qualitative methods

Individual Thinking in the Focus Group Method

Focus group discussions can be an effective method for learning about a range of attitudes and behavior associated with a particular topic. An important strength of this method is the diversity of perspectives to be gained as well as the associated verbal and nonverbal dynamic that ensues Individualism in focus groupsamong group participants. It is this group interaction that defines the focus group discussion and makes it a valuable qualitative research method. Two earlier articles in Research Design Reviewone from 2018 and another from 2013 – discuss group interaction and encourage researchers to hone their skills in fostering participant interaction as well as sharpen their analytical sensibilities of “interactive effects” and the implications of these effects in the interpretations and reporting of the outcomes.

This emphasis on group interaction may leave researchers wondering what, if any, role individual thinking plays in the focus group method. Yet each participant’s thinking about a topic or issue is critical to understanding focus group data. It is, after all, the reason researchers carefully screen and recruit group participants, i.e., to hear about experiences and attitudes that will vary from individual to individual.

This is also why moderators are trained on, not only how to engage participants in an interactive discussion but also, how to “draw out” and hear from each participant, especially the less social or more timid individual. At the end of the day, the moderator’s job is to come away with useful insights pertaining to the research questions that stem from the group interaction in conjunction with the moderator’s knowledge of the individual thinking gained from each person in the discussion.

There are two important moments in a focus group (either in-person or online) when the moderator can (and should) capture individual thinking. One of these moments is at the very start of the discussion and the other is at the end of the discussion. In both instances, the moderator asks participants to privately write (or type) their responses to a few questions specific to the subject matter without the influence from other participants’ discussion or comments. It is in this manner that the moderator comes to understand the individual thinking among the participants related to the topic which can then be effectively incorporated into the moderator’s conduct of the discussion while also adding important new information that might otherwise go undetected.

 

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Strengths & Limitations of the In-depth Interview Method: An Overview

The following is a modified excerpt from Applied Qualitative Research Design: A Total Quality Framework Approach (Roller & Lavrakas, 2015, pp. 56-57).

Strengths

The potential advantages or strengths of the in-depth interview (IDI) method reside in three key areas: (1) the interviewer–interviewee relationship, (2) the interview itself, and (3) the analytical component Two people talkingof the process. The relative closeness of the interviewer–interviewee relationship that is developed in the IDI method potentially increases the credibility of the data by reducing response biases (e.g., distortion in the outcomes due to responses that are considered socially acceptable, such as “I attend church weekly,” acquiescence [i.e., tendency to agree], and satisficing [i.e., providing an easy “don’t know” answer to avoid the extra cognitive burden to carefully think through what is being asked]) and nonresponse, while also increasing question–answer validity (i.e., the interviewee’s correct interpretation of the interviewer’s question).

An additional strength of the IDI method is the flexibility of the interview format, which allows the interviewer to tailor the order in which questions are asked, modify the question wording as appropriate, ask follow-up questions to clarify interviewees’ responses, and use indirect questions (e.g., the use of projective techniques) to stimulate subconscious opinions or recall. It should be noted, however, that “flexibility” does not mean a willy-nilly approach to interviewing, and, indeed, the interviewer should employ quality measures such as those outlined in “Applying a Quality Framework to the In-depth Interview Method.”

A third key strength of the IDI method—analyzability of the data—is a byproduct of the interviewer–interviewee relationship and the depth of interviewing techniques, which produce a granularity in the IDI data that is rich Read Full Text

Meaning & Essence of Qual Research

Among the 21 articles published in Research Design Review in 2018, five focused on a few fundamental aspects of the qualitative research approach. These articles address such topics as the meaning researchers give to qualitative research and whether researchers are really conducting qualitative “research” or uncovering qualitative “information.” These articles also include a discussion about the idea that a consideration of qualitative methods is separate from attention to paradigm orientation, and two articles are directed at what it means to be “literate” in qualitative research design and how rigor throughout the quality chain results in useful outcomes by way of new hypotheses, next steps, and/or applications to other contexts.

The compilation of these five articles is available for download by clicking on the title — “The Meaning & Essence of Qualitative Research: Five Articles from Research Design Review Published in 2018.” This is only one of many compilations that have been put together in the month of January since 2012 to cover articles published the previous year. In January 2018, for example, a compilation of 20 articles covering a wide assortment of topics in qualitative research was published. A similar compilation was put together in January 2017. In other years, the compilation includes articles pertaining to both qualitative and quantitative design, such as “Designing Research to Understand How People Think: The Bridge that Connects Quantitative & Qualitative Research” published in January 2014.