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How to do qualitative research interviewing (CC-BY, 2020)

CC BY is the correct license for this work. Ignore the ones in the slides: use this materials as you like, with attribution. (KW, 02-2020)

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Ahmar Mahboob

Elite interviewing is a key qualitative method in political science. Interviews are useful not only for the purposes of political biography or to ascertain the perspectives of those at the centre of the policy-making process, but also because they allow researchers to trace the policy process that underpins key political events. Yet, elite interviews invert much of what social scientists know about power in interviewing. In contrast to interviews with economically or culturally disadvantaged groups, or with those who have not reached intellectual maturation (children, those with mental disabilities), elite interviews present a situation of potential powerlessness for the interviewer. Currently there are many claims made about power within elite interviewing but limited empirical evidence provided to support these claims. This interdisciplinary paper, based on a linguistic analysis of the first 20 minutes of two elite interviews, argues that this purported unequal relationship between disempowered, nebbish academic and reputationally powerful elite cannot be assumed. Based on this analysis, the paper presents a preliminary set of strategies used by both interviewer and interviewees in order to either exercise relative power over one another or to build solidarity with one another. The paper provides detailed examples from the interviews analysed to show how the participants in these interviews adopted various strategies. The paper ends with a discussion of the implications of this work for research based on elite interviews.

Amanda Hunn

Mariana Marin Chacon

Oral History Review v. 38, no. 1 (Winter-Spring 2011): 73-108.

Martha Norkunas

Fisrt Edition 2012 / Second Edition 2023

Anna Madill

Emilia Wąsikiewicz-Firlej

This paper attempts to take a critical look at the narrative interview in order to identify the methodological pitfalls and challenges posed by this widely-applied research tool. It analyses the research process in a project involving sixty-four 3rd year students of applied linguistics at a large university in western Poland in the summer term of the academic year 2018/2019. The project included three stages: (1) interviewing a person from another country studying in Poland about their intercultural experiences; (2) transcribing the interviews and (3) presenting the results of their analysis in the form of a written report. On completion of their assignments, the students were asked to share their reflections on all stages of their research in an anonymous survey study. The questionnaire data was juxtaposed with analysis of the student transcripts and reports in order to identify and compare the student and the teacher perspectives on methodological aspects of narrative research. Th...

The SAGE Handbook of Interview Research: The Complexity of the Craft

Annika Lillrank

(Part V: Chapter 2). In Cooper, H., Camic, P.M. , Long, D.L., Panter, A.T., Rindskopf, D., Sher, K.J. (Eds.), American Psychological Association Handbook of Research Methods in Psychology (Vols 1-3). Washington, DC: American Psychological Association.

In this chapter, I have described different types of interviewing; identified and illustrated in more detail the central techniques of research interviewing (particularly with regard to the semistructured format); and discussed in depth several additional considerations such as design, ethics, recording, and transcription. I hope to have shown that interviewing research can be a rewarding endeavor. Good interviewing, however, is not easy and, in examining the central techniques, I have offered examples of where my own research interviewing could have been better. My technique has improved with practice, though, and my reminder to myself and to my students is that there is never the perfect interview, although there are definitely better and worse instances. I hope also to have shown that interviewing research is at an exciting methodological juncture in that we can no longer be unsophisticated about the status of interviews as data. Creative developments are required that allow interviews to be conducted and analyzed in ways that recognize their situated and coconstructed nature and at the same time are informative on the topic of the research.

Yvette Kopijn

In this article I advocate for a cross-cultural appreciation of the oral history interview and its transcript - most notably when there are differences in race and ethnicity involved between the interviewer and the narrator.

Susan Abbott-Jamieson

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[Guide] How to Present Qualitative Research Findings in PowerPoint?

By: Author Shrot Katewa

As a researcher, it is quite pointless to do the research if we are unable to share the findings with our audience appropriately! Using PowerPoint is one of the best ways to present research outcomes. But, how does one present qualitative research findings using PowerPoint?

In order to present the qualitative research findings using PowerPoint, you need to create a robust structure for your presentation, make it engaging and visually appealing, present the patterns with explanations for it and highlight the conclusion of your research findings.

In this article, we will help you understand the structure of your presentation. Plus, we’ll share some handy tips that will make your qualitative research presentation really effective!

How to Create a Structure for your Qualitative Research Presentation?

Creating the right structure for your presentation is key to ensuring that it is correctly understood by your audience.

The structure of your Research Presentation not only makes it easier for you to create the document, it also makes it simple for the audience to understand what all will be covered in the presentation at the time of presenting it to your audience.

Furthermore, having a robust structure is a great way to ensure that you don’t miss out on any of the points while working on creating the presentation.

But, what structure should one follow?

Creating a good structure can be tricky for some. Thus, I’m sharing what has worked well for me during my previous research projects.

NOTE – It is important to note that although the following structure is highly effective for most research findings presentation, it has been generalized in order to serve a wide range of research projects. You may want to take a look at points that are very specific to the nature of your research project and include them at your discretion.

Here’s my recommended structure to create your Research Findings presentation –

1. Objective of the Research

A great way to start your presentation is to highlight the objective of your research project.

It is important to remember that merely sharing the objective may sometimes not be enough. A short backstory along with the purpose of your research project can pack a powerful punch ! It not only validates the reasoning for your project but also subtly establishes trust with your audience.

However, do make sure that you’re not reading the backstory from the slide. Let it flow naturally when you are delivering the presentation. Keep the presentation as minimalistic as possible.

2. Key Parameters Considered for Measurement

Once you’ve established the objective, the next thing that you may want to do is perhaps share the key parameters considered for the success of your project.

Every research project, including qualitative research, needs to have a few key parameters to measure against the objective of the research.

For example – If the goal of your project is to gather the sentiments of a certain group of people for a particular product, you may need to measure their feelings. Are they happy or unhappy using the product? How do they perceive the branding of the product? Is it affordable?

Make sure that you list down all such key parameters that were considered while conducting the qualitative research.

In general, laying these out before sharing the outcome can help your audience think from your perspective and look at the findings from the correct lens.

3. Research Methodology Adopted

The next thing that you may want to include in your presentation is the methodology that you adopted for conducting the research.

By knowing your approach, the audience can be better prepared for the outcome of your project. Ensure that you provide sound reasoning for the chosen methodology.

This section of your presentation can also showcase some pictures of the research being conducted. If you have captured a video, include that. Doing this provides further validation of your project.

4. Research Outcomes (Presenting Descriptive Analysis)

This is the section that will constitute the bulk of the your presentation.

Use the slides in this section to describe the observations, and the resulting outcomes on each of the key parameters that were considered for the research project.

It is usually a good idea to dedicate at least 1 or more slides for each parameter . Make sure that you present data wherever possible. However, ensure that the data presented can be easily comprehended.

Provide key learnings from the data, highlight any outliers, and possible reasoning for it. Try not to go too in-depth with the stats as this can overwhelm the audience. Remember, a presentation is most helpful when it is used to provide key highlights of the research !

Apart from using the data, make sure that you also include a few quotes from the participants.

5. Summary and Learnings from the Research

Once you’ve taken the audience through the core part of your research findings, it is a good practice to summarize the key learnings from each of the section of your project.

Make sure your touch upon some of the key learnings covered in the research outcome of your presentation.

Furthermore, include any additional observations and key points that you may have had which were previously not covered.

The summary slide also often acts as “Key Takeaways” from the research for your audience. Thus, make sure that you maintain brevity and highlight only the points that you want your audience to remember even after the presentation.

6. Inclusions and Exclusions (if any)

While this can be an optional section for some of the researchers.

However, dedicating a section on inclusions and exclusions in your presentation can be a great value add! This section helps your audience understand the key factors that were excluded (or included) on purpose!

Moreover, it creates a sense of thoroughness in the minds of your audience.

7. Conclusion of the Research

The purpose of the conclusion slide of your research findings presentation is to revisit the objective, and present a conclusion.

A conclusion may simply validate or nullify the objective. It may sometimes do neither. Nevertheless, having a conclusion slide makes your presentation come a full circle. It creates this sense of completion in the minds of your audience.

8. Questions

Finally, since your audience did not spend as much time as you did on the research project, people are bound to have a few questions.

Thus, the last part of your presentation structure should be dedicated to allowing your audience to ask questions.

Tips for Effectively Presenting Qualitative Research Findings using PowerPoint

For a presentation to be effective, it is important that the presentation is not only well structured but also that it is well created and nicely delivered!

While we have already covered the structure, let me share with you some tips that you can help you create and deliver the presentation effectively.

Tip 1 – Use Visuals

Using visuals in your presentation is a great way to keep the presentations engaging!

Visual aids not only help make the presentation less boring, but it also helps your audience in retaining the information better!

So, use images and videos of the actual research wherever possible. If these do not suffice or do not give a professional feel, there are a number of resources online from where you can source royalty-free images.

My recommendation for high-quality royalty-free images would be either Unsplash or Pexels . Both are really good. The only downside is that they often do not provide the perfect image that can be used. That said, it can get the job done for at least half the time.

If you are unable to find the perfect free image, I recommend checking out Dreamstime . They have a huge library of images and are much cheaper than most of the other image banks. I personally use Dreamstime for my presentation projects!

Tip 2 – Tell a Story (Don’t Show Just Data!)

I cannot stress enough on how important it is to give your presentation a human touch. Delivering a presentation in the form of a story does just that! Furthermore, storytelling is also a great tool for visualization .

Data can be hard-hitting, whereas a touching story can tickle the emotions of your audience on various levels!

One of the best ways to present a story with your research project is to start with the backstory of the objective. We’ve already talked about this in the earlier part of this article.

Start with why is this research project is so important. Follow a story arc that provides an exciting experience of the beginning, the middle, and a progression towards a climax; much like a plot of a soap opera.

Tip 3 – Include Quotes of the Participants

Including quotes of the participants in your research findings presentation not only provides evidence but also demonstrates authenticity!

Quotes function as a platform to include the voice of the target group and provide a peek into the mindset of the target audience.

When using quotes, keep these things in mind –

1. Use Quotes in their Unedited Form

When using quotes in your presentation, make sure that you use them in their raw unedited form.

The need to edit quotes should be only restricted to aid comprehension and sometimes coherence.

Furthermore, when editing the quotes, make sure that you use brackets to insert clarifying words. The standard format for using the brackets is to use square brackets for clarifying words and normal brackets for adding a missing explanation.

2. How to Decide which Quotes to Consider?

It is important to know which quotes to include in your presentation. I use the following 3 criteria when selecting the quote –

Relevance – Consider the quotes that are relevant, and trying to convey the point that you want to establish.
Length – an ideal quote should be not more than 1-2 sentences long.
Choose quotes that are well-expressed and striking in nature.

