variation of response propensities), response rates, number of contact attempts saved, and effects on estimates of target variables in the survey. We find that sample balance can be improved in many country-round combinations. Response rates can be increased marginally and targeting high propensity respondents could lead to significant cost savings associated with making fewer contact attempts. Estimates of target variables are not changed by the case prioritizations used in the simulations, indicating that they do not impact nonresponse bias. We conclude that RASDs should be considered in cross-national surveys, but that more work is needed to identify suitable covariates to inform fieldwork efforts. [ABSTRACT FROM AUTHOR]

Relational theories of human development explain how stereotypes and their underlying ideologies thwart social connections that are fundamental for individuals to thrive, especially in early adolescence. Intervention research to address this crisis of connection is still emergent and active listening is one promising strategy to this end; however, its efficacy has not been examined in part because no validated measures of active listening for this population exist. This validation study is the first to examine whether the behavioral dimensions of one form of active listening can be captured using a coding scheme to assess adolescents' engagement in a live interviewing task (N = 293). Importantly, the measure was developed within the context of a theory‐driven intervention to train adolescents in transformative curiosity and listening to enhance connection. Findings indicate that two dimensions underlie the measure as hypothesized, open‐ended questions and follow‐up questions, with acceptable internal consistency. The measure is sensitive to change in adolescents' questioning skills before and after the intervention. Further, asking follow‐up questions was positively related to empathy and also predicted a respondent's perception of their interviewer as a good listener. The effect for asking open‐ended questions was moderated by dyad‐level tendencies to elicit disclosure from others. The current measure not only examines question asking as a more nuanced behavioral dimension of active listening than previous measures, it is also the first to do so among a sample of early adolescents. The measure will be useful in assessing active listening interventions' efficacy to address the crisis of connection. [ABSTRACT FROM AUTHOR]

Joint actions like everyday conversations feature the use of speech particles like back-channels or discourse markers to coordinate transitions from one part of the action to another. Transitions can be either horizontal (within tasks or subtasks; i.e., moving from one step to the next in a task) or vertical (between tasks or subtasks). In English, okay is typically used to coordinate vertical transitions. In institutionalized joint actions, okay is used especially by institutional representatives to manage the joint action. Little is known about these uses of okay in other languages, or about when okay may have diffused into those languages. We investigated the use of okay as a vertical coordination marker in Swiss German research interviews and Swiss French job interviews. Okay was consistently used as a vertical transition marker in both settings, especially by interviewers. Younger participants used okay more often than older participants. The findings suggest that okay may have diffused into other languages not only as a marker of agreement, but also as a marker for coordinating transitions. • Okay marks transitions between parts of interviews in Swiss French and Swiss German. • Okay is used more by institutional representatives than by interviewees. • Okay use in Swiss French and Swiss German depends on speakers' age cohort. [ABSTRACT FROM AUTHOR]

Background: Virtual interviews are still recommended for fellowship applications, 3 years after the beginning of the COVID-19 pandemic. Improving equity by reducing the cost for the applicants has been the most important reason for continuing virtual interviews. However, some argue that important information may be missed in a virtual setting. Our objective was to assess the perspective of Gastroenterology (GI) fellowship interviewers and applicants toward virtual interviews. Methods: We designed two different anonymous surveys directed at GI programs and GI applicants who were interviewed for GI fellowship programs from 2020 to 2022 and matched to a GI program. Survey links were emailed to the Program Directors (PDs) and Program Coordinators via the AGA listserv starting in January 2023. A descriptive analysis was performed using Excel, and Fisher's exact tests were performed using R version 4.3.1. Results: Sixty-one applicants and 79 interviewers responded to our survey. More than 80% of applicants strongly agreed (n = 36; 59%) and agreed (n = 14; 23%) that they would prefer in-person interviews if money was not an issue. When applicants were asked about the interview format in order of their preference, "in-person, hybrid, virtual" was the most popular answer (n = 16; 26.2%). Most interviewers (n = 47; 59.5%) do not prefer virtual interviews over in-person interviews. Furthermore, some interviewers were rarely able to judge the applicants' interpersonal (n = 17; 21.5%) and ethical skills (n = 16; 20.3%). These results differed according to the type of interviewer (p = 0.013 and 0.018, respectively). Conclusion: Based on our survey, most programs still prefer in-person interviews. Despite the several advantages of virtual interviews, the majority of applicants would prefer an in-person setting if the financial burden was not a factor. Nonetheless, many applicants think that the cost savings outweigh all the disadvantages associated with virtual interviews. The lack of empathy, personal connections, and engagement may impact the ability of interviewers to judge and ultimately rank a candidate. The virtual interview is here to stay, and we need input from the applicants and the interviewers to make the process more productive. [ABSTRACT FROM AUTHOR]

