'The Problem-Centred Expert Interview'. Combining Qualitative Interviewing Approaches for Investigating Implicit Expert Knowledge

Autor/in	Döringer, Stefanie
Titel	'The Problem-Centred Expert Interview'. Combining Qualitative Interviewing Approaches for Investigating Implicit Expert Knowledge
Quelle	In: International Journal of Social Research Methodology, 24 (2021) 3, S.265-278 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Döringer, Stefanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1364-5579
DOI	10.1080/13645579.2020.1766777
Schlagwörter	Interviews; Expertise; Qualitative Research; Methods; Epistemology; Human Geography; Change Agents; Foreign Countries; Austria + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Expert appraisal; Qualitative Forschung; Method; Methode; Erkenntnistheorie; Humangeografie; Ausland; Österreich
Abstract	Expert interviews are a widely-used qualitative interview method often aiming at gaining information about or exploring a specific field of action. This paper wants to move beyond the focus on explicit expert knowledge by emphasizing the experts' individual perspectives that affect social practices in a field of action. The paper addresses the investigation of this implicit, interpretative expert knowledge by developing the 'problem-centred expert interview'. This approach merges the theory-generating expert interview that discusses the social relevance of expert knowledge and the problem-centred interview (PCI) that offers a dialogic-discursive interview procedure investigating individual perspectives. By drawing upon an empirical study in human geography, the paper demonstrates how one could conduct and analyse this methodical combination in research practice. The following discussion shows that, despite some pitfalls, the combination appears fruitful for divulging implicit expert knowledge and understanding the inner logics of decision-making processes. The paper concludes with an outlook on possible fields of application. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01