MethodPDF Available

Abstract and Figures

Strong links exists between the following actions: C1.2.2 “Analysis of the MSP processes”, C1.3.2 “Spatial demands”, C1.3.5 “improving Stakeholder Engagement” and C1.3.6 “Case studies”. Interviews will be carried out through C1.2.2 and C1.3.2. Actions concerning stakeholder engagement under the C1.3.5 “Improving Stakeholder Engagement” will be carried out within the framework of “Case studies” (C1.3.6). Interview work will produce primary data to complement bibliographic work and will contribute to nourish stakeholder engagement in case-studies. Based on the common framework described in this document, interviews will be conducted in the three countries and joint working teams will proceed with the analysis to provide a transnational view of MSP process and of spatial demands. Outcomes will then be used to support discussions among stakeholders in case- studies under C1.3.5 and C1.3.6. For these, the core objective is to engage stakeholders in the discussion about the transboundary dimension of MSP, as a contribution to the coherence of national plans that will be developed in the coming years. Semi-structured interviews are used here to understand how MSP process is planned in each country, claims for access to space by different uses and each groups views the process and its relation to other uses. It allows respondents (or interviewees) to express their view on our question but also to raise issues that we may not have considered.
Content may be subject to copyright.
A preview of the PDF is not available
... We employed a semi-structured interview process for collecting the data with a series of fixed questions that provided actionable insight into our hypotheses. A semi-structured interview is a qualitative research method which typically takes the form of a verbal exchange during which certain information is elicited by posing open-ended questions, aimed at inciting a dialogue (Bailly & Nys, 2018;McIntosh & Morse, 2015;Longhurst, 2003). Although the questions are predetermined, the flexibility of this method allows for slight divergence from the original questions (McIntosh & Morse, 2015). ...
Preprint
Full-text available
Growing numbers of children in the U.S. communicate in a language other than English at home. Yet, schools are underprepared to accurately assess students' language and literacy skills in English and other languages. Looking at the issue from a translanguaging perspective (García, 2009; García, 2020; Acenzi-Moreno, 2018), our research seeks to address the literacy and greater educational needs of the school-age bilingual and multilingual population. Data were collected through semi-structured field interviews regarding: (1) the ways schools identify and place English learners into appropriate programs, specifically considering how new technologies can be introduced to improve this process, and (2) the types of bilingual programs, curricula, and materials that are available to meet their needs. Our findings from interviews showed that while all states had bilingual programs and materials, there was a dearth of precise multilingual assessments, and there was inadequate access to assessment technology suitable for young bilingual and multilingual learners.
... The interviewees were asked about the general impact of OWF development as well as the key impacts identified in this research. The interviews were conducted, transcribed and analyzed by coding the key elements [47]. ...
Article
Full-text available
The recently adopted maritime spatial plan for Polish sea waters promotes offshore wind farm (OWF) development. The study’s identification of the local municipalities affected by offshore development was based on the plan’s provisions. Through the analysis of the plan and literature findings, both positive and negative impacts of future OWF development were identified and examined. Such an analysis seems to be a precondition for the more active engagement of local stakeholders in the debate on the ways in which to best utilize the new opportunities created by the plan and cope with the threats resulting from maritime spatial planning (MSP). The key impacts recognized by the local business stakeholders have been related to landscape pollution and fishing limitations. Stakeholders less frequently have noticed positive impacts of MSP such as development of a new form of tourism. Up to this point, small municipalities have not undertaken sufficient action, and there is a lack of communication between developers, marine planners and coastal communities. Planners have not assessed the impact of their plan on local economic development. The proposed remedies cover standard actions related to communication, education and dialogue, but in addition to that, a consolidated action of local municipalities on how to capitalize on OWF development has been proposed. The first step proposed is preparation of a joint strategy by coastal municipalities addressing this issue.
... This method was chosen for its flexibility in allowing the respondents to explore their experiences, while keeping their answers focused onto a set of questions. According to Denis and Nys (2018), "combining a pre-determined set of open questions with the opportunity for the interviewer to explore a bit more particular themes or responses" (p. 6). The semi-structured interview is appropriate for qualitative studies in which researchers and respondents find meaning together. ...
Article
Full-text available
In Nazarbayev Intellectual Schools, international teachers, who were in mentorship positions were interviewed for their experiences with mentee resistance to mentoring. In this paper, the authors investigate aspects of the perception of resistance to mentoring in the program for long-service teachers. It is the aim of this paper to explore the definitions that mentors attach to resistance, based on their experiences in one NIS School. The questions to be answered were how the mentors defined mentoring, and how the mentors experienced resistance from their mentees. Semi-structured interviews were conducted face-to-face. The mentor responses were captured on a dictaphone, and transcribed later. Eleven teachers participated in the interviews. The definitions of mentoring resistance were examined in seven categories as hesitation, stagnation, body language, fear, unavailability, and mistrust of the mentor. Stagnation was the largest category, displayed by unwillingness to try new things, unwillingness to see own limitations, close mindedness, unwillingness to see own weakness, and passivity in action.
ResearchGate has not been able to resolve any references for this publication.