3. Preserve Identity of the Participant

It is important to preserve and protect the identity of the participant. This can be done by maintaining confidentiality and anonymity.

Thus, refrain from using the name of the participant. An alternative could be using codes, using pseudonyms (made up names) or simply using other general non-identifiable parameters.

Do note, when using pseudonyms, remember to highlight it in the presentation.

If, however, you do need to use the name of the respondent, make sure that the participant is okay with it and you have adequate permissions to use their name.

Tip 4 – Make your Presentation Visually Appealing and Engaging

It is quite obvious for most of us that we need to create a visually appealing presentation. But, making it pleasing to the eye can be a bit challenging.

Fortunately, we wrote a detailed blog post with tips on how to make your presentation attractive. It provides you with easy and effective tips that you can use even as a beginner! Make sure you check that article.

7 EASY tips that ALWAYS make your PPT presentation attractive (even for beginners)

In addition to the tips mentioned in the article, let me share a few things that you can do which are specific to research outcome presentations.

4.1 Use a Simple Color Scheme

Using the right colors are key to make a presentation look good.

One of the most common mistakes that people make is use too many colors in their presentation!

My recommendation would be to go with a monochromatic color scheme in PowerPoint .

4.2 Make the Data Tables Simple and Visually Appealing

When making a presentation on research outcomes, you are bound to present some data.

But, when data is not presented in a proper manner, it can easily and quickly make your presentation look displeasing! The video below can be a good starting point.

Using neat looking tables can simply transform the way your presentation looks. So don’t just dump the data from excel on your PowerPoint presentation. Spend a few minutes on fixing it!

4.3 Use Graphs and Charts (wherever necessary)

When presenting data, my recommendation would be that graphs and charts should be your first preference.

Using graphs or charts make it easier to read the data, takes less time for the audience to comprehend, and it also helps to identify a trend.

However, make sure that the correct chart type is used when representing the data. The last thing that you want is to poorly represent a key piece of information.

4.4 Use Icons instead of Bullet Points

Consider the following example –

This slide could have been created just as easily using bullet points. However, using icons and representing the information in a different format makes the slide pleasing on the eye.

Thus, always try to use icons wherever possible instead of bullet points.

Tip 5 – Include the Outliers

Many times, as a research project manager, we tend to focus on the trends extracted from a data set.

While it is important to identify patterns in the data and provide an adequate explanation for the pattern, it is equally important sometimes to highlight the outliers prominently.

It is easy to forget that there may be hidden learnings even in the outliers. At times, the data trend may be re-iterating the common wisdom. However, upon analyzing the outlier data points, you may get insight into how a few participants are doing things successfully despite not following the common knowledge.

That said, not every outlier will reveal hidden information. So, do verify what to include and what to exclude.

Tip 6 – Take Inspiration from other Presentations

I admit, making any presentation can be a tough ask let alone making a presentation for showcasing qualitative research findings. This is especially hard when we don’t have the necessary skills for creating a presentation.

One quick way to overcome this challenge could be take inspiration from other similar presentations that we may have liked.

There is no shame in being inspired from others. If you don’t have any handy references, you can surely Google it to find a few examples.

One trick that almost always works for me is using Pinterest .

But, don’t just directly search for a research presentation. You will have little to no success with it. The key is to look for specific examples for inspiration. For eg. search for Title Slide examples, or Image Layout Examples in Presentation.

Tip 7 – Ask Others to Critic your Presentation

The last tip that I would want to provide is to make sure that you share the presentation with supportive colleagues or mentors to attain feedback.

This step can be critical to iron out the chinks in the armor. As research project manager, it is common for you to get a bit too involved with the project. This can lead to possibilities wherein you miss out on things.

A good way to overcome this challenge is to get a fresh perspective on your project and the presentation once it has been prepared.

Taking critical feedback before your final presentation can also prepare you to handle tough questions in an adept manner.

Final Thoughts

It is quite important to ensure that we get it right when working on a presentation that showcases the findings of our research project. After all, we don’t want to be in a situation wherein we put in all the hard-work in the project, but we fail to deliver the outcome appropriately.

I hope you will find the aforementioned tips and structure useful, and if you do, make sure that you bookmark this page and spread the word. Wishing you all the very best for your project!

Chapter 20. Presentations

Introduction.

If a tree falls in a forest, and no one is around to hear it, does it make a sound? If a qualitative study is conducted, but it is not presented (in words or text), did it really happen? Perhaps not. Findings from qualitative research are inextricably tied up with the way those findings are presented. These presentations do not always need to be in writing, but they need to happen. Think of ethnographies, for example, and their thick descriptions of a particular culture. Witnessing a culture, taking fieldnotes, talking to people—none of those things in and of themselves convey the culture. Or think about an interview-based phenomenological study. Boxes of interview transcripts might be interesting to read through, but they are not a completed study without the intervention of hours of analysis and careful selection of exemplary quotes to illustrate key themes and final arguments and theories. And unlike much quantitative research in the social sciences, where the final write-up neatly reports the results of analyses, the way the “write-up” happens is an integral part of the analysis in qualitative research. Once again, we come back to the messiness and stubborn unlinearity of qualitative research. From the very beginning, when designing the study, imagining the form of its ultimate presentation is helpful.

Because qualitative researchers are motivated by understanding and conveying meaning, effective communication is not only an essential skill but a fundamental facet of the entire research project. Ethnographers must be able to convey a certain sense of verisimilitude, the appearance of true reality. Those employing interviews must faithfully depict the key meanings of the people they interviewed in a way that rings true to those people, even if the end result surprises them. And all researchers must strive for clarity in their publications so that various audiences can understand what was found and why it is important. This chapter will address how to organize various kinds of presentations for different audiences so that your results can be appreciated and understood.

In the world of academic science, social or otherwise, the primary audience for a study’s results is usually the academic community, and the primary venue for communicating to this audience is the academic journal. Journal articles are typically fifteen to thirty pages in length (8,000 to 12,000 words). Although qualitative researchers often write and publish journal articles—indeed, there are several journals dedicated entirely to qualitative research [1] —the best writing by qualitative researchers often shows up in books. This is because books, running from 80,000 to 150,000 words in length, allow the researcher to develop the material fully. You have probably read some of these in various courses you have taken, not realizing what they are. I have used examples of such books throughout this text, beginning with the three profiles in the introductory chapter. In some instances, the chapters in these books began as articles in academic journals (another indication that the journal article format somewhat limits what can be said about the study overall).

While the article and the book are “final” products of qualitative research, there are actually a few other presentation formats that are used along the way. At the very beginning of a research study, it is often important to have a written research proposal not just to clarify to yourself what you will be doing and when but also to justify your research to an outside agency, such as an institutional review board (IRB; see chapter 12), or to a potential funder, which might be your home institution, a government funder (such as the National Science Foundation, or NSF), or a private foundation (such as the Gates Foundation). As you get your research underway, opportunities will arise to present preliminary findings to audiences, usually through presentations at academic conferences. These presentations can provide important feedback as you complete your analyses. Finally, if you are completing a degree and looking to find an academic job, you will be asked to provide a “job talk,” usually about your research. These job talks are similar to conference presentations but can run significantly longer.

All the presentations mentioned so far are (mostly) for academic audiences. But qualitative research is also unique in that many of its practitioners don’t want to confine their presentation only to other academics. Qualitative researchers who study particular contexts or cultures might want to report back to the people and places they observed. Those working in the critical tradition might want to raise awareness of a particular issue to as large an audience as possible. Many others simply want everyday, nonacademic people to read their work, because they think it is interesting and important. To reach a wide audience, the final product can look like almost anything—it can be a poem, a blog, a podcast, even a science fiction short story. And if you are very lucky, it can even be a national or international bestseller.

In this chapter, we are going to stick with the more basic quotidian presentations—the academic paper / research proposal, the conference slideshow presentation / job talk, and the conference poster. We’ll also spend a bit of time on incorporating universal design into your presentations and how to create some especially attractive and impactful visual displays.

Researcher Note

What is the best piece of advice you’ve ever been given about conducting qualitative research?

The best advice I’ve received came from my adviser, Alford Young Jr. He told me to find the “Jessi Streib” answer to my research question, not the “Pierre Bourdieu” answer to my research question. In other words, don’t just say how a famous theorist would answer your question; say something original, something coming from you.

—Jessi Streib, author of The Power of the Past and Privilege Lost

Writing about Your Research

The journal article and the research proposal.

Although the research proposal is written before you have actually done your research and the article is written after all data collection and analysis is complete, there are actually many similarities between the two in terms of organization and purpose. The final article will (probably—depends on how much the research question and focus have shifted during the research itself) incorporate a great deal of what was included in a preliminary research proposal. The average lengths of both a proposal and an article are quite similar, with the “front sections” of the article abbreviated to make space for the findings, discussion of findings, and conclusion.

Figure 20.1 shows one model for what to include in an article or research proposal, comparing the elements of each with a default word count for each section. Please note that you will want to follow whatever specific guidelines you have been provided by the venue you are submitting the article/proposal to: the IRB, the NSF, the Journal of Qualitative Research . In fact, I encourage you to adapt the default model as needed by swapping out expected word counts for each section and adding or varying the sections to match expectations for your particular publication venue. [2]

You will notice a few things about the default model guidelines. First, while half of the proposal is spent discussing the research design, this section is shortened (but still included) for the article. There are a few elements that only show up in the proposal (e.g., the limitations section is in the introductory section here—it will be more fully developed in the conclusory section in the article). Obviously, you don’t have findings in the proposal, so this is an entirely new section for the article. Note that the article does not include a data management plan or a timeline—two aspects that most proposals require.

It might be helpful to find and maintain examples of successfully written sections that you can use as models for your own writing. I have included a few of these throughout the textbook and have included a few more at the end of this chapter.

Make an Argument

Some qualitative researchers, particularly those engaged in deep ethnographic research, focus their attention primarily if not exclusively on describing the data. They might even eschew the notion that they should make an “argument” about the data, preferring instead to use thick descriptions to convey interpretations. Bracketing the contrast between interpretation and argument for the moment, most readers will expect you to provide an argument about your data, and this argument will be in answer to whatever research question you eventually articulate (remember, research questions are allowed to shift as you get further into data collection and analysis). It can be frustrating to read a well-developed study with clear and elegant descriptions and no argument. The argument is the point of the research, and if you do not have one, 99 percent of the time, you are not finished with your analysis. Calarco ( 2020 ) suggests you imagine a pyramid, with all of your data forming the basis and all of your findings forming the middle section; the top/point of the pyramid is your argument, “what the patterns in your data tell us about how the world works or ought to work” ( 181 ).

