In-depth interviews. The interview method we mainly used was in-depth interviews. This type of interview is structured in the way that the respondent is invited to speak freely and express their thoughts about the issue. Therefore the interview is not just a single setting; it will take place over an extended period of time (Yin, 2009). In our observation period we used this method to get relevant information from the warehouse employees. An in-depth interview places high demands on the interviewer. The interviewer must have ability to provide social contact and gain the confidence of the person interviewed. The interviewer must also be good to follow up good answers and get the interviewee to elaborate on this. In accordance with Xxxxxx (1999) some critical factors in order to achieve a successful interview are: • Be precise • Be formal during the session. • Start to clarify the purpose of the meeting, and what you want to achieve • Be sure of your self • Tell why the interviewee is contacted • Memorize the questions • Concentrate on listening • Be critical • Request the opportunity to follow up • Other informants (ask the interviewee for suggestions for others to be contacted)
In-depth interviews. To supplement the systematic literature review with qualitative data, in-depth interviews (IDI) were also conducted with key informants with deep expertise about NTDs, innovative health financing, or impact bonds. The interview guide is included in the Appendix. Interviewees were purposively identified from a list of personal contacts and key authors and researchers identified through the literature review process. Four out of nine requested interviews were conducted; despite the lower than expected response rate, the IDIs provided perspectives from individuals with a variety of backgrounds (Figure 8). The qualitative data and insights gained from the IDIs ultimately were used to inform and enhance the thesis’s analysis and discussion sections.
In-depth interviews. At each study site, key informants, such as the director, maintenance personnel, administrator, and laboratory technicians, were interviewed in depth. The director‟s interview tool was comprised of 84 questions, the maintenance interview tool 59 questions; the administrator interview tool included a total of 33 questions, and there were twenty-four questions in the interview tool for the lab technician. The in-depth interview tool for each key informant was based on previous versions of an interview tool that was developed for evaluating similar water filtration systems in four Honduran hospitals in 2012. The tools were revised to be contextually specific to the study sites in Ghana. Additional revisions were made based on background information on the water purification systems in Ghana and site reports developed by CGSW and Assist International (AI). A member of the CGSW research team then piloted the revised tool in April 2013. Further revisions were made after piloting to better understand the system of accountability amongst key managerial staff regarding financing of system repairs, water sources, and practices surrounding safe water provision at the hospital. Other issues of interest were to identify communication channels within the institutional structure, operation, maintenance and satisfaction with the system. The interview tools also included questions about general demographic information for each hospital. Most of the data from the in-depth interviews were used in the estimation of the sustainability metric score. Although data collection began with a finalized interview tool for each key informant, the tools were continuously revised in the field. Questions that were not applicable or difficult to understand were omitted before the next site. Questions were also added in the field in order to clarify and/or follow-up on responses provided by the key informants. All in-depth interviews were conducted in English.
In-depth interviews. Although the goal for the research team was to administer most of in-depth interviews with the directors and maintenance personnel on the first day of the site visit, this could not be achieved consistently at all the sites. All the directors were interviewed except for the director of Axim Government Hospital. Each director interview lasted approximately two hours. In-depth interviews were conducted in the director‟s offices by two researchers, except for the interview conducted in Mampong hospital, which was conducted by one researcher. During these interviews, both researchers took turns asking questions, and each took detailed notes, either by hand or typed directly onto a soft copy of the survey. In-depth interviews were conducted with one or both maintenance personnel responsible for the maintenance of the water treatment system. When possible, an in-depth interview was administered to each maintenance staff separately in order to prevent external influences on each of their responses. The in-depth interviews for the maintenance staff were usually conducted in a private room or occasionally near the water treatment systems if clarification was needed about specific comments or parts mentioned. After the in-depth interviews were conducted, one of the researchers conducted the maintenance info- graphic survey with one or more of the maintenance personnel. A thorough tour of the hospital grounds was conducted to enumerate water storage at the facilities. The maintenance info-graphic tool was also utilized to identify additional water sources used in the hospital and their connection to the water treatment system. The tool also recorded which wards in the hospital were not connected to the water treatment system. After data collection, the combined responses from the in-depth interviews were entered into the database and secured. During data entry, clarifications were sought where needed to ensure accuracy, consistency, and unbiased entry of the information gathered.
