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FOCUS GROUPS 2

FOCUS GROUPS 2. According to Edmunds (1999), focus group interviews “ ... are either guided or unguided discussions addressing a particular topic of interest or relevance to the group and the researcher.”. WATCH YOUR CARBS: THE “TATOR” CREW. The agi tator. WATCH YOUR CARBS: THE “TATOR” CREW.

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FOCUS GROUPS 2

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  1. FOCUS GROUPS 2 According to Edmunds (1999), focus group interviews “... are either guided or unguided discussions addressing a particular topic of interest or relevance to the group and the researcher.”

  2. WATCH YOUR CARBS: THE “TATOR” CREW • The agitator

  3. WATCH YOUR CARBS: THE “TATOR” CREW • The dictator

  4. WATCH YOUR CARBS: THE “TATOR” CREW • The commentator

  5. WATCH YOUR CARBS: THE “TATOR” CREW • The spectator

  6. WATCH YOUR CARBS: THE “TATOR” CREW • The hesitator

  7. WATCH YOUR CARBS: THE “TATOR” CREW • The facilitator

  8. WATCH YOUR CARBS: THE “TATOR” CREW • The imitator

  9. REVIEW • History • World War II • Focus groups became a staple of marketing in the 1950s • Rediscovered by social scientists in the 1980s • The focus group revival during the Clinton era

  10. REVIEW • Qualitative method/critique • Qualitative research examines how people attribute “meaning” and “interpret” their world. • Should not generalize to a larger population • Beware of the “Artificial” element

  11. DESIGNING A FOCUS GROUP • Clearly define your objective • experiences • knowledge • opinions • How does a focus group relate to the larger project? • 9 – 12 members • Location/time • Incentives? • How will you record and analyze the data?

  12. QUESTIONNAIRE • Questions should be carefully sequenced • Questions- - from general to specific, from less sensitive to more sensitive • Structured to be how or what questions. Avoid “Why do you...?” - - unless your goal is to note “rationalizations”

  13. QUESTIONNAIRE • Multiple groups/multiple facilitators-advisable to use a structured or semi-structured format • Progressive reiteration of “question relevancy” enhances validity

  14. QUESTIONNAIRE • Opening question- • introduces and frames the topic • sets the tone of the discussion • provides participants time for self-reflection • provides all participants an opportunity to contribute • identify characteristics that participants have in common- - • nurtures conversation • assists in the discussion of sensitive topics

  15. QUESTIONNAIRE • Final question • individual perspectives may change during the discussion (changes should be noted and can be addressed in a final question) • participants should be given an opportunity to clarify and summarize their thoughts

  16. FACILITATING A FOCUS GROUP • Facilitators should explain the purpose and operation of the group • Introductory activity optional (e.g., their favorite hobby, occupation, etc.) • Primary goal is to nurture an atmosphere which encourages subjects to speak freely

  17. FACILITATING A FOCUS GROUP • Short question-and-answer discussion- • ask a question with an open forum • ask each member the same question and then allow for group discussion. • Sensitive issues, such as drug use, deviant behaviors, mental health issues, etc. • approach the issue in broad terms to provide opportunity for more specific issues and responses.

  18. FACILITATING A FOCUS GROUP • Verbal and non-verbal communication • Dramaturgical principle • Dramaturgical awareness • Four possibilities • an individual does not care how he/she is seen by others • an individual exudes an impression unintentionally • an individual wishes to communicate with others how he/she experiences the world • an individual consciously attempts to make a “specific impression” on others

  19. REFERENCES Brissett, Dennis and Charles Edgley 1990 Life as Theater: A Dramaturgical Source Book. Second edition. New York: Aldine de Gruyter. Berg, Bruce L. 2004 Qualitative Research Methods: For the Social Sciences. Fifth edition. Boston: Allyn and Bacon. Edmunds, H. 1999 The Focus Research Handbook. Thousand Oaks, CA: Sage.

  20. NESSE- THE NINE • Question 9a- Preparing for class(studying, reading, writing, doing homework or lab work, analyzing data, rehearsing, and other activities related to your academic program). • Mean differences for Fr- • 2006 UCO-2006 Urban (-.29) • 2006 UCO-2006 Carnegie (-.36) • 2006 UCO-2006 NSSE (-.58) • The nine series value labels (hours per week): • 1= 0, 2= 1-5, 3= 6-10, 4= 11-15, 5= 16-20 • 6= 21-25, 7= 26-30, 8= 30+

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