The academic community to which you belong will be looking for an argument that relates to or develops theory. This is the theoretical generalizability promise of qualitative research. An academic audience will want to know how your findings relate to previous findings, theories, and concepts (the literature review; see chapter 9). It is thus vitally important that you go back to your literature review (or develop a new one) and draw those connections in your discussion and/or conclusion. When writing to other audiences, you will still want an argument, although it may not be written as a theoretical one. What do I mean by that? Even if you are not referring to previous literature or developing new theories or adapting older ones, a simple description of your findings is like dumping a lot of leaves in the lap of your audience. They still deserve to know about the shape of the forest. Maybe provide them a road map through it. Do this by telling a clear and cogent story about the data. What is the primary theme, and why is it important? What is the point of your research? [3]

A beautifully written piece of research based on participant observation [and/or] interviews brings people to life, and helps the reader understand the challenges people face. You are trying to use vivid, detailed and compelling words to help the reader really understand the lives of the people you studied. And you are trying to connect the lived experiences of these people to a broader conceptual point—so that the reader can understand why it matters. ( Lareau 2021:259 )

Do not hide your argument. Make it the focal point of your introductory section, and repeat it as often as needed to ensure the reader remembers it. I am always impressed when I see researchers do this well (see, e.g., Zelizer 1996 ).

Here are a few other suggestions for writing your article: Be brief. Do not overwhelm the reader with too many words; make every word count. Academics are particularly prone to “overwriting” as a way of demonstrating proficiency. Don’t. When writing your methods section, think about it as a “recipe for your work” that allows other researchers to replicate if they so wish ( Calarco 2020:186 ). Convey all the necessary information clearly, succinctly, and accurately. No more, no less. [4] Do not try to write from “beginning to end” in that order. Certain sections, like the introductory section, may be the last ones you write. I find the methods section the easiest, so I often begin there. Calarco ( 2020 ) begins with an outline of the analysis and results section and then works backward from there to outline the contribution she is making, then the full introduction that serves as a road map for the writing of all sections. She leaves the abstract for the very end. Find what order best works for you.

Presenting at Conferences and Job Talks

Students and faculty are primarily called upon to publicly present their research in two distinct contexts—the academic conference and the “job talk.” By convention, conference presentations usually run about fifteen minutes and, at least in sociology and other social sciences, rely primarily on the use of a slideshow (PowerPoint Presentation or PPT) presentation. You are usually one of three or four presenters scheduled on the same “panel,” so it is an important point of etiquette to ensure that your presentation falls within the allotted time and does not crowd into that of the other presenters. Job talks, on the other hand, conventionally require a forty- to forty-five-minute presentation with a fifteen- to twenty-minute question and answer (Q&A) session following it. You are the only person presenting, so if you run over your allotted time, it means less time for the Q&A, which can disturb some audience members who have been waiting for a chance to ask you something. It is sometimes possible to incorporate questions during your presentation, which allows you to take the entire hour, but you might end up shorting your presentation this way if the questions are numerous. It’s best for beginners to stick to the “ask me at the end” format (unless there is a simple clarifying question that can easily be addressed and makes the presentation run more smoothly, as in the case where you simply forgot to include information on the number of interviews you conducted).

For slideshows, you should allot two or even three minutes for each slide, never less than one minute. And those slides should be clear, concise, and limited. Most of what you say should not be on those slides at all. The slides are simply the main points or a clear image of what you are speaking about. Include bulleted points (words, short phrases), not full sentences. The exception is illustrative quotations from transcripts or fieldnotes. In those cases, keep to one illustrative quote per slide, and if it is long, bold or otherwise, highlight the words or passages that are most important for the audience to notice. [5]

Figure 20.2 provides a possible model for sections to include in either a conference presentation or a job talk, with approximate times and approximate numbers of slides. Note the importance (in amount of time spent) of both the research design and the findings/results sections, both of which have been helpfully starred for you. Although you don’t want to short any of the sections, these two sections are the heart of your presentation.

Fig 20.2. Suggested Slideshow Times and Number of Slides

Should you write out your script to read along with your presentation? I have seen this work well, as it prevents presenters from straying off topic and keeps them to the time allotted. On the other hand, these presentations can seem stiff and wooden. Personally, although I have a general script in advance, I like to speak a little more informally and engagingly with each slide, sometimes making connections with previous panelists if I am at a conference. This means I have to pay attention to the time, and I sometimes end up breezing through one section more quickly than I would like. Whatever approach you take, practice in advance. Many times. With an audience. Ask for feedback, and pay attention to any presentation issues that arise (e.g., Do you speak too fast? Are you hard to hear? Do you stumble over a particular word or name?).

Even though there are rules and guidelines for what to include, you will still want to make your presentation as engaging as possible in the little amount of time you have. Calarco ( 2020:274 ) recommends trying one of three story structures to frame your presentation: (1) the uncertain explanation , where you introduce a phenomenon that has not yet been fully explained and then describe how your research is tackling this; (2) the uncertain outcome , where you introduce a phenomenon where the consequences have been unclear and then you reveal those consequences with your research; and (3) the evocative example , where you start with some interesting example from your research (a quote from the interview transcripts, for example) or the real world and then explain how that example illustrates the larger patterns you found in your research. Notice that each of these is a framing story. Framing stories are essential regardless of format!

A Word on Universal Design

Please consider accessibility issues during your presentation, and incorporate elements of universal design into your slideshow. The basic idea behind universal design in presentations is that to the greatest extent possible, all people should be able to view, hear, or otherwise take in your presentation without needing special individual adaptations. If you can make your presentation accessible to people with visual impairment or hearing loss, why not do so? For example, one in twelve men is color-blind, unable to differentiate between certain colors, red/green being the most common problem. So if you design a graphic that relies on red and green bars, some of your audience members may not be able to properly identify which bar means what. Simple contrasts of black and white are much more likely to be visible to all members of your audience. There are many other elements of good universal design, but the basic foundation of all of them is that you consider how to make your presentation as accessible as possible at the outset. For example, include captions whenever possible, both as descriptions on slides and as images on slides and for any audio or video clips you are including; keep font sizes large enough to read from the back of the room; and face the audience when you are.

Poster Design

Undergraduate students who present at conferences are often encouraged to present at “poster sessions.” This usually means setting up a poster version of your research in a large hall or convention space at a set period of time—ninety minutes is common. Your poster will be one of dozens, and conference-goers will wander through the space, stopping intermittently at posters that attract them. Those who stop by might ask you questions about your research, and you are expected to be able to talk intelligently for two or three minutes. It’s a fairly easy way to practice presenting at conferences, which is why so many organizations hold these special poster sessions.

A good poster design will be immediately attractive to passersby and clearly and succinctly describe your research methods, findings, and conclusions. Some students have simply shrunk down their research papers to manageable sizes and then pasted them on a poster, all twelve to fifteen pages of them. Don’t do that! Here are some better suggestions: State the main conclusion of your research in large bold print at the top of your poster, on brightly colored (contrasting) paper, and paste in a QR code that links to your full paper online ( Calarco 2020:280 ). Use the rest of the poster board to provide a couple of highlights and details of the study. For an interview-based study, for example, you will want to put in some details about your sample (including number of interviews) and setting and then perhaps one or two key quotes, also distinguished by contrasting color background.

Incorporating Visual Design in Your Presentations

In addition to ensuring that your presentation is accessible to as large an audience as possible, you also want to think about how to display your data in general, particularly how to use charts and graphs and figures. [6] The first piece of advice is, use them! As the saying goes, a picture is worth a thousand words. If you can cut to the chase with a visually stunning display, do so. But there are visual displays that are stunning, and then there are the tired, hard-to-see visual displays that predominate at conferences. You can do better than most presenters by simply paying attention here and committing yourself to a good design. As with model section passages, keep a file of visual displays that work as models for your own presentations. Find a good guidebook to presenting data effectively (Evergreen 2018 , 2019 ; Schwabisch 2021) , and refer to it often.

Let me make a few suggestions here to get you started. First, test every visual display on a friend or colleague to find out how quickly they can understand the point you are trying to convey. As with reading passages aloud to ensure that your writing works, showing someone your display is the quickest way to find out if it works. Second, put the point in the title of the display! When writing for an academic journal, there will be specific conventions of what to include in the title (full description including methods of analysis, sample, dates), but in a public presentation, there are no limiting rules. So you are free to write as your title “Working-Class College Students Are Three Times as Likely as Their Peers to Drop Out of College,” if that is the point of the graphic display. It certainly helps the communicative aspect. Third, use the themes available to you in Excel for creating graphic displays, but alter them to better fit your needs . Consider adding dark borders to bars and columns, for example, so that they appear crisper for your audience. Include data callouts and labels, and enlarge them so they are clearly visible. When duplicative or otherwise unnecessary, drop distracting gridlines and labels on the y-axis (the vertical one). Don’t go crazy adding different fonts, however—keep things simple and clear. Sans serif fonts (those without the little hooks on the ends of letters) read better from a distance. Try to use the same color scheme throughout, even if this means manually changing the colors of bars and columns. For example, when reporting on working-class college students, I use blue bars, while I reserve green bars for wealthy students and yellow bars for students in the middle. I repeat these colors throughout my presentations and incorporate different colors when talking about other items or factors. You can also try using simple grayscale throughout, with pops of color to indicate a bar or column or line that is of the most interest. These are just some suggestions. The point is to take presentation seriously and to pay attention to visual displays you are using to ensure they effectively communicate what you want them to communicate. I’ve included a data visualization checklist from Evergreen ( 2018 ) here.

Ethics of Presentation and Reliability

Until now, all the data you have collected have been yours alone. Once you present the data, however, you are sharing sometimes very intimate information about people with a broader public. You will find yourself balancing between protecting the privacy of those you’ve interviewed and observed and needing to demonstrate the reliability of the study. The more information you provide to your audience, the more they can understand and appreciate what you have found, but this also may pose risks to your participants. There is no one correct way to go about finding the right balance. As always, you have a duty to consider what you are doing and must make some hard decisions.

The most obvious place we see this paradox emerge is when you mask your data to protect the privacy of your participants. It is standard practice to provide pseudonyms, for example. It is such standard practice that you should always assume you are being given a pseudonym when reading a book or article based on qualitative research. When I was a graduate student, I tried to find information on how best to construct pseudonyms but found little guidance. There are some ethical issues here, I think. [7] Do you create a name that has the same kind of resonance as the original name? If the person goes by a nickname, should you use a nickname as a pseudonym? What about names that are ethnically marked (as in, almost all of them)? Is there something unethical about reracializing a person? (Yes!) In her study of adolescent subcultures, Wilkins ( 2008 ) noted, “Because many of the goths used creative, alternative names rather than their given names, I did my best to reproduce the spirit of their chosen names” ( 24 ).

