Focus Groups 101: A Journey Into Student Perspective
Focus Groups
Sherry Woosley, Ph.D.Associate Director of Institutional
Effectiveness Academic Assessment & Institutional
[email protected]
*Special thanks to Amanda Knerr who helped to write the original
presentation about conducting focus groups.1Index Card ExerciseOn
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.2What 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.3Advantages of Focus GroupsRelatively
low costQuick resultsFlexible and dynamicMore comfortable for
participants than individual interviewsInteractions generate more
discussionQualitative nature of data4Flexible can probe issues
in-depth, can address new issues as they arise, can ask
participants to build on responsesNature of data in participants
own words easily understood and can provide insights into how
participants thins about the topic Disadvantages of Focus
GroupsDifficult to assembleGroups can influence individual
responsesSmall numbers of participants limit
generalizabilityDependent on the skills of the
facilitatorQualitative nature of data5Group influence especially
with a dominant memberFacilitator - Quality and quantity of focus
group data is heavily dependent on facilitatorNature of data can
make it more difficult to summarize and interpretFocus groups
should be used:To examine attitudes and opinionsTo explore why
opinions are heldTo identify strengths and weaknesses of programsTo
interpret results from other assessment projectsTo provide
information for designing surveys6Focus groups should not be
used:For assessment that requires statistical projections or
statistically representative dataIn situations where participants
are not comfortable with each otherIn situations that are
emotionally chargedIn situations where focus groups imply
commitments
7Envisioning the PurposeDetermine what you want to knowLink the
topic of the focus group with goals and objectivesSet topic
boundaries (not too broad or specific)Think about how you want to
USE the information
8Uses of Focus Group InformationMarketing quotes can be powerful
tools Identifying strengths and weaknesses of program or services
for improvement of servicesIdentifying the needs of targeted
populationsShowing the impact of programs using participant
perspectives
9Developing Questions and Exercises (Protocol)Concrete,
specific, simple and open-endedUse phrases such as what prompted
you, what influenced you, or what features instead of whyUse
exercises index cards, brainstorming, sentence completion,
etc.Consider the flow (general to more specific)
10Choosing a FacilitatorThe 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)
11Moderator Skills(Kreuger, 1998b)Understanding of group
processCuriosity Communication skillsFriendliness and sense of
humorInterest in peopleOpenness to new ideasListening skills
(Greenbaum, 1988)Quick learnerA friendly leaderKnowledgeable but
not all-knowingExcellent memoryGood listenerA facilitator, not a
performerFlexibleEmpatheticA big picture thinkerGood
writerOthersTime managementDiplomacyAwareness and control over
personal reactionsEnergy12Things to Consider When Choosing a
ModeratorModerators skillsModerators experienceAppropriateness for
the topicAppropriateness for the participantsConnection to the
topic or the participants
13Soliciting ParticipantsDetermine selection criteria based on
the purpose of the projectChoose relatively homogeneous groups that
will feel comfortable talking to each otherAim for 8 to 15
participants per groupPlan for more than one groupInvite more
participants than you need
14Determining Appropriate IncentivesConsider the purpose of the
projectConsider target participantsConsider the convenience or
inconvenience to the participantIncentives and rewards examplesFree
foodMonetary rewardsCoupons
15Choosing a LocationConvenience for participantsAvailability
and accessibilityComfortable seating arrangementsFree from
distractions
16Selecting Appropriate Recording TechniquesAudio recording,
video recording, or written note takingConsider participant
reactionsConsider resources and supportHave a back up plan
17Examples of Note TakingQuestion: What are your expectations of
the RA?SummaryRA is too involved. I want the RA to leave us
alone.
RA is good.
VerbatimMy 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 dont 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.18Getting Ready on the SpotArrange the seatingFind a
place for the note takerChoose facilitator seatCheck suppliesHandle
other concernsGreet guests
19Other concerns potential distractions, temperature,Recording
TechniquesTest and practice any techniqueWritten notes
VerbatimOrganize by focus group protocolWrite up as soon as
possibleAudio or verbal tapesTranscribe as soon as possible
20IntroductionShould include:A brief welcomeAn overview of the
topicSome guidelines or ground rulesAn opening question or
exerciseSets the tone for the groupShould also explain recording
devices, confidentiality, and the role of the facilitator
21FacilitatingListening active listeningTime managementProbe for
further informationPick up nonverbal clues and draw out
informationFollow up with unclear statements
22Functions of a FacilitatorListen and learnSet and maintain the
toneEncourage participationKeep the group on topic and on time
23Facility DifficultiesDistractionsPlan ahead (for example,
close doors and windows to eliminate noise)If necessary, change
rooms before you startRecording devicesHave a back up planHave a
note taker
24Participant DifficultiesDominant group memberUse the person as
a starting pointUse this as an opportunity to encourage a variety
of opinionsJohn said .. Do you agree or is your experience
different?Quiet or shy group memberEncourage with eye contact, call
on the person by name, and use follow up questions
25Making Sense of NotesSummarize key ideas:Find the BIG
ideasExamine the participants choice of wordsConsider the group
contextLook for consistency among groups and group
membersCategories should come from the language of the notesUse
quotes to illustrate main ideas26Categories - Sample
ReportingOverall ConclusionsThe 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 its not a
mistake to send my son here even if he changes his mind about his
major. Parent27Evaluating the Entire ProcessDid you get the
information you wanted?Evaluate protocol, facilitator, participant
selection, incentives, data recording techniques, facility, sharing
format, etc.Recommend changes for the processKeep notes for next
time!
28For 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.29
