Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/31542
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dc.contributor.authorHusband, Garyen_UK
dc.date.accessioned2020-08-11T00:05:16Z-
dc.date.available2020-08-11T00:05:16Z-
dc.date.issued2020-08en_UK
dc.identifier.other206en_UK
dc.identifier.urihttp://hdl.handle.net/1893/31542-
dc.description.abstractThis article explores the complex relationship between researcher and respondent through shared experience and interaction in the interview processes. Ethical considerations related to the balance of power and potential for change in respondents’ professional actions and decisions post-interview are discussed whilst problematizing the concept of truly informed consent. Informed by critical incident analysis, the article draws on the researcher’s experience of undertaking a qualitative-based study founded in the principles of phenomenological hermeneutics. Concluded in 2016, the research investigates the impact of pedagogical training programs on respondents’ teaching practice and engagement with professional learning. Respondents, experienced lecturers working in the adult education sectors in Scotland and Wales, contacted the researcher to share their post-interview experiences. The research was not designed to elicit change in respondents, nor influence professional choice or practice. However, each communication received attributed participating in the research as the source for renewed interest and engagement in professional learning. Although research interviews becoming an enriching experience for respondents is a recorded phenomenon the ascribed effects were profound, potentially life-changing, and not fully anticipated. Ethical considerations for researchers designing and undertaking interview-based research are considered alongside the potential for engagement in research interviews as a catalyst for professional learning in practice.en_UK
dc.language.isoenen_UK
dc.publisherMDPIen_UK
dc.relationHusband G (2020) Ethical Data Collection and Recognizing the Impact of Semi-Structured Interviews on Research Respondents. Education Sciences, 10 (8), Art. No.: 206. https://doi.org/10.3390/educsci10080206en_UK
dc.rightsThis is an open access article distributed under the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly citeden_UK
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en_UK
dc.subjectqualitative researchen_UK
dc.subjectsemi-structured interviewsen_UK
dc.subjectprofessional learningen_UK
dc.subjectpractice-based learningen_UK
dc.subjectresearch ethicsen_UK
dc.titleEthical Data Collection and Recognizing the Impact of Semi-Structured Interviews on Research Respondentsen_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2020-08-11en_UK
dc.identifier.doi10.3390/educsci10080206en_UK
dc.citation.jtitleEducation Sciencesen_UK
dc.citation.issn2227-7102en_UK
dc.citation.volume10en_UK
dc.citation.issue8en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusVoR - Version of Recorden_UK
dc.author.emailgary.husband@stir.ac.uken_UK
dc.citation.date11/08/2020en_UK
dc.contributor.affiliationEducationen_UK
dc.identifier.scopusid2-s2.0-85090374388en_UK
dc.identifier.wtid1651112en_UK
dc.contributor.orcid0000-0002-6673-1223en_UK
dc.date.accepted2020-07-17en_UK
dc.date.filedepositdate2020-08-10en_UK
Appears in Collections:Faculty of Social Sciences Journal Articles

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