Your reader or audience will want to know all the details about your participants so that they can gauge both your credibility and the reliability of your findings. But how many details are too many? What if you change the name but otherwise retain all the personal pieces of information about where they grew up, and how old they were when they got married, and how many children they have, and whether they made a splash in the news cycle that time they were stalked by their ex-boyfriend? At some point, those details are going to tip over into the zone of potential unmasking. When you are doing research at one particular field site that may be easily ascertained (as when you interview college students, probably at the institution at which you are a student yourself), it is even more important to be wary of providing too many details. You also need to think that your participants might read what you have written, know things about the site or the population from which you drew your interviews, and figure out whom you are talking about. This can all get very messy if you don’t do more than simply pseudonymize the people you interviewed or observed.

There are some ways to do this. One, you can design a study with all of these risks in mind. That might mean choosing to conduct interviews or observations at multiple sites so that no one person can be easily identified. Another is to alter some basic details about your participants to protect their identity or to refuse to provide all the information when selecting quotes . Let’s say you have an interviewee named “Anna” (a pseudonym), and she is a twenty-four-year-old Latina studying to be an engineer. You want to use a quote from Anna about racial discrimination in her graduate program. Instead of attributing the quote to Anna (whom your reader knows, because you’ve already told them, is a twenty-four-year-old Latina studying engineering), you might simply attribute the quote to “Latina student in STEM.” Taking this a step further, you might leave the quote unattributed, providing a list of quotes about racial discrimination by “various students.”

The problem with masking all the identifiers, of course, is that you lose some of the analytical heft of those attributes. If it mattered that Anna was twenty-four (not thirty-four) and that she was a Latina and that she was studying engineering, taking out any of those aspects of her identity might weaken your analysis. This is one of those “hard choices” you will be called on to make! A rather radical and controversial solution to this dilemma is to create composite characters , characters based on the reality of the interviews but fully masked because they are not identifiable with any one person. My students are often very queasy about this when I explain it to them. The more positivistic your approach and the more you see individuals rather than social relationships/structure as the “object” of your study, the more employing composites will seem like a really bad idea. But composites “allow researchers to present complex, situated accounts from individuals” without disclosing personal identities ( Willis 2019 ), and they can be effective ways of presenting theory narratively ( Hurst 2019 ). Ironically, composites permit you more latitude when including “dirty laundry” or stories that could harm individuals if their identities became known. Rather than squeezing out details that could identify a participant, the identities are permanently removed from the details. Great difficulty remains, however, in clearly explaining the theoretical use of composites to your audience and providing sufficient information on the reliability of the underlying data.

There are a host of other ethical issues that emerge as you write and present your data. This is where being reflective throughout the process will help. How and what you share of what you have learned will depend on the social relationships you have built, the audiences you are writing or speaking to, and the underlying animating goals of your study. Be conscious about all of your decisions, and then be able to explain them fully, both to yourself and to those who ask.

Our research is often close to us. As a Black woman who is a first-generation college student and a professional with a poverty/working-class origin, each of these pieces of my identity creates nuances in how I engage in my research, including how I share it out. Because of this, it’s important for us to have people in our lives who we trust who can help us, particularly, when we are trying to share our findings. As researchers, we have been steeped in our work, so we know all the details and nuances. Sometimes we take this for granted, and we might not have shared those nuances in conversation or writing or taken some of this information for granted. As I share my research with trusted friends and colleagues, I pay attention to the questions they ask me or the feedback they give when we talk or when they read drafts.

—Kim McAloney, PhD, College Student Services Administration Ecampus coordinator and instructor

Final Comments: Preparing for Being Challenged

Once you put your work out there, you must be ready to be challenged. Science is a collective enterprise and depends on a healthy give and take among researchers. This can be both novel and difficult as you get started, but the more you understand the importance of these challenges, the easier it will be to develop the kind of thick skin necessary for success in academia. Scientists’ authority rests on both the inherent strength of their findings and their ability to convince other scientists of the reliability and validity and value of those findings. So be prepared to be challenged, and recognize this as simply another important aspect of conducting research!

Considering what challenges might be made as you design and conduct your study will help you when you get to the writing and presentation stage. Address probable challenges in your final article, and have a planned response to probable questions in a conference presentation or job talk. The following is a list of common challenges of qualitative research and how you might best address them:

Questions about generalizability . Although qualitative research is not statistically generalizable (and be prepared to explain why), qualitative research is theoretically generalizable. Discuss why your findings here might tell us something about related phenomena or contexts.
Questions about reliability . You probably took steps to ensure the reliability of your findings. Discuss them! This includes explaining the use and value of multiple data sources and defending your sampling and case selections. It also means being transparent about your own position as researcher and explaining steps you took to ensure that what you were seeing was really there.
Questions about replicability. Although qualitative research cannot strictly be replicated because the circumstances and contexts will necessarily be different (if only because the point in time is different), you should be able to provide as much detail as possible about how the study was conducted so that another researcher could attempt to confirm or disconfirm your findings. Also, be very clear about the limitations of your study, as this allows other researchers insight into what future research might be warranted.

None of this is easy, of course. Writing beautifully and presenting clearly and cogently require skill and practice. If you take anything from this chapter, it is to remember that presentation is an important and essential part of the research process and to allocate time for this as you plan your research.

Data Visualization Checklist for Slideshow (PPT) Presentations

Adapted from Evergreen ( 2018 )

Text checklist

Short catchy, descriptive titles (e.g., “Working-class students are three times as likely to drop out of college”) summarize the point of the visual display
Subtitled and annotations provide additional information (e.g., “note: male students also more likely to drop out”)
Text size is hierarchical and readable (titles are largest; axes labels smallest, which should be at least 20points)
Text is horizontal. Audience members cannot read vertical text!
All data labeled directly and clearly: get rid of those “legends” and embed the data in your graphic display
Labels are used sparingly; avoid redundancy (e.g., do not include both a number axis and a number label)

Arrangement checklist

Proportions are accurate; bar charts should always start at zero; don’t mislead the audience!
Data are intentionally ordered (e.g., by frequency counts). Do not leave ragged alphabetized bar graphs!
Axis intervals are equidistant: spaces between axis intervals should be the same unit
Graph is two-dimensional. Three-dimensional and “bevelled” displays are confusing
There is no unwanted decoration (especially the kind that comes automatically through the PPT “theme”). This wastes your space and confuses.

Color checklist

There is an intentional color scheme (do not use default theme)
Color is used to identify key patterns (e.g., highlight one bar in red against six others in greyscale if this is the bar you want the audience to notice)
Color is still legible when printed in black and white
Color is legible for people with color blindness (do not use red/green or yellow/blue combinations)
There is sufficient contrast between text and background (black text on white background works best; be careful of white on dark!)

Lines checklist

Be wary of using gridlines; if you do, mute them (grey, not black)
Allow graph to bleed into surroundings (don’t use border lines)
Remove axis lines unless absolutely necessary (better to label directly)

Overall design checklist

The display highlights a significant finding or conclusion that your audience can ‘”see” relatively quickly
The type of graph (e.g., bar chart, pie chart, line graph) is appropriate for the data. Avoid pie charts with more than three slices!
Graph has appropriate level of precision; if you don’t need decimal places
All the chart elements work together to reinforce the main message

Universal Design Checklist for Slideshow (PPT) Presentations

Include both verbal and written descriptions (e.g., captions on slides); consider providing a hand-out to accompany the presentation
Microphone available (ask audience in back if they can clearly hear)
Face audience; allow people to read your lips
Turn on captions when presenting audio or video clips
Adjust light settings for visibility
Speak slowly and clearly; practice articulation; don’t mutter or speak under your breath (even if you have something humorous to say – say it loud!)
Use Black/White contrasts for easy visibility; or use color contrasts that are real contrasts (do not rely on people being able to differentiate red from green, for example)
Use easy to read font styles and avoid too small font sizes: think about what an audience member in the back row will be able to see and read.
Keep your slides simple: do not overclutter them; if you are including quotes from your interviews, take short evocative snippets only, and bold key words and passages. You should also read aloud each passage, preferably with feeling!

Supplement: Models of Written Sections for Future Reference

Data collection section example.

Interviews were semi structured, lasted between one and three hours, and took place at a location chosen by the interviewee. Discussions centered on four general topics: (1) knowledge of their parent’s immigration experiences; (2) relationship with their parents; (3) understanding of family labor, including language-brokering experiences; and (4) experiences with school and peers, including any future life plans. While conducting interviews, I paid close attention to respondents’ nonverbal cues, as well as their use of metaphors and jokes. I conducted interviews until I reached a point of saturation, as indicated by encountering repeated themes in new interviews (Glaser and Strauss 1967). Interviews were audio recorded, transcribed with each interviewee’s permission, and conducted in accordance with IRB protocols. Minors received permission from their parents before participation in the interview. ( Kwon 2022:1832 )

Justification of Case Selection / Sample Description Section Example

Looking at one profession within one organization and in one geographic area does impose limitations on the generalizability of our findings. However, it also has advantages. We eliminate the problem of interorganizational heterogeneity. If multiple organizations are studied simultaneously, it can make it difficult to discern the mechanisms that contribute to racial inequalities. Even with a single occupation there is considerable heterogeneity, which may make understanding how organizational structure impacts worker outcomes difficult. By using the case of one group of professionals in one religious denomination in one geographic region of the United States, we clarify how individuals’ perceptions and experiences of occupational inequality unfold in relation to a variety of observed and unobserved occupational and contextual factors that might be obscured in a larger-scale study. Focusing on a specific group of professionals allows us to explore and identify ways that formal organizational rules combine with informal processes to contribute to the persistence of racial inequality. ( Eagle and Mueller 2022:1510–1511 )

Ethics Section Example

I asked everyone who was willing to sit for a formal interview to speak only for themselves and offered each of them a prepaid Visa Card worth $25–40. I also offered everyone the opportunity to keep the card and erase the tape completely at any time they were dissatisfied with the interview in any way. No one asked for the tape to be erased; rather, people remarked on the interview being a really good experience because they felt heard. Each interview was professionally transcribed and for the most part the excerpts are literal transcriptions. In a few places, the excerpts have been edited to reduce colloquial features of speech (e.g., you know, like, um) and some recursive elements common to spoken language. A few excerpts were placed into standard English for clarity. I made this choice for the benefit of readers who might otherwise find the insights and ideas harder to parse in the original. However, I have to acknowledge this as an act of class-based violence. I tried to keep the original phrasing whenever possible. ( Pascale 2021:235 )

How to Give A Compelling Interview Presentation: Tips, Examples and Topic Ideas

Interview presentations have now become the new norm for most industries. They are popular for sales, marketing, technology, and academic positions. If you have been asked to deliver one for your job interview presentation, prepare to build a strong case for yourself as a candidate.

