Interview Guide. [Background information and instructions] What is the aim of conducting these interviews? The study on stakeholder acceptance of hydrogen fuel-cell technologies involves conducting structured individual interviews with a large number of stakeholders to explore their perspectives on particular hydrogen fuel-cell projects and applications (as designed in WP3). We are particularly interested in the degree of alignment among stakeholders in a certain hydrogen project. That is, are all the key stakeholders pulling in the same direction on the development of Hydrogen Fuel Cell (FCH) technologies, or are there areas where there are differences of opinion between different types of stakeholder? It is those areas of difference that need to be identified and resolved if FCHs are to progress. These differences may relate to technical issues, but more often they do not, rather relating to issues of cost, financing at different stages of production and installation, perceived public acceptability, target groups, benefits from the technology and so on.
Interview Guide. The research study is entitled ‘Strategic alliances between Xxxx Kenya University of Agriculture and Technology and middle level colleges in Kenya’. The study intends to look at these alliances from JKUAT perspective. The information to be gathered from this interview will be treated confidentially and will not be used for other purpose other than academic.
Interview Guide. Thank you for agreeing to participate in this study. Your involvement will enable me to better understand HR Business Partnering according to your responsibilities and expectations. The objectives of this research are to investigate • the responsibilities of HR Business Partnering • the competencies which contribute to the performance of HR Business Partnering • the relationship with other participants • the expectations on HR Business Partnering The interview should take less than an hour. I will be taping the session because I don’t want to miss any of your comments if that is okay for you? Although I will be taking some notes during the session. All responses will be kept confidential and I will ensure that any information I include in my report does not identify you as a respondent. Remember, you don’t have to talk about anything you don’t want to and you may end the interview at any time. Are there any questions about what I have just explained? Are you willing to participate in this interview? Your name Your organisation Signature Date
Interview Guide. The main instrument for this research project was an in-depth semi-structured interview guide (see Appendix F). The guide enabled the interviewers to facilitate and focus the interaction with the participant. Only minor revisions were needed throughout the study because the guide was developed with a menu of different situations. An example of a question that was added was “Tell me about any people in your life who have helped you deal with your (symptom)?” because we were having difficulty getting information about social support. Using the same (or similar) interview guide for the entire process allowed comparisons to be made across the study sample (Xxxxxxx & Xxxx, 2010). Interview topics included symptom description, effects of symptoms on day-to-day life, self-management strategies used for symptoms, and facilitators of barriers to symptom self-management. In order to establish rapport with the participants, the first questions were broad and allowed the participant to freely describe him/herself and the experience of cancer (Xxxxx & Xxxxxxxxx, 2009). The guide opened with a general question such as “Tell me about how cancer has affected your life in the last year”. The questions were designed to promote an open discussion of the participant’s experience with symptoms. As the interview progressed, the questions became increasingly focused on how the symptoms interacted and impacted day-to-day activities. The conversational nature of the semi-structured interview guide allowed the interviewers and participant to have a back and forth exchange so that the questions and responses were understood by both the interviewer and interviewee. Also, the interview guide provided a menu of questions under each topic to allow the interviewers to vary the questions in relation to the participant’s response. Communication strategies such as using open- ended questions, reflective listening, reframing, summarizing, along with positive acknowledgement and empathetic listening, were used to create a climate in which the subjects became comfortable enough to talk in depth and detail about their symptoms and the challenges of symptom management. Probing questions were used when needed to encourage participants to talk about their experience and management activities. Examples include questions, such as “Can you give me an example?” or “Tell me more about that activity”. Often the most successful technique was to allow silence after an exchange, which offered the participa...
Interview Guide. Questions
Interview Guide. Evaluation staff from the American Cancer Society developed semi-structured interview guides and tailored them to each type of respondent (i.e. leadership, staff). See Table 2 below for a list of interview questions that were used to guide this study. The interview guide was designed to capture a range of intervention aspects, including start- up activities, implementation, practice-level changes, policy changes, staffing structure, and challenges and facilitators of the intervention. On average, interviews lasted 45-90 minutes. All interviews were recorded and transcribed verbatim to aid with future analysis. These transcripts served as the data source for this study. Table 2 presents the evaluation questions used to guide the evaluation, and the data source used to address each question.
