Using Interviews and Focus Groups in Higher Education Research: Methodological Rigour in Design and Reporting

Abstract

This editorial examines the use and reporting of interviews and focus groups as methods in higher education research. Such an editorial is helpful in addressing reviewer concerns that many studies lack clarity and transparency in the reporting of their qualitative methods adopted. Drawing on our editorial experience, and the scholarly literature, we identify common issues, including weak alignment between research questions and methods, limited transparency in design and analysis, and underdeveloped interpretation of findings. This paper positions methodological rigour as a relational concept and explores four key dimensions: alignment of methods to research purpose, design and conduct, analysis, and the presentation of findings. Practitioner principles are shared at the end of the editorial to guide the design and reporting of interview and focus group studies, emphasising coherence across the research process, interpretation, and evidentiary grounding. These principles aim to help writers produce more methodologically rigorous reports of interview and focus group studies.