Giving a general presentation is already daunting. But selling yourself is always the hardest. Spectacular credentials and stellar expertise don’t count much if you cannot present them clearly, which you are expected to do during your interview presentation.

So, let’s prime you up for the challenge. This post is action-packed with job interview PowerPoint presentation examples and will teach you the best way to do a presentation without stressing too much!

Table of Contents

What is an Interview Presentation?

What should an interview presentation look like, how to prepare for a job interview presentation: the basics, define your structure, what slides to include, how to come up with 15-minute interview presentation ideas, how to conclude your interview presentation, how to prepare for an interview: the final tips, what to do at the first interaction with the company elevator pitch for interview, presentation design tips, how to overcome presentation anxiety, tips on maintaining positive body language throughout the presentation, your final act.

An interview presentation, also known as a job interview presentation or interview portfolio, is a formal and structured way for candidates to showcase their skills, qualifications, and suitability for a specific job position during an interview. It goes beyond the typical Q&A format of interviews, allowing candidates to demonstrate their expertise through a prepared presentation. Employers commonly request interview presentations in various industries, such as sales, marketing, technology, academia, and management roles. These presentations serve several important purposes: assessing communication skills, evaluating cultural fit, measuring expertise, analyzing problem-solving skills, and observing presentation skills. While the specific format and requirements of interview presentations vary widely, candidates typically receive guidelines from the employer regarding the topic, duration, and any specific criteria to be addressed. In essence, an interview presentation is an opportunity for candidates to make a compelling case for their candidacy, showcasing their qualifications, experience, and suitability for the job. It requires careful preparation, effective communication, and the ability to engage and persuade the interview panel. A successful interview presentation can significantly enhance a candidate’s chances of securing the desired position.

Think of your interview presentation as a sales pitch.

Your goal is to convince the human resources team that you are the best candidate. The kick here is that you will present to a warm audience – you already impressed them enough with your resume to be called in for an interview. We recommend generating a strategy and presentation based on a 30 60 90 Day Plan .

Employers request interview presentations for a few simple reasons:

To assess your communication and public speaking skills.
To understand whether you are the right cultural fit for the company.
To develop a better sense of how well-versed you are in the domain .

So, your first job is ensuring your presentation fits the criteria. Review the company’s job description again and jot down all the candidate requirements. Take the time to read about their company values and mission. Be proactive and ask precisely what you should cover during your presentation.

Most interview presentations will differ in content and style, but here’s a quick example to give you more context:

[ Use This Template ]

Before you get elbow-deep in designing that PowerPoint for a job interview presentation, do some scouting and reach out to the HR team with a few questions.

You want your presentation to be on-point and technically accurate, so ask your contact the following:

How long should an interview presentation be? Fifteen minutes is the golden standard, though some employers may ask to cut it down to just 10 minutes or extend it to 20-25.
Who exactly will be present? A conversational presentation would undoubtedly be welcomed by your peers and a team leader but may appear too casual for the senior managers or board of directors.
Does the HR team have a particular agenda in mind? Ask some leading questions to understand what kind of skills/experience they want you to demonstrate. If needed, use a proper agenda slide to include your content.
What’s the IT setup? Should you bring your laptop? Do you need an adapter to connect to their projector? What kind of presentation software have they installed – PowerPoint, Keynote, Google Slides?

Everyone appreciates clarity.

In fact, 89% of professionals state their ability to communicate with clarity directly impacts their career and income.

Your presentation should flow, not rumble. Make sure that your story is easy to follow and your key message is easy to digest, remember, and pass on. If you want people to retain your main points, opt for the following structure:

3D Ladder with arrow PowerPoint infographic

Source: this infographic was created with 3 Steps Editable 3D Ladder Infographic

Here’s an interview presentation example styled in this fashion.

What is: The company’s presence in the Middle East is low. Only 15% of revenues come from the top markets.

Why this matters: The UAE fashion market alone is expected to grow at a CAGR of 21% during the next five years.

What could be: I have helped my previous employer open a flagship store in Dubai, have a lot of industry contacts, and am familiar with the local legislature. Your brand can expect a 17% revenue growth within one year of opening.

You can find even more ideas for designing your presentations in this post .

The choice of slides will largely depend on whether you are asked to talk about yourself or present on some task that you will be required to do as part of your job (e.g., create marketing campaigns).

Most interview presentation templates feature the following slides:

Opening Slide
Quick Bio/Personal Summary
Career Path
Education timeline
Key Skills and Expertise
Case studies/examples of the problems you have solved at your past jobs
Your vision for your future role.
What exactly can you bring in as the candidate (we will come back to this one later on!)

Can’t figure out where to start? Check out our AI PowerPoint generator to create an entire interview slide deck in a couple of clicks, or just download a job interview template . Swipe down to learn from the either of the following job interview presentation samples.

Typically, a talent acquisition team will suggest broad interview presentation topics for you. For example, if you are applying for a sales position, they may ask you to develop a sales presentation for some product (real or imaginary).

Some employers will request a short presentation about you or your hobbies to understand whether you are a good “fit” for the team and share the company’s values. Remember this: your audience will be assessing your aptitude for the role, no matter which topic you were given.

In fact, the interviewers at this point don’t care that much about your experience and skills. They want to know how you can apply those to solve the company’s pressing problems – meet sales targets, improve ROI from social media marketing or help them earn more revenue.

Your job is to make an educated guess… predict the most wrenching problem, and pitch your “magic pill” during your interview presentation.

I know what you are thinking – but how do I find the right opportunity/problem to tackle?

Businesses across different industries pretty much struggle with the same generic challenges related to either of the following:

Your topic should clearly address one of these areas and offer a potential roadmap for solving some specific problem within it.

Let’s say that you are applying for a sales role. Clearly, you will want to tackle the “customer audience” set of problems. To refine your idea, ask yourself the following questions:

Can you think of a new customer segment the company should target? Who are they, what do they want, and how you can help the company reach them?
Do you have a network or experience to identify and pitch new clients?
Can you think of new collaboration opportunities the company could use to attract a whole new niche of customers?

So a sample job interview presentation about yourself should include a series of Problem & Solution Slides , showing exactly how you will address that issue if the company hires you.

Here’s another PowerPoint presentation about yourself for job interview example worth using – incorporate a case study slide, showing how you have successfully solved a similar problem for your past employer.

Wrap up your presentation by laying out the key steps the company needs to take. Give an estimate of how much time it will take to tackle the problem, and what changes/investments should be made.

Your conclusion should tell this: “Hire me and I will solve this problem for you in no time!”.

How to Prepare for an Interview: The Final Tips

Source: StockSnap

Dial-Up Your Power

Take a deep breath and strike a “power pose” before you enter the room.

According to her research, power posers performed better during interviews and were more likely to get hired. Another study also proved this theory: unaware judges gave major preference to the power-primed applicants. So yes, pep talks do work!

The first 30 Seconds Count The Most

What you do and say in the first 30 seconds will make the most impact. Psychological research shows that listeners form opinions about your personality and intelligence in the first 30 seconds of the interview. So be sure to start with a compelling opening, framing exactly how you want to be perceived.

Try To Appear Similar to the Interviewer

Lauren Rivera, a professor from Kellogg School, came to the conclusion that interviewers tend to hire “people like them” .

Even the top human resource management folks fall for this bias and tend to base their evaluations on how similar a candidate is to them, instead of trying to decide whether the person’s skill set is ideal for the position. So to be liked, you will have to act relatable.

Back up your statements with facts

To deliver a presentation with a bang, you can make use of pre-analyzed facts to support your hypothesis. Make sure to do your homework, study the company and its competitive landscape, and do the professional work you would have done as a member of the company crew. At some point in your interview presentation, you go “off the script”, and pull out a bunch of documents, supporting your statements.

For example, you can give away a quick plan indicating a number of things the employer could do today to save money, even if they don’t hire you. Make sure to be meticulous; your work will speak for you. But giving away this work will show the employer your commitment, skills, and focus.

And that’s exactly how to make your job interview presentation stand out. Most candidates just ramble about their skills and past career moves. You bring specificity and proof to the platter, showing exactly what makes you a great hire fair and square.

Within a selection process, there are many interactions (interviews and dynamics) that you must successfully complete in order to be the next selected candidate. One of your objectives in this first interaction should be to generate a great first impression in the company. For this, we recommend using the Elevator Pitch for Interview technique.

The Elevator Pitch for Interview will allow you to present yourself in a solid and professional way in less than 60 seconds, in order to generate an outstanding first impression.

What is an Elevator Pitch for an Interview?

The Elevator Pitch is a condensed speech about yourself that aims to generate engagement in no more than 60 seconds. Entrepreneurs widely use this type of speech to persuade investors and job seekers in job interviews. Your Elevator Pitch for the Interview will generate a great first impression to the employer and be better positioned than other candidates. If your goal is to make a convincing presentation in a job interview, your Elevator Pitch needs to be well crafted.

How to Make an Elevator Pitch for an Interview

There are many ways and tips to make an excellent Elevator Pitch for a job interview. This section provides you with essential advice to make your interview more convincing.

Identify your target

You need to know to whom you are presenting yourself. Is it a recruiter? or an executive?. Your Elevator Pitch will change depending on the receiver.

Comprehend the needs of the hiring company

Make an advanced study about the search requirements for the job position. Identify your strengths. Highlight them. Demonstrate your experience. Identify your weaknesses. Show that you have a profile that seeks constant improvement

Create a clear, concise, and truthful Elevator Pitch

This point is critical. Your Elevator Pitch must be clear, concise, genuine, and impactful. Go from less to more. Generate a real hook in your audience. Try not to go off-topic or talk too much, and be brief in everything you want to say.

Speak naturally and confidently

If you can speak fluently and naturally, you can show a confident profile. Show you know what you are talking about and what you want.

Elevator Pitch Example for Job Seekers

This section illustrates an Elevator Pitch Example targeted to Recruiters. It will help you put together your own.

“My name is [NAME]. After graduating with a degree in Business Administration, I have spent the last five years accumulating professional experience as a Project Assistant and Project Manager. I have successfully managed intangible products’ planning, strategy, and launch these past few years. I was excited to learn about this opportunity in Big Data – I’ve always been passionate about how technology and the use of information can greatly improve the way we live. I would love the opportunity to bring my project management and leadership skills to this position.”

Ways to avoid common mistakes in your Elevator Pitch

Keep in mind the following points to avoid making mistakes in your Elevator Pitch for an Interview.

Don’t hurry to make your Elevator Pitch

The Elevator Pitch lasts approximately 60 seconds. Do it on your own time and naturally, as long as you make it clear and concise.