Interview Guide. Questions The following questions are ‘sample questions’ which were enriched and expanded by several other questions and probing based on the answers given by the participants: Mentor
Interview Guide. Onderwerpen Vragen Doorvragen Opening Hoe is het gesprek over het behandelplan verlopen? Kan xx xxxx meer over vertellen? Had dat invloed op jou tijdens het gesprek? Begrijpen hoe logopedisten samenwerken met ouders en waarom ze dat zo doen. Hoe betrok xx xx xxxxx bij de behandeling? Xxx xx daarvan een voorbeeld geven? Xxx xx uitleggen waarom je dat doet? Je noemt .. als reden, zijn er nog andere redenen? Begrijpen hoe logopedisten Vragen wanneer het nog Wat maakt dat je dat doet? omgaan met: niet aan bod is gekomen. - Informatie geven over taalprobleem / behandeling - Het opstellen van doelen - Verwachtingen en behoefte van ouders - Wie doet wat (rollen) Er zijn nog een paar onderwerpen waar we het nog niet over hebben gehad. Eén daarvan is … hoe ga je daarmee om? Xxx xx daarvan een voorbeeld geven? Xxx xx dat toelichten? Wat bedoel je daarmee? Je noemt .. als reden, zijn er nog andere redenen?
Interview Guide. Research title: The influence of teacher’s understandings and beliefs about twice exceptional children on the use of gifted curriculum Research questions: How do the understandings of teachers' about twice exceptional student impact on the application of Gifted Program in Nazarbayev Intellectual School in the south of Kazakhstan? Interview Questions:
Interview Guide. A semi-structured in-depth interview guide was developed based on the Theory of Diffusion of Innovations and previous research. Interview questions related to a) expectations for gun violence prevention measures, b) perceptions of current gun violence prevention measures and efficacy of those measures, c) relationship with the school, d) perceived seriousness and susceptibility of school gun violence and e) desired gun violence prevention measures. Interview guide was piloted on six mothers from Volusia County and subsequent changes were implemented to the interview guide to improve the order and quality of the questions. Data Analysis Content analysis was used to identify and describe core themes across data. Interviews were audiotaped and transcribed verbatim through an external source, VerbalInk. All transcribed interviews were read by the researcher and imported into MAXQDA v11 software. The researcher developed a codebook using three transcripts and an iteratively refined codebook as the additional eight transcripts were coded. The transcripts were coded using MAXQDA v11 software. As the researcher coded transcripts, memos were written to document researcher insights, potential patterns in the data, and evolving understanding of the data. The finalized codebook included both deductive codes based on the interview guide and inductive content- driven codes. A secondary coder assisted by coding every 3rd transcript to compare for coding agreement. For any coding disagreement, the researcher reviewed the coded segments and made the final decision of what code(s) were applied. For analysis, a code-by-code review across transcripts was conducted through code reports and key observations from the most utilized codes were summarized. The researcher explored and documented links between codes. A second round of coding through a more focus-coding technique was employed to explore specific codes to develop patterns and create categories. Categories were then examined using a conceptual analysis approach to develop themes. Results Sample Description Interviews were conducted by phone between July 26, 2019 and August 29, 2019. The length of the interviews ranged from 30 minutes to 66 minutes, with an average interview length of 51 minutes. Eleven mothers were interviewed for this study and given the pseudonyms Xxxxxxxxx, Xxxxx, Xxxx, Xxxxxxxxx, Xxxxxxxx, Xxxx, Xxxxxxxx, Xxxxxxxxx, Xxxxxxxx, Xxxxx, and Xxxxxx. Nine Volusia County elementary schools were represented...
