GETTING STARTED WITH FOCUS GROUPS Kimberly YouseyElsener Ph

GETTING STARTED WITH FOCUS GROUPS Kimberly Yousey-Elsener, Ph. D. elsenerk@hartwick. edu SUNY Oswego Student Affairs Assessment Retreat June 9, 2016 With thanks to Sherry Woolsey, Gavin Henning, Matt Fifolt and Melanie Guentzel for their significant contributions to this presentation.

Session Outcomes General understanding of focus groups Articulate appropriate use of focus groups Identify considerations in planning focus group research/assessment Identify the skills needed to moderate and record focus groups Ask useful focus group questions

What is a focus group? 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. Similar to interviews, but use then the group interaction will give you better data

Focus groups are used to: Examine perceptions, beliefs, or opinions Understanding the why? and how? questions Identify strengths and weaknesses of programs Interpret results from other assessment projects Provide information to develop surveys

Advantages of Focus Groups Can be a direct or indirect measure Members build feed off from each other’s ideas Flexible and dynamic Relatively low cost Sometimes more comfortable for participants than individual interviews Qualitative nature of data

Disadvantages of Focus Groups Difficult to assemble Groups can influence individual response Small numbers of participants limit generalizability Dependent on the skills of the facilitator Qualitative nature of data Time needed for analysis and logistics Lack of control over discussion

Focus groups should not be used: Asking closed-ended questions For assessments that require statistical data In situations where participants are not comfortable with each other Situations where the group may sway individual opinion Unsafe or not confidential environments In situations that are emotionally charged

Quick Conversation What topics or outcomes do currently have that you think might lend themselves to using focus groups?

CONDUCTING FOCUS GROUPS

Steps to designing focus groups Determine your purpose and resources needed Developing questions Get IRB approval if necessary Decide on logistical considerations Soliciting participants Conduct the focus group Debrief and organize data

Determine Your Purpose

Determining your Purpose What do you want to know? How does this relate to your assessment goals and objectives? Set the topic boundaries (not too broad or specific) How will you use the information?

Developing Questions

Interview Structure: • • • Highly structured or standardized interviews – ask exactly the same question for everyone Semi-structured – a mix of structured questions and free-form questions. Unstructured or informal interviews –no predetermined questions, interview is exploratory.

Tip to developing questions Move from general to specific Begin with a “grand tour” question Concrete, specific, simple, and open-ended Use phrases such as “what prompted you, ” and “what influenced you, ” or “what features” instead of “why” Include a summary question Plan unstructured or structured approach Take care of closed-ended questions at the beginning

Brainstorm Write 2 -3 questions you would include in a focus group related to ____?

Institutional Review Board Aka Human Subjects

Decide on logistical considerations

Resources Needed Staff: One facilitator, one note taker (minimum) Facilities: Eye contact, privacy, no interruptions Materials: Audio or video recorder (recommended) Note-taking materials (e. g. , paper/pen, laptop) Nametags Consent form and non-disclosure form Incentives Time: 1 – 2 hours for each session Participants: 6 – 12 per group Rounds: 3 – 5 (until redundancy is reached) (Krueger, 1998 b; Stage, 1992; Schuh, Upcraft, & Associates, 2001; Vaughn, Schuman, & Sinagub, 1996)

Choosing a location Convenience for participants Availability and accessibility Comfortable seating arrangements Free from distractions Feeling safe and confidential

Choosing a facilitator Facilitation skills Experience with focus groups Appropriateness for the topic Appropriateness for the participants Connection to the topic or the participants

Selecting Appropriate Recording Techniques Audio recording, video recording, or written note taking Consider participant reactions Consider resources and support Transcription or logs Have a back up plan Test and practice in advance

Choosing a Recorder/Notetaker Sit Quietly Listen Carefully Operate a Recorder/Video Camera Take Notes – discuss prior to group what is needed Help facilitate as needed

Soliciting participants

Soliciting Participants Determine how you will select participants Homogeneous or heterogeneous 5 -10 people, 6 -8 is ideal Plan to have more than one group Invite more participants than you need

CONDUCTING FOCUS GROUPS

Getting Ready Arrange the seating Find a place for the note taker Choose facilitator seat Check supplies Handle other concerns… Greet guests

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 Set expectations and/or groundrules

Some common challenges… The take-over artist Those that stray Negative Nellies Positive Petes TMI Quiet as a mouse

Debrief and organize data…

Immediately Following Debrief with the note taker What themes or issues were discussed? How did these differ from what we expected? How did these differ from what occurred in earlier focus groups? What points need to be included in the report? What quotes should be remembered and possibly included in the report? Should we do anything differently for the next focus group? Fill in any blanks in the notes Make notes about the tone of the focus groups Note initial impressions/learning

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

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!

Best Resource I have found… Boston College Student Affairs Assessment Focus Group Protocol http: //www. bc. edu/content/dam/files/offices/vpsa/ pdf/assessment/focus. pdf

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. & Casey, M. A. (2000) Focus Groups A Practical Guide For Applied Research. Morgan, D. L. (1993) Successful Focus Groups: Advancing the State of the Art. Stage, F. K. & Associates (1992). Diverse methods for research and assessment of college students. ACPA Publications. Vaugh, Schumm, & Sinagub (1996) Focus Group Interviews in Education and Psychology. Focus Group Kit. (1998). Sage Publications.