Dissertation
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Qualitative InterviewsThird phase- data collection instrument Research interviews are a qualitative way to get information. They involve an interviewer and the person being interviewed. Interviews are used by researchers when they need information that they can only get by meeting and talking to a small number of people from their study population. Interviews are a great way to get first-hand information, and field surveys are one of the most effective methods to accomplish the same goal. Questions and answers can be said out loud or written down, depending on the need and the situation. Interviews can be done over the phone, in person, or via video chat. There are good online survey tools that can be used to do field research surveys today. For qualitative research, video conferencing interviews that are backed up by research transcription services are a good option because they let you reach a larger group of participants and don't require travel (Archibald et al., 2019). Researchers can save money and time by using video conferencing platforms like Zoom instead of in-person interviews. The following benefits are derived from using interview studies: enables the researcher to collect original and distinct data directly from a source in accordance with the needs of the study. Researchers can choose from a number of ways to collect data. For example, in unstructured interviews, researchers who take the time to get to know respondents can get more detailed information with a little extra work. It is simple to conduct, and it works quickly and reliably (Alshenqeeti, 2014). In the third phase, the researcher systematically collected data through in- depth interviews with a subset of respondents. "Interviews expanded the snapshot data from the survey questionnaire by exploring scenarios of deeper interpretation, Al Mamun et al., (2022):Schultze & Avital, (2011) and allowing respondents to share their thoughts and opinions. At first, it was planned to include an interview phase so that the researcher could double-check the results from the survey instrument and get a more detailed and informative account from respondents. For this reason, interviews for Phase 3 were done as Phase 2 was coming to an end. Due to the fact that participants prefer verbal responses Gray, (2022) and are more likely to provide in-depth, detail-rich responses to open-ended questions (Karasvirta & Teerikangas, 2022; Powell & Bodur, 2019), these types of questions were used in the interviews. In order to gain more insight and deeper understanding of how disruptive technology skill training is affecting the engineering industry, open- ended interview questions were posed. In phase 3, the researcher conducted a series of interviews. Initially, interviews were conducted with selected group of industry professionals. Four managers from automobile assembly plants and maintenance industries who had more than 10 years of experience in mechanical engineering practises from medium-to-large engineering industries participated, which included Katanka Automobile Company Ltd., Toyota Ghana Ltd., Japan Motors Company Ltd., and Silver Star Automobile Co. Ltd. Furthermore, an interview was conducted with the commission of technical and vocational education (CTVET) managers on what mechanical engineering graduates need to know about digital technology to address the skills gap in the engineering industry. These interviews were conducted with the following goals in mind: (i) to identify current disruptive technologies in mechanical engineering industry; (ii) to identify students’ skills shortfalls identified by the industry; and (iii) existing collaborations between the industries and the TUs (iv) to figure out what digital skills future engineers will need and how the TUs curriculum could be made better for industry demands. Due to the fact that participants prefer verbal responses (L. M. Gray et al., 2020) and are more likely to provide in-depth, detail-rich responses to open-ended interview questions (Wible, 2020). These types of questions were used in the interviews (Wible, 2020). In order to gain more insight and a deeper understanding of how disruptive technology skill training is affecting the engineering industry, open-ended interview questions were asked. When appropriate, the researcher asked the interviewees probing questions. The answers respondents give to in-depth questions during interviews are used to explain topics (C. Creswell et al., 2020; Ishtiaq, 2019). It was suggested, approved by the committee, and done to use both verbal and nonverbal probes to find out more. Verbal probes come in three types: attention probes, conversation management probes, and credibility probes (Roberts, 2020 : Rubin & Rubin, 2011). Attention-getters in a conversation get the other person to say more and talk for a longer time (Roberts, 2020). Nonverbal attention probes include waiting for the person to finish a sentence before asking the next question, leaning forward to show interest, taking notes as the person talks, and nodding and turning back to the person while taking notes (Rubin & Rubin, 2011). A conversational management question used in the research was, "Could you go back to something I missed?" The interviewer used credibility probes to ensure they understood correctly when the subject stated a date, person, acronym, or circumstance that they were unfamiliar with (Rubin & Rubin, 2011). Probe questions were helpful in developing the study's interview protocol, even though they should only be used sparingly (Rubin & Rubin, 2011). Follow-up questions were posed by the study researchers to personalize the interaction. Because of the nature of the interviews themselves, the researcher believed that some level of customization and conversational affordances were needed for the Zoom interview interface. Download 2.1 Mb. Share with your friends:
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