Abstract
Positioned as a ‘step-by-step guide to the use of semi-structured interviews in qualitative research’ for the ‘novice’ this book sets out to explore all stages of the research process; from design to analysis and publication. The book begins with the questionable assertion that the semi-structured interview is an under-used method. In light of this position it is therefore surprising that semi-structured interviews receive little mention in the first chapter; excepting a brief description of semi-structured interviewing as a hybrid method, allowing for both structure and flexibility. Instead numerous other issues are raised; using archival sources, oral histories, recruitment and access, guidelines for analysis, all with little explanation. This is continued throughout the book as Galletta introduces multimodal methods – briefly and unproblematically – as ‘supportive tools’ for interview research, whilst ethical issues receive scant mention. This approach leads to a sense, at times, that the author rushes through a number of methodological points in order to spend more time on substantive discussion, which is a significant focus of the book.
Galletta sets up her own research into school integration as a basis for illustrating her methodological points. In principle the idea of focusing on one study to demonstrate to the reader the different stages of the research process could be beneficial; facilitating continuity and illustrating research development. However, in execution, this book becomes overly focused on the author’s own research and centred on a study which may be of little relevance to the reader. This is evident in the bibliography, which is dominated by substantive texts and contains few methodological references, giving the reader little direction on where to look for further guidance on semi-structured interviewing. Subsequently, the book often seems to raise more questions than answers by listing important things to consider (such as public engagement) with little or no explanation of the relevant issues involved in this.
There are some points where this book provides practical advice; for example, guidance on structuring an interview schedule to achieve flow through interaction, or structuring an approach to analysis. In addition, the chapter on writing and representation raises important issues for researchers to consider; such as representing the range of participants’ experience and telling a story wider than the research project. However, at times this guidance is accompanied by assumptions that fail to recognise the multiplicity of approaches in qualitative research. For example, analysis is presumed to mean thematic analysis, with no indication that there may be other ways to approach the data. An extensive interview schedule is also included, which, on several occasions appears to be highly structured.
In sum, this book makes attempts to clarify the process of conducting semi-structured interview research but falls short of the mark in providing guidance to the ‘novice’ researcher, given its numerous assumptions and lack of methodological explanation. There are moments of valuable insight in the text, but overall it feels as though these are lost in the detail of the research. The book evidences Galletta’s commitment to elucidating the social psychological study of school desegregation in the US, and as such may be more suited to those exploring similar substantive issues than readers seeking guidance on a semi-structured interview approach.