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\"http://www.tandfonline.com/10.1080/13645579.2019.1672287\" \u0014http://www.tandfonline.com/10.1080/13645579.2019.1672287\u0015\nConfidence and the effectiveness of creative methods in qualitative interviews with adults\nJon Rainforda*\na School of Education, Staffordshire University, Stoke-on-Trent, Staffordshire;\njon.rainford@research.staffs.ac.uk\nORCID: 0000-0003-2798-5463\nTwitter: @jonrainford\nAbstract\nThis paper examines two contrasting creative methods; a drawing task and a Lego building task used in a study exploring the gap between policy and practice in widening participation to higher education across two different types of university in England. These creative methods were used within sixteen semi-structured interviews in seven universities to attempt to explore deeper understandings of everyday policy and what they mean in practice and to make comparisons across types of institutions.  This paper examines the role that creative confidence played in the effectiveness of both methods through exploring the successes and failures of each arguing that understanding these barriers can improve the successful use of these methods, especially with adults. When these barriers are overcome, the paper also demonstrates how creative methods encouraged more reflective discussion of  everyday issues, increased levels of rapport, and shared engagement in the interview process.\nKeywords: drawing; creative methods; Lego; interviews; visual methods\nIntroduction\nCertain areas of practice in higher education such as widening participation are governed by national and local policies. These policies direct what institutions do for under-represented groups in terms of pre-entry outreach work, the support offered within the institutions during study, support into further study and employment, and targeted financial support offered. As in the case of education policy more broadly, these policies are often written by individuals disconnected from frontline practice and can be subject to varied interpretation and implementation \u0013 ADDIN EN.CITE \u003CEndNote>\u003CCite>\u003CAuthor>Forrester\u003C/Author>\u003CYear>2016\u003C/Year>\u003CRecNum>283\u003C/RecNum>\u003CDisplayText>(Forrester and Garratt, 2016)\u003C/DisplayText>\u003Crecord>\u003Crec-number>283\u003C/rec-number>\u003Cforeign-keys>\u003Ckey app=\"EN\" db-id=\"0ztvxxetgsvts3ew92sprez9vfx9f2dztd5r\" timestamp=\"1523689296\">283\u003C/key>\u003C/foreign-keys>\u003Cref-type name=\"Book\">6\u003C/ref-type>\u003Ccontributors>\u003Cauthors>\u003Cauthor>Gillian Forrester\u003C/author>\u003Cauthor>Dean Garratt\u003C/author>\u003C/authors>\u003C/contributors>\u003Ctitles>\u003Ctitle>Education policy unravelled\u003C/title>\u003C/titles>\u003Cedition>2nd\u003C/edition>\u003Cdates>\u003Cyear>2016\u003C/year>\u003C/dates>\u003Cpub-location>London\u003C/pub-location>\u003Cpublisher>Bloomsbury\u003C/publisher>\u003Curls>\u003C/urls>\u003C/record>\u003C/Cite>\u003C/EndNote>\u0014(Forrester and Garratt, 2016)\u0015. This can lead to variation in how policy is enacted in different institutions and therefore being able to research across difference is important in order to understand how gaps between policy and practice develop.  Previous research examining widening participation policy has primarily focused on the individuals who develop policy as opposed to the practitioners that enact it \u0013 ADDIN EN.CITE \u003CEndNote>\u003CCite>\u003CAuthor>Graham\u003C/Author>\u003CYear>2011\u003C/Year>\u003CRecNum>86\u003C/RecNum>\u003CPrefix>e.g. \u003C/Prefix>\u003CDisplayText>(e.g. Graham, 2011; Harrison, Waller, & Last, 2015)\u003C/DisplayText>\u003Crecord>\u003Crec-number>86\u003C/rec-number>\u003Cforeign-keys>\u003Ckey app=\"EN\" db-id=\"0ztvxxetgsvts3ew92sprez9vfx9f2dztd5r\" timestamp=\"1519975956\">86\u003C/key>\u003C/foreign-keys>\u003Cref-type name=\"Journal Article\">17\u003C/ref-type>\u003Ccontributors>\u003Cauthors>\u003Cauthor>Graham, Claire\u003C/author>\u003C/authors>\u003C/contributors>\u003Ctitles>\u003Ctitle>Balancing national versus local priorities: analysing ‘local’ responses to the national widening participation agenda in six case study HEIs\u003C/title>\u003Csecondary-title>Widening Participation and Lifelong Learning\u003C/seco","cbCaiqh72p1hM3JI","https://ap.wps.com/l/cbCaiqh72p1hM3JI","docx",1037741,28,"English","# Abstract\n# Introduction\n## Policy and practice in widening participation\n## Comparing institutions through creative methods","[{\"question\":\"What two creative methods are explored in the study?\",\"answer\":\"The paper examines a drawing task and a Lego building task used in qualitative interviews with adults.\"},{\"question\":\"How is creative confidence analyzed in relation to interview effectiveness?\",\"answer\":\"Creative confidence is examined by comparing successes and failures of each method and explaining how overcoming barriers improves effective use.\"},{\"question\":\"What outcomes do creative methods support in the interview process?\",\"answer\":\"They encourage more reflective discussion of everyday issues, increase rapport, and enhance shared engagement during interviews.\"}]","Confidence and the effectiveness of creative methods in qualitative interviews with adults | DOCX",10]