QUALITATIVE RESEARCH METHODS: FOCUS GROUPS

1. QUALITATIVE RESEARCH METHODS:FOCUS GROUPS Lecture, Week 3 24th October 2003, 2pm Alexandra Lobb

2. Introduction What are FGs? Why use FGs? FG Guidelines How to analyse FGs Case study Results Conclusion References

3. Classification

4. What are focus groups (FGs)? FGs are group interviews or discussions, guided by a moderator or a facilitator. Groups are �organised to explore a specific set of issues relating to people�s views and experiences� (Kitzinger, 1994). Focus comes from collective activity on a theme.

5. Why use FGs? Gather information from people in an informal, non-confrontational setting. The group allows for interaction amongst people. They allow researchers to determine if their questions illicit the desired response.

6. When should you use FGs? To collect qualitative data. Examine a person�s views, beliefs and� Also to interpret the group�s dynamics Interaction; Way of understanding; Language.

7. Summary of FG Uses Learning how respondents talk about the topic of interest; Generating research hypotheses for further testing; Stimulating new ideas; Diagnosing potential problems for a new policy programme; Obtaining general background information; Interpreting previously obtained qualitative results. (Stewart & Shamdasani, 1990).

8. Characteristics 6-12 people from similar backgrounds. Discussing a topic in an informal but moderated environment for 1-3 hours. Facilitator or moderator. Public and private sector research. Often multi-disciplinary.

10. FGs in practice Guidelines Recruitment Logistics Analysis Report writing

11. 1. Guidelines What are the aims of your research? What does your budget allow? A pilot study? A guideline may include: recruitment criteria; questions or topic areas for moderator; prompts/examples/diagrams/flip charts for the moderator to use; outline for the moderator on the degree of control or flexibility to be exercised.

12. 2. Recruitment What is my target population? Are there any ethical considerations? How many groups do I need? How many people in each group? Does the composition of the groups matter? How should you recruit? screening questionnaire

13. 3. Logistics Should an �incentive� be provided? What location should you use? Traditional Virtual How should you record the discussion? Note taking Audio Video

14. 4. Analysis Qualitative data requires qualitative analysis Examples: Framework analysis; (discussed later) Conversation analysis; Computer programmes: i.e. Code based qualitative analysis software NUD*IST NVivo There are many types of different analysis techniques find the one which suits your means, ends & capabilities.

15. 5. Report writing Dependent on your research aims & guidelines: What did you ask? What did you find? What exactly do you conclude? To whom do your conclusions apply? Plan any follow up research or action.

16. CASE STUDY: EU Food safety project European wide investigation of issues surrounding the communication of food risks and assessment of consumers� attitudes to trust in the food supply chain. 4 sets of 4 focus groups were conducted across the EU (Italy, the Netherlands, Germany & the UK).

17. Guidelines 4 groups, each for 2 hours; Recruitment criteria were specified; Protocol for moderators was provided with questions and prompt suggestions; 3 main topic sections: Food choice; Trust & safety; Communication & agency. Guidelines on analysis and report writing were provided.

18. Recruitment criteria Each group 6-8 people 50:50 male and female Non-homogenous with respect to age & education 4 groups: �pleasure�; �indifference�; �care�; �concern�.

19. Recruitment procedure Advert placed in local supermarkets. Investigated advert in local newspaper. Used recruitment agency. Costs: Recruitment agency fee � incentive for each participant Moderator fee

20. Pre-group planning Room, setting, time. Recording equipment: 2 audio tape recorders; 1 computer recording programme. Ethical considerations.

21. The protocol Each of the three main sections were outlined and questions that the researchers want answered were detailed with prompts provided. Different types of questions & prompts. E.g. finding out about food production processes � how would you ask about this and elicit a response, and how do you adequately record responses?

22. Group demographics 29 participants, (7 per group). 2/3 women; 1/3 men. Age range from 21-60 years. Mean age for women = 42.6 years & men = 32 years. Education levels. Composition of household.

23. Food Choice What are the most important factors that affect your food choice? How much choice do you feel you have in terms of buying food? How influential are different kinds of information in your food choices?

24. Trust and Safety Does knowing where food comes from affect your choice? Do you consider safety issues when purchasing food? Who do you trust to provide you with this info? Who should be in charge of FS issues? Who should be responsible if food was �unsafe�?

25. Trust & safety continued� Who would actually be responsible if a food scare occurred? Have there been improvements in FS over the last 10 years? Examples? Which are the food scare/s that worry you most? What are the causes & contributions to these food scares?

26. Trust & safety continued� As a consequence of food scares did you change your behaviour as a consumer? Have you changed your opinions of the different actors involved? Do you have any specific concerns, opinions or considerations towards GM food?

27. Communication How satisfied are you with the way in which you are presently informed about FS issues? What makes information trustworthy? What role as a consumer/citizen (if any) do you feel you have to influence the decisions affecting FS issues?

28. Framework analysis Involves making a grid of groups and questions and filling in the relevant information Used to highlight similarities and difficulties Allows for easy comparison across groups

29. Results UK consumers relate to food scares with a degree of scepticism; Food risk communication is neither widely accessed nor accessed or understood by UK consumers; UK consumer is resistant to trust the government to provide FS information; UK consumer feels that no institution has the public agenda at heart; UK consumers feel they are to blame for the existence of food scares and the lack of control over food choice.

30. Limitations Groups lacked cohesion as a result of certain recruitment criteria e.g. gender balance & non-homogeneity in age and education. Hence dominant participants in each group may have biased the discussions & results.

31. Next step? The conclusions from this FG and the ones held across Europe will be compared and contrasted. The information revealed is expected to provide major input for the next step in the project � the questionnaire. Qualitative research used as input into more quantitative work.

32. Conclusion:Advantages Disadvantages Interaction Rich qualitative data Flexible Suitable for use with children Results are accessible and understandable Small number of respondents Non representative sample Open ended responses mean for interpretational problems Single participant may dominate and bias results Guidelines may influence responses

33. More info? Malhotra, N.K. (1999), Marketing Research, Prentice Hall Silverman, D. (2000), Doing Qualitative Research, Sage Morgan, D.L. (1998), The Focus Group Guidebook, Sage Greenbaum, T.L. (1998), The Handbook for Focus Group Research, Sage