By Michael Bloor, Jane Frankland, Michelle Thomas, Kate Stewart
There's an expanding divergence of concentration team perform among social researchers and advertisement industry researchers. This booklet addresses the main matters and sensible specifications of the social researcher, particularly: the types of social learn matters for which concentration teams are such a lot and least appropriate; optimal staff measurement and composition; and the designing of focusing workouts, facilitation and acceptable research. The authors use examples, drawn from their very own concentration teams study event, and supply workouts for additional learn. They handle the 3 major parts of composition, behavior and research in concentration staff learn and in addition recognize the expanding impression the web has had on social study by way of disguise
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Extra info for Focus Groups in Social Research (Introducing Qualitative Methods series)
Pre-group self-completion questionnaires Some basic socio-demographic information such as age and marital status may be required for analysis purposes and this may be most appropriately collected immediately before the group starts. It is also a convenient time-®ller in the awkward minutes before a group starts and where one is waiting for possible late arrivals. It may be convenient to attach a short information sheet and (if required by a research ethics committee) an informed consent form along with the self-complete 40 FOCUS GROUPS IN SOCIAL RESEARCH questionnaires.
Frankland's adolescent groups on smoking (Frankland and Bloor, 1999) were run in school time. Schools may be quite pleased to have an outsider take over a timetable slot for a number of sessions, if the topic of the research can be related to a curriculum topic, as in Frankland's study, where smoking and health was a recurrent topic in PSE (or `civics') lessons. But by the same token, schools will be reluctant to ®nd time within their crowded curricula for research that is not curriculum-related and will prefer to avoid any possible distractions in examination periods.
It is also possible to offer other, nonmonetary, incentives such as running the focus group in a pleasing location and offering participants a selection of food and drinks. The psychological incentives for participating in the group may also be stressed such as the opportunity for facilitating interaction among peers (Morgan, 1995). Certain groups may be harder to recruit than others. It has already been noted where groups consist of individuals who have a social relationship outside the context of the research then there is likely to be a lower attrition rate.