Non-stranger rape (NSR) cases are often not prosecuted because of the poor quality of the accounts obtained from complainants. However, a growing body of research suggests that such high attrition rates are likely to improve when the quality of these accounts is increased by skilled interviewing. To assist police interviewers in eliciting high-quality accounts, the development of a guide for the interviewing of NSR complainants has recently been recommended. The present study aims to make the first step in developing such a guide. A multidisciplinary literature search was conducted. The newly developed Non-Stranger Rapist-Oriented Interview (NSROI) is specifically designed to promote complainants' disclosure of evidentially relevant information in the form of a clear, chronological and concise narrative (i.e., a high-quality account). The guide is divided into the 'preparatory', 'rape' and 'rape aftermath' phase. The three themes and questions of the first phase focus on revealing the context in which the alleged rape occurred. The five themes and questions of the second phase concentrate on the day of sexual penetration. The third phase's ninth theme and questions focus on the psychological impact of the events on the complainant. The guide includes the following themes: (i) vulnerabilities, (ii) relationship history, (iii) indications of planning and premeditation, (iv) method to gain control, (v) method to keep control, (vi) offered resistance, (vii) sexual acts performed, sequence and degree of penetration, (viii) perpetrator's behaviour after the performed sexual acts and (ix) victim's post-event psychological injury. The potential, implications and limitations of the NSROI are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Trabalhos em Lingüística Aplicada is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this article, I explore sensemaking processes associated with the overview effect —a cognitive shift experienced by astronauts who see Earth from space. Analysis of publicly available interviews (n = 51) with astronauts revealed a common sequence of sensemaking: First, astronauts reported experiencing speechlessness triggered by beauty and awe (a phenomenon I label, awe-mute). Second, during and after missions, most reported attempting to make sense of the experience with others, often resulting in a deepening of their previously-existing worldviews, a process I term sensedeepening. Third, sensedeepening often resulted in astronauts' (a) admissions of inadequacy to give sense to their experience for others, and despite this, (b) development of messages to communicate their experiences, and (c) engagement in social activism. These patterns were corroborated by additional interviews with astronauts (n = 5) and an interview with a prolific interviewer of astronauts. Implications for sensemaking theory and organizational change conclude the article. [ABSTRACT FROM AUTHOR]

When reviewing the literature relating to what instructors of qualitative research courses are teaching in their courses, we found a gap regarding qualitative faculty's motivations behind what they teach and whether they use teaching tools such as rubrics in their assessment practices. We utilized general qualitative methods to explore and describe how instructors of qualitative methodology courses conceptualize and design interview-based assessments. By conducting structured interviews with five faculty members, we embraced interpretivist descriptive traditions and sought to obtain thick, rich descriptions of each participant's perspectives and experiences. After coding interview transcripts, we created themes to represent participant beliefs that (a) interview assignments are the most appropriate and comprehensive way to assess knowledge of qualitative research, (b) the design and/or use of rubrics for these assignments is complicated within qualitative coursework, and finally, that (c) thorough feedback is the most important aspect of providing high-quality instruction in qualitative research methods. We then summarize our findings and argue that with creative application and further research, qualitative faculty can benefit from the use rubrics to assess interview assignments in qualitative methods courses. [ABSTRACT FROM AUTHOR]

