Thin Data From Qualitative Interviews: On Probing for Quality and Relevant Knowledge

Abstract

There is an abundance of literature on the characteristics of deep and thick qualitative data, as well as the ways in which probing helps to elicit such data. However, there is limited engagement on thin data and its implications for quality in knowledge generation. In this article, we draw on our experience of a qualitative research project conducted in rural schools in South Africa, where interviews were conducted to explore how learners could be supported to perform better. We do not report on the findings from that research, but we highlight the pitfalls that rendered some of the data unusable due to its lack of depth. We provide examples of “thin data” and discuss its implications for the quality, credibility, and value of the research project. The paper argues that without sufficient probing or contextual detail, analysis risks becoming superficial, being unable to yield an interpretative and analytically generative account of the problem. The article contributes knowledge that will be useful to postgraduate students and inexperienced qualitative researchers. In addition to discussing the implications of thin data for the project, we provide possible ways in which research teams can avoid producing similarly thin data.