Do not always use the same Elevator Pitch for all cases

One recommendation is not to repeat the same Elevator Pitch in all your interviews. Make changes. Try new options and ways of saying the information. Try different versions and check with your experience which generates more engagement and persuasion.

Make it easy to understand

Articulate your pitch as a story. Think that the person in front of you does not know you and is interested in learning more about your profile. Don’t make your Elevator Pitch challenging to appear more sophisticated. Simply generate a clear and easy-to-understand narrative, where all the data you tell is factual and verifiable.

Don’t forget to practice it

Practice is the key to success. Your Elevator Pitch for Interview will become more professional, convincing, and natural with practice.

How to End an Elevator Pitch?

An essential aspect of ending an Elevator Pitch for an Interview is demonstrating interest and passion for the position. You have already presented yourself and established that you have the necessary background for the job. Closing with phrases revealing passion and attitude will help reinforce your pitch.

We recommend you use expressions such as:

“I have always been interested and curious about the area in which the company operates, and it would be a great challenge for me to be able to perform in this position.”

“I have been interested in moving into your company for a while, and I love what your team is doing in IT.”

“I would like to advance my career with an employer with the same values. I know that thanks to my profile and experience, I can make excellent contributions to your company.”

Keep It Visual: Use visuals like images, graphs, and charts to convey your points effectively. Visuals can make complex information more accessible and engaging. Consistency Matters: Maintain a consistent design throughout your presentation. Use the same fonts, color schemes, and formatting to create a cohesive look. Practice Timing: Be mindful of the allotted time for your presentation. Practice to ensure you can comfortably cover your content within the time limit. Engage the Audience: Incorporate elements that engage the audience, such as questions, anecdotes, or real-world examples. Interaction keeps the interview panel interested. Use White Space: Avoid cluttered slides. Use white space to create a clean and uncluttered design that enhances readability.

Presenting during a job interview can be nerve-wracking. Here are some strategies to overcome presentation anxiety:

Practice: Practice your presentation multiple times, ideally in front of a friend or mentor. The more you rehearse, the more confident you’ll become.
Visualization: Visualize yourself by giving a successful presentation. Imagine yourself speaking confidently and engaging the audience.
Breathing Techniques: Deep breathing can help calm nerves. Take slow, deep breaths before and during your presentation to reduce anxiety.
Positive Self-Talk: Replace negative thoughts with positive affirmations. Remind yourself of your qualifications and the value you bring to the role.
Focus on the Message: Concentrate on delivering your message rather than dwelling on your anxiety. Remember that the interviewers want to learn about your skills and experiences.
Arrive Early: Arrive at the interview location early. This gives you time to get comfortable with the environment and set up any technical equipment you use.

Maintain Good Posture: Stand or sit up straight with your shoulders back. Good posture conveys confidence and attentiveness. Make Eye Contact: Establish and maintain eye contact with your audience to show confidence and engagement. Use Open Gestures: Employ open gestures, like open palms and expansive arm movements, to convey enthusiasm and openness. Smile and Show Enthusiasm: Genuine smiles and enthusiastic facial expressions demonstrate passion and eagerness. Control Nervous Habits: Be mindful of nervous habits like tapping or fidgeting, which can distract your audience and convey anxiety.

Stop fretting and start prepping for your interview presentation. You now have all the nitty-gritty presentation tips to ace that interview. If you are feeling overwhelmed with the design part, browse our extensive gallery of PowerPoint templates and cherry-pick specific elements ( diagrams , shapes , and data charts ) to give your interview presentation the top visual appeal.

Here you can see some 100% editable templates available on SlideModel that could be useful for preparing an interview presentation.

1. Versatile Self-Introduction PowerPoint Template

Use This Template

2. Professional Curriculum Vitae PowerPoint Template

This a sample of PowerPoint presentation template that you can use to present a curriculum and prepare for a job interview presentation. The PPT template is compatible with PowerPoint but also with Google Slides.

3. Modern 1-Page Resume Template for PowerPoint

4. Multi-Slide Resume PowerPoint Template

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One Response to “How to Give A Compelling Interview Presentation: Tips, Examples and Topic Ideas”

Tips for making a research presentation as part of a faculty job interview

A part of most faculty job interviews is the research presentation.

A doctoral student who is getting ready for a campus job interview sent me these three questions:

How long do I have to make my research presentation?
How much time should I leave to allow the audience to ask questions?
Should my presentation focus on my dissertation only or should I also include information about my research interests and my academic background?

Let me start by saying that a crucial component of your campus visit is the chair of the search committee. That’s the person who can answer many of your questions.

The fact that you have been invited for a campus visit means that you are one of the top applicants for the position. Typically about three candidates are invited for campus visits. The search committee and the chair want you to do well during your visit. Part of your ability to do as well as possible means that you are informed about the expectations of the visit.

That’s where there’s sometimes a lack of communication.

The committee and the chair of the search committee may be so busy arranging your schedule on campus – including appointments with administrators and meals with faculty members — that they haven’t talked with you about specifics.

So ask the search committee chair.

I’m going to answer your questions from the perspective of a presentation for a communications position, realizing that research presentations have some differences depending on the academic field.

1. How long do I have to make my research presentation?

Probably about an hour will be allocated to your research presentation. Often the time is based on class periods. At my university, that’s a 50-minute time block.

Your presentation time will include giving time for people to get settled. Sometimes refreshments or coffee is made available to help encourage attendance. You also will be introduced. And you want to allow time for questions (more on that later).

I’d say plan on making your research presentation in about 40 minutes if you have an hour.

Be prepared to make some introductory remarks about yourself. You may get an excellent introduction. If so, you may be ready to move into your presentation. But in many cases, the introduction will be rather brief based, in part, on the assumption of the faculty member making the introduction that everyone attending has read your curriculum vitae. That may or may not be true. Even if they did read your CV, they may have read the other candidates’ too and not remember you specifically.

Don’t go into great detail but highlight your background – degrees, professional experience, teaching experience, etc. This introduction can be a good way to segue into how you became interested in this area of research.

2. How much time should I leave to allow the audience to ask questions?

Allow 10 to 15 minutes for questions — unless you receive other guidance from the search chair.

Sometimes you may be nervous about allowing time for questions, as you have the great unknown of what you might be asked.

Part of the purpose of asking questions is to see how you can think on your feet, defend your position, be open to different perspectives, etc. So you want to give the faculty a chance to see you in that role. If you use your entire time for presenting, the faculty won’t have the opportunity to see that other important aspect of yourself – going off script. Not allowing time for questions could work against you.

Don’t worry that there won’t be questions. The reason that some are attending your presentation is because they are interested in your research and you as a potential collaborator. Those faculty will ask questions.

And if no one on the faculty is into your research area, someone on the search committee will ask questions to keep things moving along.

Could you get a tough question? Definitely. You may be in a research area that is “the area” for someone else on faculty, and that person could challenge you. Someone else may not agree with your methodology or the value of your research. But that’s part of the life of the academy. Be prepared to defend yourself professionally – just like you would at a professional conference.

3. Should my presentation focus on my dissertation only or should I also include information about my research interests and my academic background?

As I mentioned earlier, you do want to include some information about your academic and professional background. Typically that works into your introduction to yourself and your research.

You do want to talk about your research interests beyond just your dissertation. You want to demonstrate that you have a line or stream of research to pursue. Your dissertation demonstrates your research ability, and your discussion of other research helps show that you have scholarly potential.

Not only does the committee and the faculty want a good candidate hired, but they want to hire someone who can make tenure. Your discussion of your research interests helps them see your potential for continued research and tenure.

You want to show how your research evolves and is connected. Your research doesn’t have to be in one area, but you do want to avoid sounded to spread out in your interests.

Before your campus visit, do your homework in investigating the research the faculty currently is doing. If you are going to interview at a major research institution, you could see how many faculty are working on grant projects, as that could be an expectation for you that you’d want to talk about during your campus visit.

4. How should I plan my presentation in terms of technology use?

The doctoral student who asked me for advice didn’t ask that question, but I am going to include it in my advice.

Plan to use some technology in your presentation. The typical candidate research presentation includes PowerPoint or Keynote slides. Of course, you can make an excellent presentation without slides. But part of the purpose of using the slides is to demonstrate that you can use slides effectively, as faculty would think you would need to use slides in your teaching.

Beware of getting too fancy with your technology. You may decide to show a streaming video and then find out the computer or wireless in your presentation room aren’t up to the task.

Ask the chair about the room you’ll be presenting in and the technology setup. Ask the chair to have an IT support person or a tech-savvy faculty member there to assist you in setting up if needed.

You don’t want to come across as someone who can’t use technology, however, your presentation might be in a special conference room that the faculty don’t teach in so they don’t know the tech setup. (That happened in a recent candidate research presentation I attended. The candidate lost at least five minutes and probably was more nervous by the time he was able to start his presentation.)

I’d be interested in the advice others would offer about faculty job research presentations. Any stories about your own experiences or insights into differences in research presentations based on the academic field?

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Top 10 Ph.D. Interview Presentation Templates With Samples and Examples

Mayuri Gangwal

Do you know that only 56 % of students complete their Ph.D.? Factors such as students' age, department, and lack of a good mentor sometimes contribute to the non-completion rate. Indeed, the journey to earning a doctoral degree is challenging. It involves years of research and extensive writing. However, most students find a lack of focus and motivation to be the primary reason for their failure.

If you prepare for the PhD interview, PhD presentation slides can benefit you in several ways. For instance, templates save considerable time and effort and allow to focus on content delivery. Furthermore, for amateurs creating presentations, templates help them to organize content effectively.

At the same time, candidates often face several challenges regarding content creation and delivery. Templates can help streamline the process, but being aware of potential pitfalls is essential. Here are some common challenges associated with using presentation templates for PhD interviews:

In a recent survey, 6 out of 10 students feel nervous and anxious before the final presentation. It is because they find it challenging to communicate the importance of their research effectively. Crafting visually appealing slides can be tricky, especially for those without a design background. Did you find this relatable? Yes, our PhD interview templates can be a valuable solution for you.

They serve as valuable tools for creating well-structured presentations and assist students in delivering a solid defense for their Doctoral theses. Let's dive in and learn more about these templates and see how they can be valuable resources in your academic journey.

Template 1: Thesis Research Paper Proposal Template

This template can elevate your academic presentations to the next level. It is tailored specially for scholars, researchers, and students. It helps them embark on the rigorous journey of thesis proposal development and ensures that their research proposals are remembered. This template's uniqueness is its visually appealing designs. It integrates text, graphs, and tables and provides a solid structure to your presentation. Whether it's for your academic review or seminars, this template empowers you with confidence and clarity.

Download this template and make your proposal more impactful.

