Transcript using focus groups as a research tool

USING FOCUS GROUPS AS
A RESEARCH TOOL
Desmond Thomas,
University of Essex
Useful reading
• Seale, C.(ed.), 2004, Researching Society
and Culture, London: Sage
• Krueger, R. 1994, Focus Groups,
Thousand Oaks CA: Sage
• Stewart, D. & Shamdasani, P. 1990,
Focus Groups Theory and Practice,
Newbury Park CA: Sage
Definitions of a FG
• A carefully planned discussion designed to
obtain perceptions on a defined area of
interest in a permissive, non-threatening
environment (Krueger 1994:6)
• A small group discussion focused on a
particular topic and facilitated by a
researcher (Seale 2004: 194)
A bit of history …
• Used at Columbia University by Robert
Merton in 1940s in the evaluation of audio
response to radio programmes and to
films produced by the US Army
• Subsequently used extensively by market
researchers – associated in particular with
Tony Blair and New Labour in the UK
• Since 1990s used more widely by Social
Scientists often as an exploratory tool
FG essentials
• Participants who are similar in one single
respect
• A series of topics to explore and a schedule of
questions to structure them
• A skilled moderator to lead, prompt, probe
• An audio recorder (& assistant moderator?)
• A pleasant informal atmosphere
• An agreement that there is no need to agree
FGs are used …
• For exploratory research: helping, for
example, to suggest questions or issues
that should be included in a questionnaire
or series of 1-to-1 interviews
• As a follow-up to quantitative surveys:
providing more in-depth information that
will help to explain responses obtained
Advantages claimed for FGs
• They allow people to explore and develop their
opinions in a social forum/event
• They can reveal deep-seated attitudes
• They produce data arising ‘in natural form’ rather
than data influenced by the researcher or
research environment
• They allow the right of silence
• They are less directive, more natural
• They have high face validity
• They can counteract ‘interviewer bias’
FG Issues
• How valid? How reliable?
• Dependent on skills of moderator
• Unpredictable group dynamics – less
directive means less predictable
• Volume of data produced
• Perception of FGs as a marketing tool
FG questions to consider
• How representative is the data supposed
to be?
• How should participants be chosen?
• Who should moderate?
• How many questions are desirable?
• How should the data be processed,
analysed and presented?
Preparing a FG interview
• Decide on topics: prepare question
schedule
• Select and contact participants
• Make arrangements for recording and for
an assistant moderator if possible
• Ensure that moderator is familiar with all
procedures
• Check equipment: have backups ready!
The question schedule
• Start with some easy factual or descriptive
questions as participants tune in
• Do not leave key questions until too late in
the discussion
• Think about data analysis categories and
build into the question schedule design
• Final question is always ‘any other
comments?’
Conducting a FG: moderator’s role
• Managing the discussion in a ‘hands-off’
way – without dominating or interfering
• Managing time
• Occasionally intervening eg to prevent
dominant individuals from hijacking the
discussion or to encourage others
• Occasional probing to clarify points of view
• Listening attentively and ‘noticing’
The assistant moderator role
• Take charge of recording and equipment
• Draw a seating plan with names of
participants and write down order of
speakers’ comments so that these can be
correctly attributed
• Make additional notes – especially on nonverbal exchanges not captured by the
recording
Slovak teacher FGs: 1996-97
• Secondary school teachers
• Teaching practice mentors supporting
trainee teachers exposed to new methods
• School directors
• Aim is to gauge and compare perceptions
of educational change
• Comparisons are internal and external
SOAS FG: Career skills development
1. What do you intend to do after the PhD?
2. What skills do you need to develop for
your future careers?
3. What are you doing to upgrade the kind
of skills that you are going to need?
4. What should SOAS do in this area?
5. What should outside institutions of U of
London or elsewhere do to help?
6. Any other comments?
FGs in consultancy work
• ELT survey in Lithuania:
• http://www.britishcouncil.org/lithuaniaenglish-teacher-development-projectssurvey.htm