Asking your supervisor for feedback on your QUALITATIVE research data collection plans? Include this information

One of the challenges students face when planning qualitative data collection is understanding which areas they must consider. Students are expected to obtain their supervisor’s input, and when my students ask for feedback, there are five key areas I always request in their document. These represent the core methodological decisions that determine the quality, depth and credibility of qualitative data. Below is a brief explanation of each; a more comprehensive discussion is available in the Methodology resource within the Virtual Tutor Resource. This includes a Template you can use to help you build and keep track of your data collection strategy.

🎯 Aim & Objectives

As with quantitative research, the aim and objectives guide the entire methodological design. In qualitative studies, they take on an interpretive role by clarifying what experiences, meanings or perspectives the study will explore and how deeply the inquiry should go. They directly influence decisions such as the scope and nature of interview questions and the selection of suitable participants with relevant experience. For this reason, aim and objectives should always appear at the start of the methodology chapter so I can easily evaluate how the remaining decisions align with them.

🧭 Conceptual / Analytical Orientation

Although qualitative research does not rely on a quantitative conceptual framework, it still requires an analytical or conceptual orientation that guides how the researcher approaches the phenomenon. This may include a theoretical perspective (e.g., phenomenology, symbolic interactionism), an analytical lens (e.g., identity, experience, values, practices), or key domains used to structure the interview guide.

Its purpose is not to define variables but to ensure that the interview or focus group questions genuinely address the phenomenon of interest. I have seen many students ask irrelevant questions simply because they lack a clear analytical anchor. A well‑defined orientation prevents superficial data collection and strengthens the coherence and credibility of the study.

📝 Interview / Focus Group Guide Design

The interview or focus group guide is a vital component of the methodology, and I examine several features carefully:

1. Structure and flow

Most qualitative interviews are semi‑structured but purposeful. A strong guide includes:
a) introductory/warm‑up questions,
b) core questions linked to each objective,
c) probing or follow‑up questions, and
d) closing questions.

2. Link to objectives

Each objective must be reflected in one or more questions. A recurring problem is students including questions unrelated to their aim or failing to include questions that address crucial objectives. In one extreme case, a student conducted and transcribed ten interviews without consulting me and in the end only one paragraph across all transcripts related to her topic. Guess what? She had to collect new data.

3. Clarity and neutrality

Questions should be open‑ended, clear, jargon‑free, non‑leading and sensitive to the participant’s experience. Many inexperienced researchers struggle to evaluate their own questions, and part of my role is offering feedback in this area.

4. Context and framing

Participants must understand the context of each question. Students often assume participants know what they mean, but this is frequently not the case. I always check whether sufficient context is provided so respondents interpret questions consistently.

🙋 Data Collection Procedures

Qualitative sampling focuses on information richness, not statistical power. Therefore, I evaluate several aspects when assessing students’ plans:

• Suitability of participants - their experience with the phenomenon and their ability to provide meaningful insights.

• Targeted sample size - appropriate for the depth and breadth required.

• Accessibility - how participants will be reached and whether the plan is feasible within the dissertation timeframe.

• Mode of data collection - in‑person, online, or mixed, and why this is appropriate.

• Interview/focus group conduct - how sessions will be run, including rapport building and group management.

• Recording and transcription - how data will be captured accurately.

• Researcher role and reflexivity (possibly for UG/MSC and definitely for PhD) - how the researcher will acknowledge their influence, minimise bias and reflect on their assumptions.

🔎 Qualitative Data Analysis

Qualitative data analysis must be planned early because the analytical approach influences how questions are asked and how data are collected. Students should outline:

• The analytical approach, such as thematic analysis, narrative analysis or another suitable method.

• The coding process, clarifying whether it is inductive, deductive or hybrid.

• Use of software, such as NVivo.

• How they will ensure quality and rigour, including credibility, dependability, confirmability and transferability. While important at all levels, these criteria require particularly thoughtful attention at PhD level.

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A significant part of my supervision revolves around discussing these five areas. I emphasise not only what students plan to do but why. Strong explanations indicate robust decisions; weak ones raise doubts. If you want a deeper exploration of any of these areas, see the Methodology resource or the Virtual Tutor Resource, which includes extensive video guidance. If you feel you would benefit from personalised input while designing your methodology or interview guide, consider seeking my support.