ABSTRACT
Asking a colleague to interview one’s students could be a way to avoid insider difficulties. We have tried interviewing a colleague’s students about their approaches to learning GIS (both individual and focus-group interviews). Even though we were not insiders in Sikes’ and Pott’s (2008) understanding, it turned out we were insiders in relation to the subject matter. The students knew that we knew GIS and thereby it became difficult to ask outsider questions (reported in Madsen & Nielsen, 2013; Madsen & Rump, 2012). Being an insider both in relation to the subject matter and to the interviewees can be labelled “double insider”. We have discussed the challenges this poses in Adriansen and Madsen (2009).
