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The Interviewee Recruitment Plan defines who we are aiming to interview and how we will coordinate our efforts in recruiting interviewees.
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Research Question Background
Why and how do instructors use scholarly resources while preparing and conducting their courses?
Definition of "instructors"
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Though our design effort concerns library and Sakai 3 integration, by focusing on broadly defined scholarly resources we can gather data on how best to prioritize the vast array of resources and services that various university libraries have to offer.
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Interviewee Characteristics
General Interviewee Characteristics
Based on the research question and further definitions above, there are some basic assumptions we can make about the types of users we should be recruiting:
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These general interviewee characteristics are few, but will greatly increase the quality of our interviews if considered when selecting interviewees.
Number of Interviewees
6 Faculty | 6 Graduate Student Instructors | 6 Instructor Assistants |
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Professors, Assistant Professors, Adjunct Professors, etc. | Teaching assistants, discussion section instructors, etc. | Staff that assist faculty in setting up or conducting courses |
For our entire user study (across all institutions) we are aiming for a total of 18 user interviews: 6 Faculty, 6 Graduate Student Instructors and 6 Instructor Assistants. If we end up having resources for more interviews, we may go over this initial goal of 18 total user interviews.
Behavioral & Demographic Variables
At this early stage of our recruitment process, these distributions act as guidelines and do not strictly need to be followed. The priority is on getting an initial batch of interviewees recruited and then using these guidelines to select more.
For each group of 6 interviewees within an instructor group, we want to try and match the following behavioral and demographic variable distributions. Variables with importance high should be closely adhered to are given most priority. The medium and low distributions are more flexible and act more as guidelines. The distributions are based on the 2009 Sakai Multi-Institutional Survey Initiative results as well as background knowledge of the Data Analysis Group.
Variable | Distribution (out of 6) | Importance | |
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Department Area | Humanities: 1 / Social Sciences: 1 / Arts: 1 / Engineering: 1 / Science & Medicine: 1 / Business & Law: 1 | High | |
Department size Size | small (~5): 2 / medium (~10): 2 / large (~20): 2 | High | |
Time Committed Commitment to Teaching vs. Research | heavy teachingOther job duties | Teaching: 2 / about equalAbout Equal: 3 / heavy researchOther: 1 | High |
Teaching Teaches primarily large Large vs. small Small courses | large Large: 2 / about equalAbout Equal: 2 / smallSmall: 2 | High | |
Teaching Teaches primarily undergraduate Undergraduate vs. graduate Graduate courses | undergraduate Undergraduate: 2 / about equalAbout Equal: 2 / graduateGraduate: 2 | High | |
Teaching primarily faceFace-toTo-face Face vs. online Online courses | face Face-toTo-faceFace: 4 / about equalAbout Equal: 1 / onlineOnline: 1 | Medium | |
Comfort level with online scholarly research | very uncomfortable: 1 / somewhere in-between: 4 / very comfortable: 1 | Medium | |
Amount of time spent conducting online scholarly research | none: 1 / somewhere in-between: 4 / close to 40 hrs/week: 1 | Medium | |
Comfort level with Sakai ( or other CMS) online course management tools | very uncomfortable: 2 / somewhere in-between: 3 / very comfortable: 1 | Medium | |
Amount of time spent using Sakai ( or other CMS) online course management tools | none: 1 / somewhere in-between: 4 / close to 40 hrs/week: 1 | Medium | |
Age | less than 40: 2 / 40 to 60: 3 / greater than 60: 1 | Low |