Template 2: Research Proposal Steps Template

Use this template to streamline your research proposal creation process. It is a comprehensive resource covering every crucial aspect of a research proposal. You can use this template to craft an engaging cover letter for your proposal. Thus, this template ensures that your proposal is compelling and professionally presented. Additionally, this template simplifies the process of conveying complex research plans. This template is structured to guide you through the essential steps of the research proposal. It will help you present your research coherently and persuasively. Download now!

Download this template today and embark on a seamless journey of crafting your thesis proposal.

Template 3: Research Proposal for Thesis Template

This template can help you effectively present your thesis proposal. It also ensures that you get sponsors for your project by providing a professional look at your proposal. So, this template is a must for someone presenting their hypothesis, as it provides a solid foundation for the presentation. The template encompasses a variety of crucial elements, from the thesis statement to the project stages.

Download and leverage this template today to focus on critical market components.

Template 4: Abstract for Thesis Research Proposal Template

This PPT Set helps streamline the complex process of crafting compelling research proposals by providing a structured and intuitive design. The template is divided into two parts. The first consists of six sections briefly describing the thesis. The second part includes a summary and description of the content. Thus, it empowers users to articulate their research objectives and methodologies precisely so that their proposal not only meets but also exceeds expectations.

Download this template today and elevate your academic work to new heights.

Template 5: Research Method Overview Template

This template is designed for ambitious scholars to help them dive into the essence of academic precision. This template helps researchers by providing them with a robust and logical roadmap for their research. This not only increases their efficiency but also helps them select the best research method. This template provides a clear picture of the target audience and how to conduct the study. Thus, this template acts as a catalyst for boosting the proposal's effectiveness. Want to transform your proposal into a compelling narrative that commands attention and respect?

Research Method Overview for Thesis Research Paper Proposal

Download this template today.

Template 6: Method of Data Collection for Thesis Research Paper Proposal

It is the best template for someone looking to elevate their data collection methods. This template provides a clear and professional way to collect data for academic brilliance. It provides a structured framework to articulate the rationale behind the chosen manner. Thus, it is a template and a strategic tool for showcasing your research and methodology. It ensures that your proposal stands out to provide a deep understanding of your work. Additionally, this template helps you communicate complex methodologies in an accessible manner and develop a deeper connection with your audience.

Download this template today and transform your thesis proposal into a masterpiece.

Template 7: Work Plan with Timetable Template

It is a versatile template that is designed to help professionals across industries. It helps them organize and present their project plans clearly and precisely. The template is divided into three sub-templates to simplify the entire planning phase. The first template includes various activities associated with a specific completion month. It helps you stay organized by outlining different tasks and actions. The second template delves deeper into project activities by outlining a detailed weekly work plan. This way, it provides better visibility and time management. Additionally, it helps you allocate your resources efficiently and prioritize activities. The third and the last templates provide different stages with their names and timeframes, adding to the level of detail and enhancing the proposed research's feasibility.

Download this template today to take the first step toward achieving project excellence.

Template 8: Implication of Research Template

This professional template helps you unlock the full potential of your research findings. It is a cornerstone for scholars and professionals eager to convey the significance of their research. The template is Structured as a four-stage process to help students present their research implications. The template's design not only presents data in a captive and visually appealing manner. But it also narrates the story behind your findings and their relevance in real-world applications. Further, this template gives the researcher the chance to explore a variety of angles and helps them consider different aspects of the issue, making research more comprehensive. It further makes research more versatile and applicable to various contexts, which makes it relevant to a broader audience.

Download this template today and bridge the gap between academic research and applications.

Template 9: Aims and Objective of Research Proposal for Thesis Template (Slide 5)

This template is the blueprint for academic success. It is designed to elevate your doctoral thesis proposal. It helps you create a concise and compelling presentation outlining your research objectives. On one side, it highlights the study's objectives, while on the other, it highlights the expected outcome. This way, it ensures that your academic goals are understood easily because lack of clarity may confuse the audience. So, this template sets the stage by explaining what the study aims to achieve.

Download this template today to embark on a journey of research excellence.

Template 10: Dissertation Methodology Template

This comprehensive template can assist students through the complexities of the research approach. It can be their ultimate guide in structuring and presenting their methodology. This template subdivides the entire process into four distinguished subheadings to streamline the process. The first subheading outlines the resources that can be instrumental in research. The second subheading highlights the diversity of the research inputs and helps categorize and organize the gathered data. The following subheading details the analytical techniques for validating your findings. The last, but not least, subheadings discuss the various collection methods and illustrate the strategic approach for gathering comprehensive data.

Download this template to set a solid foundation for your dissertation.

Conclusion

A student takes 4 to 7 years to complete his Ph.D., requiring strategic planning, dedication, and dedication. Additionally, writing and publishing journals is not a cakewalk. It needs exceptional scholars' writing skills along with critical thinking. Our thesis-dissertation templates can open doors to various opportunities and establish you as a credible and competent researcher.

Additionally, our thesis timeline templates help you streamline your project planning. It also bridges the gap between academic reading and research with real-world applications.

Download these templates today and pave the way for a successful and impactful career.

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More From Forbes

How important is research for bs/md programs.

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Direct medical programs, often referred to as BS/MD programs, are some of the most competitive programs in the country. With programs at Baylor University, Brown University and Case Western Reserve University accepting less than 3% of all its applicants, these programs are often more competitive than the Ivy League. They are looking for exceptional students who are completely committed to becoming physicians. That means the students have spent the better part of their high school career pursuing STEM-focused activities, including physician shadowing, volunteering in healthcare settings and leadership positions in clubs.

Many BS/MD hopefuls pursue research as a way to build their resume.

Numerous BS/MD programs like Rensselaer Polytechnic University, like to see students with extensive research experience. Its program, aptly named the Physician-Scientist Program, wants to see students who will not only participate in research during their tenure in the program but also lead and create their own research projects. The University of South Carolina’s Accelerated Undergraduate to M.D. program has an extensive research and thesis component that is required throughout the student’s academic career. The University of Rochester offers funding for summer research for its BS/MD students. Similarly, the University of Illinois at Chicago looks for students who can demonstrate their “research aptitude.”

What Type Of Research Do BS/MD Programs Accept?

High school students have access to a wide array of research opportunities. School-related options could include science fair projects or AP Seminar and AP Research. Students might also choose to pursue camps or programs over the summer, which allows them to dedicate more time to research. Other students find independent research projects with a local professor. Alternatively, others opt to write a literature review paper to get published.

When BS/MD admission officers review applications, they don’t pit one type of experience against another. They know not every student will be able to find a local professor who allows them to research with them or can afford to do a paid summer program that spans numerous weeks or months. Consequently, they typically will consider holistically the depth of a student’s research experience, irrespective of the type of research the student completes.

Virtual Or In-Person Programs?

Both virtual and in-person experiences can add value to a BS/MD application. However, it depends on the program’s learning objectives and deliverables. Some students don’t have the flexibility to travel to an in-person camp and spend multiple weeks or months there. The University of Pittsburgh’s Guaranteed Admission Program says that “while in-person experiences are encouraged, virtual or remote experiences will be considered when evaluating the applicant.” For those students who have other obligations, a virtual camp might be the perfect fit and still offer a valuable experience.

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Baby reindeer piers morgan seeks richard gadd for interview after real martha segment, tyson fury vs oleksandr usyk results winner scorecard and reaction, does the research topic matter.

The research experience doesn’t necessarily have to align with the student’s research interests, but it can often be helpful if it does. However, BS/MD admission officers know that high school students are still exploring their interests, which will likely evolve over the years. An opportunity that doesn’t align with the student’s interest will still be valuable because it allows the student to gain valuable skills that they can leverage to other research experiences in the future.

Summer programs might give students a chance to explore dual interests. Some students interested in medicine might also want to explore computer science or Artificial Intelligence, so finding an opportunity that allows them to blend those interests might be ideal. For example, Rising Researchers , a sister company of Moon Prep, is hosting two five-week summer camps that allow students to practice AI and Machine Learning to study human diseases. Other camps, like Penn Summer Academies, allow students to apply coding skills to other areas of study.

How Long Should The Research Experience Be?

The typical length of a research experience, especially one in the summer, can vary from as short as one week to up to eight weeks. A longer research experience can give students a more comprehensive understanding of the subject matter and, importantly, the opportunity to build meaningful relationships with their mentor and fellow students. However, the duration is not the sole determinant of a meaningful experience. Students should also look to see what the tangible outcomes of the program, such as a research paper, skills gained, letter of recommendation and more.

For students who find an independent research experience, the relationship might span several months or even years. Those experiences might result in more fruitful research results and a strong relationship between the student and the mentor.

Are Publications Required?

An experience resulting in a research publication is an added bonus, but it isn’t a requirement. If a student writes a research paper, even if not published, can still demonstrate the student’s scientific writing ability and add value to their college application.

Every BS/MD program is different, and the admission officers' value of research might vary from program to program. Ultimately, BS/MD programs are looking for students who are passionate about medicine and have had extensive experiences to affirm that passion. The College of New Jersey stated in an interview with Moon Prep that they are looking for passionate students, be it a deep involvement in Boy Scouts, Taekwondo or music. Therefore, students should never feel obligated to research if it does not align with their interests. Being genuine in their activities and demonstrating their passions is how to build a resume that stands out to BS/MD admission officers.

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Q&A: Exploring ethnic dynamics and climate change in Africa

Q&A: Exploring ethnic dynamics and climate change in Africa

Press contact :.

Evan Lieberman, holding a microphone, speaks at a lectern bearing an open laptop

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Evan Lieberman is the Total Professor of Political Science and Contemporary Africa at MIT, and is also director of the Center for International Studies. During a semester-long sabbatical, he’s currently based at the African Climate and Development Initiative at the University of Cape Town .

In this Q&A, Lieberman discusses several climate-related research projects he’s pursuing in South Africa and surrounding countries. This is part of an ongoing series exploring how the School of Humanities, Arts, and Social Sciences is addressing the climate crisis.

Q: South Africa is a nation whose political and economic development you have long studied and written about. Do you see this visit as an extension of the kind of research you have been pursuing, or a departure from it?

A: Much of my previous work has been animated by the question of understanding the causes and consequences of group-based disparities, whether due to AIDS or Covid. These are problems that know no geographic boundaries, and where ethnic and racial minorities are often hardest hit. Climate change is an analogous problem, with these minority populations living in places where they are most vulnerable, in heat islands in cities, and in coastal areas where they are not protected. The reality is they might get hit much harder by longer-term trends and immediate shocks.

In one line of research, I seek to understand how people in different African countries, in different ethnic groups, perceive the problems of climate change and their governments’ response to it. There are ethnic divisions of labor in terms of what people do — whether they are farmers or pastoralists, or live in cities. So some ethnic groups are simply more affected by drought or extreme weather than others, and this can be a basis for conflict, especially when competing for often limited government resources.

