The number of themes that emerge into prominence in an interview study has implications for the organization of a dissertation. While the format of a dissertation is in the purview of dissertation committees, I think it reasonable to suggest that interviewing studies, so rich in words, may not lend themselves to the conventional five-chapter dissertation. That format was developed with quantitative research in mind. In the five-chapter format, the first chapter introduces the problem or issue and its significance. The second chapter reviews the related research. The third outlines the research method used in the study. The fourth chapter reports on the results or findings, which in a quantitatively- based study are often numeric in form. The fifth chapter offers a discussion of the results.
In an interview study, researchers may want to present themes that have evolved from their study of the transcript as the focus of their findings or results. Instead of one chapter of findings, researchers may decide to present each major theme, illustrated by the words of their participants, in its own chapter. (See Cook, 2004, for an example.) Alternatively, it might be possible to connect two or three lesser but related themes in a chapter and perhaps illuminate them with supporting profiles or vignettes. So, an interviewing study might have two or three chapters that replace the conventional fourth chapter of results and findings. In a concluding chapter, researchers interpret and discuss their findings, and may reflect upon what they have learned and what the interviews mean to them.
Source: Seidman Irving (2006), Interviewing As Qualitative Research: A Guide for Researchers in Education And the Social Sciences, Teachers College Press; 3rd edition.
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