In job interviews, applicants' use of impression management (IM) tactics is central to our understanding of the interview process. However, while theory indicates that applicants combine IM tactics meaningfully to attempt to create specific impressions, we know little about how applicants use IM tactics in combination, and the individual differences and outcomes associated with these combinations. The current study used Latent Profile Analysis to 1) determine how applicants combine IM tactics in job interviews (i.e., IM profiles), and 2) explore their construct validity by assessing relations with applicant individual differences (i.e., age, gender, HEXACO personality traits, and cognitive ability) and interview outcomes (i.e., interview performance, receiving a follow up interview or a job offer). Participants consisted of undergraduate business students participating in high-fidelity mock interviews with real interviewers (N = 516) and a broader applicant sample who recalled their most recent job interview (N = 1042). In both samples, a five-profile solution provided the best model fit. The five profiles were distinct in terms of the levels of overall IM, self- vs. other-focus, and honest vs. deceptive IM use. These profiles were replicated across both samples. Furthermore, the five IM profiles demonstrated meaningful relations with applicant disposition and interview outcomes in ways that provide support for the construct validity of these profiles. In addition, some of these relationships differed from relations with individual IM tactics, highlighting unique values of a profile-based approach to IM. This study provides a nuanced insight of how applicants combine IM tactics in job interviews. [ABSTRACT FROM AUTHOR]

Job interviews involve an exchange of information between interviewers and applicants to assess fit from each side. But current frameworks on interviewers' job previews and applicants' self‐presentation do not completely capture these exchange processes. Using a grounded theory approach, we developed a theoretical model that spans both literatures by showing the complex relationships between job previews and self‐presentation in the interview. Our study also introduces a new way of categorizing applicant self‐presentation and reveals why interviewers and applicants choose to use certain strategies. Based on 43 qualitative interviews with applicants and interviewers, we identified five dominant applicant self‐presentation responses to job preview information: Receding from the Application Process, Reciprocating Reality, Exploiting the RJP, Resisting in Defiance, and Reciprocating Illusion. Furthermore, we found that applicants present many versions of themselves that not only include their actual, favorable, and ought self but also their anticipated‐future self. We also identify interviewers' and applicants' conflicting motives for presenting reality and illusion. Our work provides a deeper understanding of job previews and self‐presentation by providing a big‐picture, yet fine‐grained examination of the communication processes from the viewpoint of the applicant and the interviewer, illustrating implications for both parties and proposing new avenues for research. [ABSTRACT FROM AUTHOR]

When forensic interviewers reject children's "Don't know" responses, either by repeating questions or pressuring the children to provide different responses, children may change their subsequent responses. The primary objective of the current study was to examine interviewer reactions following preschool‐aged alleged abuse victims' "Don't know" responses in 114 forensic interviews and the children's responses to these rejections. Interviewer reactions were dichotomously coded as either interviewer acceptance (i.e., transitioning to the next logical question or formulating questions focusing on previously mentioned details) or interviewer rejection (i.e., repeating questions or making negative remarks about recall ability). The results showed that the interviewers accepted the children's "Don't know" responses 75.3% of the time and rejected them 24.7% of the time. When interviewers rejected the children's "Don't know" responses, 75.9% of the subsequent responses contradicted the children's initial responses. These results suggest that interviewer rejections following preschool‐aged children's "Don't know" responses may be suggestive. [ABSTRACT FROM AUTHOR]

Copyright of Rivista Italiana di Filosofia Politica is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Interview duration has been shown to become shorter as fieldwork progresses. This has been attributed to a learning effect interviewers go through as they gather experience. In this study, we expand on this knowledge by focusing on how two kinds of interviewer experience relate to interview duration in telephone surveys. Using data from the German National Educational Panel Study (NEPS), we employ multilevel models, accounting for the clustering of respondents within interviewers. The results strengthen previous findings associating within-survey interviewer experience with decreasing interview duration. On the other hand, countering previous work, we find evidence that interview duration also decreases with overall interviewer experience. The results add to our knowledge concerning the effect of interviewer experience in the telephone survey mode. The effects are robust to several model specifications and to different interviewer, respondent, and interview characteristics. We conclude with a discussion about how to manage interviewer experience during training and fieldwork. [ABSTRACT FROM AUTHOR]

