Interpreting Interviews

Mats Alvesson - Lund University, Sweden

Other Titles in:
Interviewing | Qualitative Techniques for Business & Management Research | Sociological Research Methods

October 2010 | 176 pages | SAGE Publications Ltd

Researchers conducting interviews in the social sciences quickly find that there is no single best way to approach their task. This text offers a critique of traditional interviewing practices and provides a framework for thinking about issues such as trustworthiness, identity and language in a conceptual rather than technical context, allowing you to develop your own reflexive practice.

The research interview is in with the brick and mortar of qualitative research, and is one of the routine methods of obtaining knowledge of individuals, groups and organizations. Through the use of eight original metaphors drawing on trends in language, subject and discourse, this cutting-edge text will encourage you to question the interpretive nature and theoretical underpinnings not only of your interview method, but of the knowledge which is conveyed through it.

This text is essential reading for postgraduate students of qualitative methods and researchers looking to more clearly conceptualise their interviewing practice and explore its theoretical basis.

Introduction

Views on Interviews: A Sceptical Review

Practical Aspects on Interview Studies

A Metaphor Approach

Rethinking Interviews: New Metaphors for Interviews

Reflexivity: A Framework

Implications for Research Practice

Conclusion

The new doctoral course is about reflexive methodology. It is the topic of this book.

Dr Jacques-Bernard Gauthier

Administration, Université du Québec en Outaouais

December 29, 2012

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I love this book. The only reason I did not adopt it now is because my course load was revised and I am no longer teaching a methods course. I do, however, recommend it to my students who are doing qualitative research. I will adopt it in the future when I teach the qual course.

Dr Leslie Gonzales

E.T. Moore School of Education, Clemson University

February 3, 2012

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