Transcript Focus Groups 101: A Journey Into Student Perspective

Sherry Woosley, Ph.D.
Associate Director of Institutional Effectiveness
Academic Assessment & Institutional Research
[email protected]
5-5976
*Special thanks to Amanda Knerr who helped to write the original presentation about conducting focus groups.
Index Card Exercise
 On the index card, write a word or phrase to describe
your previous experiences with focus groups.
 Go around your circle and share what you have written.
What is a focus group?
 Focus groups are group discussions where the
facilitator supplies the topics and monitors the
discussion.
 The purpose is to gather information about a specific
(or focused) topic in a group environment, allowing
for discussion and interaction by participants.
Advantages of Focus Groups
 Relatively low cost
 Quick results
 Flexible and dynamic
 More comfortable for participants than
individual interviews
 Interactions generate more discussion
 Qualitative nature of data
Disadvantages of Focus Groups
 Difficult to assemble
 Groups can influence individual responses
 Small numbers of participants limit generalizability
 Dependent on the skills of the facilitator
 Qualitative nature of data
Focus groups should be used:





To examine attitudes and opinions
To explore why opinions are held
To identify strengths and weaknesses of programs
To interpret results from other assessment projects
To provide information for designing surveys
Focus groups should not be used:
 For assessment that requires statistical projections
or statistically representative data
 In situations where participants are not
comfortable with each other
 In situations that are emotionally charged
 In situations where focus groups imply
commitments
Envisioning the Purpose
 Determine what you want to know
 Link the topic of the focus group
with goals and objectives
 Set topic boundaries
(not too broad or specific)
 Think about how you want
to USE the information
Uses of Focus Group Information
 Marketing – quotes can be powerful tools
 Identifying strengths and weaknesses of program or
services for improvement of services
 Identifying the needs of targeted populations
 Showing the impact of programs using participant
perspectives
Developing Questions and
Exercises (Protocol)
 Concrete, specific, simple and open-ended
 Use phrases such as “what prompted you,” “what
influenced you,” or “what features” instead of “why”
 Use exercises – index cards, brainstorming,
sentence completion, etc.
 Consider the flow (general to more specific)
Choosing a Facilitator
 “The quality of the moderator is the most
important element that determines the ultimate
usefulness of the output of focus group research.”
(Greenbaum, 1988,p.ix)
 “Moderating a focus group might seem easy, but it
requires mental discipline, careful preparation, and
group interaction skills.”
(Krueger, 1993, p.73)
Moderator Skills
(Greenbaum, 1988)
 Quick learner
 A “friendly” leader
 Knowledgeable but not
all-knowing
 Excellent memory
 Good listener
 A facilitator, not a
performer
 Flexible
 Empathetic
 A “big picture” thinker
 Good writer
(Kreuger, 1998b)
 Understanding
of group process
 Curiosity
 Communication
skills
 Friendliness and
sense of humor
 Interest in
people
 Openness to
new ideas
 Listening skills
Others

Time
management

Diplomacy

Awareness and
control over
personal
reactions

Energy
Things to Consider When Choosing a
Moderator
 Moderator’s skills
 Moderator’s experience
 Appropriateness for the topic
 Appropriateness for the participants
 Connection to the topic or the participants
Soliciting Participants
 Determine selection criteria based on the purpose of




the project
Choose relatively homogeneous groups that will feel
comfortable talking to each other
Aim for 8 to 15 participants per group
Plan for more than one group
Invite more participants than you need
Determining Appropriate Incentives
 Consider the purpose of the project
 Consider target participants
 Consider the convenience or inconvenience to the
participant
 Incentives and rewards examples
 Free food
 Monetary rewards
 Coupons
Choosing a Location
 Convenience for participants
 Availability and accessibility
 Comfortable seating arrangements
 Free from distractions
Selecting Appropriate Recording
Techniques
 Audio recording, video recording, or written note
taking
 Consider participant reactions
 Consider resources and support
 Have a back up plan
Examples of Note Taking
Question: What are your expectations of the RA?
Summary
 RA is too involved.
I want the RA to
leave us alone.
 RA is good.
Verbatim
 My RA tries to get too involved. The
RA is always coming around telling
us about things three times. The RA
tries to give you almost a guilt trip if
you don’t want to come to
something. I wish the RA would
leave us alone more.
 My RA is a good guy. He comes
around once and tells us about
activities, then he lets us do our
thing.
Getting Ready on the Spot
 Arrange the seating
 Find a place for the note taker
 Choose facilitator seat
 Check supplies
 Handle other concerns…
 Greet guests
Recording Techniques
 Test and practice any technique
 Written notes
 Verbatim
 Organize by focus group protocol
 Write up as soon as possible
 Audio or verbal tapes
 Transcribe as soon as possible
Introduction
 Should include:
 A brief welcome
 An overview of the topic
 Some guidelines or ground rules
 An opening question or exercise
 Sets the tone for the group
 Should also explain recording devices, confidentiality,
and the role of the facilitator
Facilitating
 Listening – active listening
 Time management
 Probe for further information
 Pick up nonverbal clues and draw out
information
 Follow up with unclear statements
Functions of a Facilitator
1.
2.
3.
4.
Listen and learn
Set and maintain the tone
Encourage participation
Keep the group on topic and on time
Facility Difficulties
 Distractions
 Plan ahead (for example, close doors and windows to
eliminate noise)
 If necessary, change rooms before you start
 Recording devices
 Have a back up plan
 Have a note taker
Participant Difficulties
 Dominant group member
 Use the person as a starting point
 Use this as an opportunity to encourage a variety of
opinions
“John said ….. Do you agree or is your experience different?”
 Quiet or shy group member
 Encourage with eye contact, call on the person by name,
and use follow up questions
Making Sense of Notes
 Summarize key ideas:
 Find the BIG ideas
 Examine the participants’ choice of words
 Consider the group context
 Look for consistency among groups and group
members
 Categories should come from the language of the
notes
 Use quotes to illustrate main ideas
Sample Reporting
Overall Conclusions
The students seemed more familiar
with the marketing than the parents
did. The students focused on two
things: the variety and strength of
programs at Ball State and the
“smallness” of Ball State. And
although some were reluctant to
praise the marketing, many of them
indicated the marketing had affected
their decisions. The parents seemed
pleased that Ball State was presenting
itself as an institution with an
academic focus and many programs.
“The marketing did influence me. It
showed me that Ball State was smaller
and gave me the sense of a community.” –
Student
“The marketing told me about all the
options so I know it’s not a mistake to
send my son here even if he changes his
mind about his major.” – Parent
Evaluating the Entire Process
 Did you get the information you wanted?
 Evaluate protocol, facilitator, participant selection,
incentives, data recording techniques, facility,
sharing format, etc.
 Recommend changes for the process
 Keep notes for next time!
For Further Reading:
 Greenbaum, T.L. (1988) The Practical Handbook and Guide





to Focus Group Research.
Greenbaum, T.L. (2000) Moderating Focus Groups: A
Practical Guide for Group Facilitation.
Krueger, R.A. (1994) Focus Groups A Practical Guide For
Applied Research.
Morgan, D.L. (1993) Successful Focus Groups: Advancing
the State of the Art.
Vaugh, Schumm, & Sinagub (1996) Focus Group Interviews
in Education and Psychology.
Focus Group Kit. (1998). Sage Publications.