Challenges
Design: Extensive Pre-Planning Is Required
It takes a great deal of skill to design good questions, so the researcher must devote considerable time to the design of his interview guide.
Sampling
The sample a researcher chooses may be dependent on geography and resources, so the size and composition of the sample may not necessarily be representative of the wider population. (Byrne, 2010, p. 216).
Ensuring Reliability
Because sample sizes tend to be smaller when interviews are the primary method for collecting data, the reliability of the results must be called into question.
Ensuring Validity: Avoiding Leading Questions, etc.
“The success and validity of an interview rests on the extent to which the respondent’s opinions are truly reflected; the interviewee’s ‘voice’, communicating their perspective. . . . Threats to the validity . . . include the use of leading questions or the researcher’s preconceived ideas influencing what is and is not worth discussing” (Newton, 2010, p. 4).
Ensuring Objectivity
Because the interviewer is present and interacts directly with the participants, it can be difficult to control for bias. “Verbal and nonverbal behaviors, even unconscious ones, can bias an interview. For instance, excessive nodding of the head or using phrases such as 'you are right' might unintentionally 'steer' the respondent to answer in a certain way. An interviewer should not limit his or her demeanor and facial expressions to the extent that the interviewer appears robotic, but the interviewer should try to be aware of the social cues being projected” (Harrell & Bradley, 2009, p. 69). Interviewers must take care to ensure that they do not lead the participants in any way. Gray (2004) suggests that “it would be ideal if questions can be read out in the same tone of voice so that the respondents would not be influenced by the tone of the interviewer” (as cited in Kajornboon, 2005, p. 4), but this is almost impossible to control. Even the choice of a location in which to conduct the interview can compromise the objectivity. “Meeting in public places or at workplaces may influence the tone of the resulting interview in certain ways” (Byrne, 2012, p. 219).
Training in Interviewing Skills
Because the quality of the data collected is dependent in large part on the skill of the interviewer, interviewers must develop the ability to clearly structure questions, listen attentively and actively, make effective use of pauses, probes, and prompts, and develop interpersonal skills that will allow them to establish appropriate rapport and develop the interviewees’ trust.
Ethical Issues
The interviewer interacts directly with interviewees who are being asked to share information that may be personal or sensitive. Strict confidentiality must be maintained, and participants must be protected from all harm.“In conducting interviews, ethical issues are one of the main concerns. Confidentiality must be given. . . . If respondents are uneasy and become upset, the interview can be cancelled or postponed" (Kajornboon, 2005, p. 8). Kajornboon (2005) goes on to provide a list of some of the issues and suggested ethical solutions (p. 8). DiCiccio-Bloom (2006) makes it clear that “…investigators must be prepared to provide psychological support if their interviews create undue stress or raise psychological complications” (p. 319). “It should also be clear to interviewees that they can stop the interview at any point if they want to” (Byrne, 2012, p. 214).
Recording Issues
When deciding on whether or not to record, and how to do so, researchers need to consider the time, cost, and effort that would be required to transcribe the recordings and how to secure the recordings. “Researchers also need to be aware that tapes and the resulting transcripts do not capture all the data. Notes are still necessary to capture nonverbal, background, and situational data” (Harrell & Bradley, 2009, p. 75). Taking notes while paying attention to asking the questions and noting, in addition to the interviewees’ answers, his or her body language and other nonverbal signals, can be difficult to juggle. Recording the interviews allows the researcher to concentrate more on what the interviewee is saying and how since they wouldn’t need to be looking down at their notes so frequently. Researchers must also consider the challenges of using various technologies (i.e., weak batteries, background noise, etc.). Researchers may find it valuable to practice these skills using a sample or field test before the actual data collecting interviews begin (Byrne, 2012, pp. 220-221). It is also important to consider the effect that recording devices may have on the interviewees. “… the use of a tape recorder may disconcert respondents, who become self-conscious or alarmed at the prospect of their words being preserved” (Interviewing, n.d., p. 322).