In-depth interviews. All of the interviews took place in the respondent‘s classroom or office. There was some initial concern that teachers would be uncomfortable conducting the interview at school. However, all respondents preferred meeting at school. Interviews ranged from one to two and a half hours long. At the start of each interview, I reviewed the purposes of the study and gave the respondent a copy of the consent form to review and sign. The consent form outlined the purpose of the project, interview procedures, known risks and benefits, strategies employed to maintain confidentiality of records, contact information, and reassurance that study participation was completely voluntary. Respondents who chose to participate signed the form, and I began recording the interview (see Consent to be a Research Participant in Appendix B). As a researcher, I have an obligation to not harm the group I am studying. As Xxxxxxx et al. (2006) advocate, I ―started where I was‖ and chose to study a population that is meaningful to me. I come from a family of teachers and am proud to be married to a public educator. Thus, it was my concern for teachers and their well being in the current policy context that led me to this research. One of my objectives was to carefully design the interview so that it left teachers a neutral psychological state. Given my personal insights into the lives of teachers, I felt strongly about remaining sensitive to the effects of the interview process. Thus, I chose to embrace an appreciative approach in the design of my interview guides (Xxxxxxxxxxx and Xxxxxxxxx 1987; Xxxxx 2000). If interviews focused solely on the problems associated with the process of implementation, they might cause additional stress, demoralization, and sadness. I tried whenever possible to evoke what is working, what might work, and what is valuable. In addition to being a less harmful way to interview, I hoped to produce more useful data for positive change in the future. While utilizing an appreciative approach, the interviews collected pertinent information in each of the areas under investigation including: NCLB influences on work in the school, working conditions in schools, organizational and individual capacities, management techniques, work satisfaction, and career plans. The interview guides consisted of both open- and closed-ended questions to assess teachers‘ experiences and perceptions (see Teacher Interview Guide in Appendix D). During the interview process, I sought out t...
In-depth interviews. An in-depth interview guide (Appendix A) was developed prior to the study. This interview guide covered social networks, definitions of health, and perception of health services and was developed through a thorough review of the literature as well, then modified through informational interviews with field staff in Soweto. The two principal investigators (PIs), who were young American women, conducted four interviews with South African research staff members in order to pilot the interview guide and determine if the questions were culturally appropriate. Five pilot interviews were conducted with members from the YAHS subset of the Bt20 cohort to refine the interview method. Three interview methods were piloted: (a) semi-structured 1-on-1 interview between one of the PIs and the participant in English, (b) semi-structured 1-on- 1 interview between a Zulu-speaking research assistant from the community and the participant in Zulu and English, and (c) interview between one of the PIs and the participant with the Zulu- speaking research assistant present for translation if participant felt more comfortable expressing themselves in Zulu during the interview. A BT20 staff member contacted each participant by phone, explained the nature of the study, and invited subjects to come in for the interview (Appendix B). Interviews were held on- site at Xxxxx Xxxx Xxxxxxxxxxx Hospital in private interview rooms. Informed consent was obtained from all of the individuals who participated in the study (Appendix C). The protocol was submitted and exemption granted by Emory University IRB (ID 58317; Appendix D). Local ethics approval was granted by the University of Witwatersrand under the BT20 approval (ID M120138). The external pilot interviews indicated that participants were the most comfortable expressing their opinions in the semi-structured 1-on-1 in-depth interviews between the PI and the participant in English (option a). There was also noticeable difference in the answers that were given to the Zulu-speaking research assistant present, suggesting a social desirability bias in the presence of local study staff. During pilot interviews, more complete answers were elicited from the 1-on-1 in-depth interviews with the PI than with the Zulu speaking research assistant. Furthermore, during the interview between one of the PIs and the participant with the Zulu- speaking research assistant present, the participant’s body language suggested that she was not completely comforta...
In-depth interviews. A total of ten in-depth interviews were conducted in June and July of 2010 in sites around Campeche. The interviews ranged from approximately 25 minutes to one hour. They were conducted in Spanish by the researcher’s field assistant. The in-depth interviews took place after the survey was completed, either immediately or with a short break. In most cases, the participant for the in-depth interview was the same as for the survey, but in the two cases where the surveyed operator was not the lead operator, the lead operator did participate in the interview. Although operators were targeted because they were believed to be the primary decision-makers for the plant, they were not actually always the primary decision makers; however, they were the most involved in the actual operation of the plant. Since the operators in all cases seemed to devote the most time and energy to the operation of the plants, and for consistency, the researcher continued to target only the operator, even in cases where he or she was not the primary decision maker. The researcher sat in on the first several interviews. This was because the researcher hoped to learn from the participants during the interview and also because the field assistant was not confident in his abilities as an interviewer. The researcher felt her presence was appropriate since the subject matter was not particularly sensitive and the operators agreed. However, as the interviewer gained confidence, the researcher decided that the possible distraction she posed was not worth the amount of information she was able to understand in the interview, due to the language barrier. She was not present at the majority of the interviews. As with the surveys, all interviews were digitally recorded, with the operators’ permission. They took place at the water plants, typically outdoors or in a partially covered area. In most cases, no other people were nearby. However, in a few cases, other operators, the pastor of the church, or members of the water committee were present at the interview or within earshot for all or a part of the interview. In some cases, this was at the request of either the operator or the additional person. This may have affected some of the data from these interviews, although all operators appeared to be comfortable and willing to speak openly and honestly. Interviews were originally planned for Tuesdays and Thursdays, but due to scheduling conflicts for both the plants and the field assistant, intervie...
In-depth interviews. In-depth interviews asked about fathers’ personal relationships with their children and families, perceptions of and communication surrounding risky behaviors, his role in and comfort in the Church, and future aspirations for his children. Participants were also asked to participate in an activity outlining their relationship with each member of his household and the role of each individual in the home.
In-depth interviews. TB related knowledge, attitudes, practice and behavior