In this area, just like in my previous research, learning what shapes ordinary citizen perspectives is really important, because these views affect people’s everyday practices, and the extent to which they support certain kinds of policies and investments their government makes in response to climate-related challenges. But I will also try to learn more about the perspectives of policymakers and various development partners who seek to balance climate-related challenges against a host of other problems and priorities.

Q: You recently published “ Until We Have Won Our Liberty ," which examines the difficult transition of South Africa from apartheid to a democratic government, scrutinizing in particular whether the quality of life for citizens has improved in terms of housing, employment, discrimination, and ethnic conflicts. How do climate change-linked issues fit into your scholarship?

A: I never saw myself as a climate researcher, but a number of years ago, heavily influenced by what I was learning at MIT, I began to recognize more and more how important the issue of climate change is. And I realized there were lots of ways in which the climate problem resonated with other kinds of problems I had tackled in earlier parts of my work.

There was once a time when climate and the environment was the purview primarily of white progressives: the “tree huggers.” And that’s really changed in recent decades as it has become evident that the people who've been most affected by the climate emergency are ethnic and racial minorities. We saw with Hurricane Katrina and other places [that] if you are Black, you’re more likely to live in a vulnerable area and to just generally experience more environmental harms, from pollution and emissions, leaving these communities much less resilient than white communities. Government has largely not addressed this inequity. When you look at American survey data in terms of who’s concerned about climate change, Black Americans, Hispanic Americans, and Asian Americans are more unified in their worries than are white Americans.

There are analogous problems in Africa, my career research focus. Governments there have long responded in different ways to different ethnic groups. The research I am starting looks at the extent to which there are disparities in how governments try to solve climate-related challenges.

Q: It’s difficult enough in the United States taking the measure of different groups’ perceptions of the impact of climate change and government’s effectiveness in contending with it. How do you go about this in Africa?

A: Surprisingly, there’s only been a little bit of work done so far on how ordinary African citizens, who are ostensibly being hit the hardest in the world by the climate emergency, are thinking about this problem. Climate change has not been politicized there in a very big way. In fact, only 50 percent of Africans in one poll had heard of the term.

In one of my new projects, with political science faculty colleague Devin Caughey and political science doctoral student Preston Johnston, we are analyzing social and climate survey data [generated by the Afrobarometer research network] from over 30 African countries to understand within and across countries the ways in which ethnic identities structure people’s perception of the climate crisis, and their beliefs in what government ought to be doing. In largely agricultural African societies, people routinely experience drought, extreme rain, and heat. They also lack the infrastructure that can shield them from the intense variability of weather patterns. But we’re adding a lens, which is looking at sources of inequality, especially ethnic differences.

I will also be investigating specific sectors. Africa is a continent where in most places people cannot take for granted universal, piped access to clean water. In Cape Town, several years ago, the combination of failure to replace infrastructure and lack of rain caused such extreme conditions that one of the world’s most important cities almost ran out of water.

While these studies are in progress, it is clear that in many countries, there are substantively large differences in perceptions of the severity of climate change, and attitudes about who should be doing what, and who’s capable of doing what. In several countries, both perceptions and policy preferences are differentiated along ethnic lines, more so than with respect to generational or class differences within societies.

This is interesting as a phenomenon, but substantively, I think it’s important in that it may provide the basis for how politicians and government actors decide to move on allocating resources and implementing climate-protection policies. We see this kind of political calculation in the U.S. and we shouldn’t be surprised that it happens in Africa as well.

That’s ultimately one of the challenges from the perch of MIT, where we’re really interested in understanding climate change, and creating technological tools and policies for mitigating the problem or adapting to it. The reality is frustrating. The political world — those who make decisions about whether to acknowledge the problem and whether to implement resources in the best technical way — are playing a whole other game. That game is about rewarding key supporters and being reelected.

Q: So how do you go from measuring perceptions and beliefs among citizens about climate change and government responsiveness to those problems, to policies and actions that might actually reduce disparities in the way climate-vulnerable African groups receive support?

A: Some of the work I have been doing involves understanding what local and national governments across Africa are actually doing to address these problems. We will have to drill down into government budgets to determine the actual resources devoted to addressing a challenge, what sorts of practices the government follows, and the political ramifications for governments that act aggressively versus those that don’t. With the Cape Town water crisis, for example, the government dramatically changed residents’ water usage through naming and shaming, and transformed institutional practices of water collection. They made it through a major drought by using much less water, and doing it with greater energy efficiency. Through the government’s strong policy and implementation, and citizens’ active responses, an entire city, with all its disparate groups, gained resilience. Maybe we can highlight creative solutions to major climate-related problems and use them as prods to push more effective policies and solutions in other places.

In the MIT Global Diversity Lab , along with political science faculty colleague Volha Charnysh, political science doctoral student Jared Kalow, and Institute for Data, Systems and Society doctoral student Erin Walk, we are exploring American perspectives on climate-related foreign aid, asking survey respondents whether the U.S. should be giving more to people in the global South who didn’t cause the problems of climate change but have to suffer the externalities. We are particularly interested in whether people’s desire to help vulnerable communities rests on the racial or national identity of those communities.

From my new seat as director of the Center for International Studies (CIS), I hope to do more and more to connect social science findings to relevant policymakers, whether in the U.S. or in other places. CIS is making climate one of our thematic priority areas, directing hundreds of thousands of dollars for MIT faculty to spark climate collaborations with researchers worldwide through the Global Seed Fund program.

COP 28 (the U.N. Climate Change Conference), which I attended in December in Dubai, really drove home the importance of people coming together from around the world to exchange ideas and form networks. It was unbelievably large, with 85,000 people. But so many of us shared the belief that we are not doing enough. We need enforceable global solutions and innovation. We need ways of financing. We need to provide opportunities for journalists to broadcast the importance of this problem. And we need to understand the incentives that different actors have and what sorts of messages and strategies will resonate with them, and inspire those who have resources to be more generous.

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ABC Fall 2024-25 Schedule: ‘Grey’s Shifts For Ryan Murphy Block; ‘Golden Bachelorette’ Expands; ‘The Rookie, ‘Conners’ & ‘Will Trent’ Held For Midseason

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(New programs in UPPER CASE; all times ET/PT)

MONDAY

8 PM — Monday Night Football on select Mondays this fall /TBA programming

TUESDAY

8 PM — Dancing with the Stars 10 PM — HIGH POTENTIAL

WEDNESDAY

8 PM — THE GOLDEN BACHELORETTE 9:30 PM — Abbott Elementary 10 PM — SCAMANDA

THURSDAY

8 PM — 9-1-1 9 PM — DOCTOR ODYSSEY 10 PM — Grey’s Anatomy

FRIDAY

8 PM — Shark Tank 9 PM — 20/20 (two hours)

SATURDAY

7:30 PM — College Football

SUNDAY

7 PM — America’s Funniest Home Videos 8 PM — The Wonderful World of Disney

“We know that among [ Grey’s ] viewers, they are not just sizable but very loyal audience, but the majority, well over 80%, watches the show on multiple platforms, not specifically live, so we think the move is going to be minimal, as well as it will provide an incredible lead into our local news at 11,” Erwich said. “And in terms of 9-1-1 , it felt like the perfect lead-in for what I think is a really high-octane and fun, unique spin on a medical drama in Doctor Odyssey. So we feel really good about Thursday nights.”

He called the scheduling change “a great opportunity for ABC to launch a new show, as well as to keep Grey’s on a night where it’s been extraordinarily successful for many years.”

The other new scripted series on ABC’s fall schedule, Drew Goddard’s crime procedural High Potential , is getting one of ABC’s most proven launch pads in the form of a Dancing With the Stars lead-in on Tuesdays.

ABC’s breakout hit The Golden Bachelor was one hour, half of the length of typical Bachelor/Bachelorette episodes. Its spinoff, The Golden Bachelorette , will split that in the middle at 90 minutes on a new night, Wednesday.

“ Golden Bachelor was probably the television event last year,” Erwich said. “The first Golden Bachelorette has an incredible story, and although we were thrilled with the results, last year we felt that there were still story elements, characters and aspects of the show that 90 minutes can really capture the full essence of, as well as it being a great lead-in to Abbott Elementary , which continues to be a huge priority for us.”

For the first time in awhile, a comedy won’t open Wednesday night for ABC, with Abbott Elementary as the only representative of the genre on the fall schedule. This does not signal a retreat, Erwich said.

“We are very invested in the comedy genre. I haven’t seen a show break through the culture like Abbott Elementary in a long time,” he said. “We’re very bullish on getting more comedies.”

Erwich noted that the network is in production on two multi-camera comedy pilots, Shifting Gears with Tim Allen and Forgive & Forget with Ty Burrell in addition to bringing back The Conners for its six-episode final season.

“There was some impact in terms of pilot development caused by the strikes, but come midseason, you’ll see how dedicated we are to bringing the best of family comedy to the ABC audience,” he said.

The Rookie ‘s benching is not a sign that the veteran cop drama starring Nathan Fillion may be on its last legs or that Will Trent is in danger.

“The opposite,” Erwich said. “We held the return of these shows till midseason so they can have truly an uninterrupted run for that season, which I think is a very powerful weapon in terms of watching our shows. And with New Year’s Rockin’ Eve and all of our events that we have in December, January is one of the best times to launch new shows.

“So this idea of bringing back Will Trent and The Rookie and basically going without repeats, we felt was the best way to continue the strength of both of those shows,” Erwich added. “They both perform extraordinarily well, and I anticipate they’ll be on the schedule for a long time.”

NEW DRAMA SERIES

HIGH POTENTIAL

DOCTOR ODYSSEY

From Ryan Murphy and 20 th Television, Doctor Odysse y stars Joshua Jackson, who also executive produces. A medical procedural set on a cruise ship. Doctor Odyssey is written and executive produced by Murphy, Jon Robin Baitz and Joe Baken. Paris Barclay directs and executive produces. Eric Paquette, Alexis Martin Woodall, Eric Kovtun, Scott Robertson and Nissa Diederich also executive produce.

Produced by Pilgrim Media Group, a division of Lionsgate Alternative Television, for ABC News Studios comes documentary series Scamanda. Based on the No. 1 podcast of the same name, Scamanda tells the story of Amanda Riley — a wife, mother, blogger and Christian — whose tragic cancer tale captivates thousands. But Amanda has a secret that she’s dying to keep, and after an anonymous tip to an investigative reporter, her own words may prove to be her downfall.

THE GOLDEN BACHELORETTE

The Bachelor franchise is expanding once again. After the success of the inaugural season of The Golden Bachelor , ABC is giving a golden woman her own second chance at love on The Golden Bachelorette. Details to come on who will be the first leading lady.

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