Copyright of Teorija in Praksa is the property of Teorija in Praksa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Skilled investigative interviewing is critical to ensuring that credible witness accounts are gathered in criminal investigations. The current study aimed to determine whether instructions to avoid suggestive questions and pre‐interview knowledge influence both the quality of an interviewer's questioning strategy and the interviewer's memory for the witness' account after a 1‐week delay in a laboratory study using lay student interviewers and witnesses. Results indicated that access to case details prior to the interview did not significantly influence the type or quality of questions asked within the interview itself but significantly influenced interviewers' memories for their interview 1 week later. Those who were blind to case information at the time of the interview had more accurate memories of their witness interviews than those who were correctly or incorrectly pre‐informed. Instructions to avoid suggestive questions served to reduce suggestive questions, regardless of pre‐interview knowledge. Taken together, these findings suggest that pre‐interview preparation may influence investigative outcomes beyond the interview context and traditional measures of witness accuracy. [ABSTRACT FROM AUTHOR]

In this, the second iteration of our continuing 'Harbingers of Change' project, over 160 early career researchers (ECRs) from eight countries were questioned about their scholarly communications. Three repeat in‐depth interviews were conducted over 2 years of the pandemic to chart changes in attitude and behaviour. This paper provides interview findings (and an extensive literature review) regarding the role played by social media platforms. It was prompted by an initial review of the data that highlighted significant changes in the attitudes and behaviour of Malaysian ECRs, especially in respect to WhatsApp. Data were provided from several open‐ended interview questions about social media, a few interviewer prompts for individual platform names, and, indirectly, from 'mentions' of individual platforms in answers to a range of questions about scholarly communications. Findings were: (1) 15 platforms were mentioned in respect to a range of scholarly activities, most notably visibility and reach; (2) Twitter (now X) was the most mentioned, by half the ECRs; (3) 'churn' is a notable observation, with large gains and losses in mentions occurring between interviews; (4) large differences between countries, with Malaysian ECRs very much leading on the adoption of social media and largely responsible for the rise of WhatsApp, French ECRs showing little interest, and China a different space where WeChat reigns supreme and foreign platforms are blocked. [ABSTRACT FROM AUTHOR]

Over the past decade, national statistical offices in low- and middle-income countries have increasingly transitioned to computer-assisted personal interviewing and computer-assisted telephone interviewing for the implementation of household surveys. The byproducts of these types of data collection are survey paradata, which can unlock objective, module- and question-specific, actionable insights on survey respondent burden, survey costs, and interviewer effects – all of which have been understudied in low- and middle-income contexts. This study uses paradata generated by Survey Solutions, a computer-assisted personal interviewing platform used in recent national household surveys implemented by the national statistical offices of Cambodia, Ethiopia, and Tanzania. Across countries, the average household interview, based on a socioeconomic household questionnaire, ranges from 82 to 120 minutes, while the average interview with an adult household member, based on a multi-topic individual questionnaire, takes between 13 to 25 minutes. The paper further provides guidelines on the use of paradata for module-level analysis to aid in operational survey decisions, such as using interview length to estimate unit cost for budgeting purposes as well as understanding interviewer effects using a multilevel model. Our findings, particularly by module, point to where additional interviewer training, fieldwork supervision, and data quality monitoring may be needed in future surveys. [ABSTRACT FROM AUTHOR]

Over the past decade, national statistical offices in low- and middle-income countries have increasingly transitioned to computer-assisted personal interviewing and computer-assisted telephone interviewing for the implementation of household surveys. The byproducts of these types of data collection are survey paradata, which can unlock objective, module- and question-specific, actionable insights on survey respondent burden, survey costs, and interviewer effects – all of which have been understudied in low- and middle-income contexts. This study uses paradata generated by Survey Solutions, a computer-assisted personal interviewing platform used in recent national household surveys implemented by the national statistical offices of Cambodia, Ethiopia, and Tanzania. Across countries, the average household interview, based on a socioeconomic household questionnaire, ranges from 82 to 120 minutes, while the average interview with an adult household member, based on a multi-topic individual questionnaire, takes between 13 to 25 minutes. The paper further provides guidelines on the use of paradata for module-level analysis to aid in operational survey decisions, such as using interview length to estimate unit cost for budgeting purposes as well as understanding interviewer effects using a multilevel model. Our findings, particularly by module, point to where additional interviewer training, fieldwork supervision, and data quality monitoring may be needed in future surveys. [ABSTRACT FROM AUTHOR]

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