Total Quality Framework

Focus Group Data Analysis: Accounting for Participant Interaction

The following is a modified excerpt from Applied Qualitative Research Design: A Total Quality Framework Approach (Roller & Lavrakas, 2015, pp. 153-154).

The complexity of the substantive data resulting from the focus group discussion method is no small matter. For one thing, more and richer data sources typically stem from focus group research compared to the in-depth interview (IDI) method. Video recording, for instance, is more Focus group interaction analysiscommon in the in-person focus group method and requires special attention because it may include important nonverbal information beyond the substance of the words that were spoken. For example, the participants’ facial expressions may provide valuable insights in addition to what is manifest by the spoken words themselves.

A more profound contributor to the complexity of processing group discussion research is not a data source but a component that is the essence of the method: that is, the interactivity of the group participants. It is participant interaction that sets this method apart from the one-on-one IDI approach. From the perspective of the Total Quality Framework, complete and accurate analyses and interpretations of group discussions are achieved by expending the necessary time and effort to consider the group members’ interactions with each other and with the moderator.

Whether it is by way of video or transcriptions of the discussions, the dynamic interaction fostered by the group environment has the potential of offering the analyst views of the research outcomes that go beyond what is learned from the process of developing codes and identifying themes. Grønkjær et al. (2011) talk about analyzing “sequences of interactions” (e.g., “adjacency pairs,” a comment
from one participant followed by a response from another participant), stating that the analysis “revealed a variety of events that impacted on content” (p. 27). Other suggested means of studying group interaction include the template from Lehoux et al. (2006), discussed in “Accounting for Interactions in Focus Group Research”; asking relevant questions during the analysis, such as, “How did the group resolve disagreements?” (Stevens, 1996, p. 172); and, as espoused by Duggleby (2005) and complementing the work of Morrison-Beedy, Côté-Arsenault, and Feinstein (2001), the integration of participants’ interactions into the written transcripts, for example, incorporating both verbal and nonverbal behavior that more fully explains how participants reacted to each other’s and the moderator’s comments.

Whereas online discussions produce their own transcripts (i.e., the text is captured by way of the online platform), the in-person and telephone modes require one or more transcriptionists to commit the discussions to text. Roller and Lavrakas (2015, p. 35) discuss the necessary qualities of transcriptionists and the importance of embracing them as members of the research team. In addition to the six required characteristics outlined by Roller & Lavrakas, the transcriptionist in the group discussion method must be particularly attentive to the dynamics and interactivity of the discussion. To accomplish this complete task, the requirements of the transcriptionist need to go beyond their knowledge of the subject matter and extend to their know-how of the focus group method. Ideally, the person transcribing the discussions will be someone who has at least some experience as a moderator and can readily isolate interaction among participants and communicate, by way of the transcripts, what the interaction is and how it may have shifted the conversation. For example, a qualified transcriptionist would include any audible (or visual, if working from a video recording) cues from the group participants (e.g., sighs of exasperation or expressions of acceptance or agreement) that would provide the researcher with a clearer understanding of the dynamic environment than simply the words that were spoken.

Duggleby, W. (2005). What about focus group interaction data? Qualitative Health Research, 15(6), 832–840.

Grønkjær, M., Curtis, T., de Crespigny, C., & Delmar, C. (2011). Analysing group interaction in focus group research: Impact on content and the role of the moderator. Qualitative Studies, 2(1), 16–30.

Lehoux, P., Poland, B., & Daudelin, G. (2006). Focus group research and “the patient’s view.” Social Science & Medicine, 63(8), 2091–2104. https://doi.org/10.1016/j.socscimed.2006.05.016

Morrison-Beedy, D., Côté-Arsenault, D., & Feinstein, N. F. (2001). Maximizing results with focus groups: Moderator and analysis issues. Applied Nursing Research, 14(1), 48–53. https://doi.org/10.1053/apnr.2001.21081

Roller, M. R., & Lavrakas, P. J. (2015). Applied qualitative research design: A total quality framework approach. New York: Guilford Press.

Stevens, P. E. (1996). Focus groups: Collecting aggregate-level data to understand community health phenomena. Public Health Nursing, 13(3), 170–176. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/8677232

 

The TQF Qualitative Research Proposal: Background & Literature Review

The following is a modified excerpt from Applied Qualitative Research Design: A Total Quality Framework Approach (Roller & Lavrakas, 2015, pp. 336-337).

TQF Proposal-Literature Review

The second section of the Total Quality Framework (TQF) research proposal is Background and Literature Review. This section of the research proposal gives the reader the necessary context in which to situate the relevance of the proposed study. Here, the proposal author provides background details about the particular target population (e.g., in a study concerning cancer patients’ consultations with their doctors, information regarding the participating oncologists and the medical facility where they practice and conduct patient consultations), past research efforts among this population (e.g., with similar types of physicians and/or their patients), and a discussion of pertinent research published in professional literature and presented at professional conferences.

In conducting the review of earlier research (either internal research with the same target population or others’ research in the literature), the author of the proposal should pay particular attention to not only the compatibility of the subject matter but also the quality standards that were utilized in the design of each prior study. In fact, if the review of a past study finds it lacking from a TQF perspective, it is possible the proposal author will not cite it at all or, if it is cited, its shortcomings should be duly noted. To the extent that earlier research is cited, the researcher should identify the ways in which these studies included appropriate steps to maximize Credibility (e.g., coverage of key population segments as well as valid data gathering), Analyzability (e.g., accurate processing and verification of the data), and Transparency (e.g., full disclosure and thick description in the final document), as well as the Usefulness of the research in terms of making a valuable contribution to the subject matter. In this regard, the proposal should also discuss the author’s assessment of these earlier studies, emphasizing the strengths and limitations of that research from a TQF perspective.

It is recommended that the researcher include a Literature Review Reference Summary Evaluation Table (see below) in the proposal. This table allows the researcher to organize relevant past studies and to lay out the considerations of each as it relates to the TQF, giving proposal readers an encapsulated way to view compatible studies along with the researcher’s comments on their strengths and weaknesses from a TQF perspective.

TQF Proposal Lit Review Reference Table

 

Forbat, L., White, I., Marshall-Lucette, S., & Kelly, D. (2012). Discussing the sexual consequences of treatment in radiotherapy and urology consultations with couples affected by prostate cancer. BJU International, 109(1), 98–103. https://doi.org/10.1111/j.1464-410X.2011.10257.x

López, A., Detz, A., Ratanawongsa, N., & Sarkar, U. (2012). What patients say about their doctors online: A qualitative content analysis. Journal of General Internal Medicine, 27(6), 685–692. https://doi.org/10.1007/s11606-011-1958-4

The TQF Qualitative Research Proposal: Method & Mode

TQF Research Proposal-Design

As discussed in “A Quality Approach to the Qualitative Research Proposal,” one of the eight sections of the Total Quality Framework (TQF) proposal is Research Design. Within this section of the proposal, there are six areas to be covered by the researcher:

  • Method and Mode
  • Scope and Data Gathering
  • Analysis
  • Ethical Considerations
  • Dissemination of Findings
  • Summary of the Research Design

The following is a modified excerpt from Roller & Lavrakas (2015, pp. 338-339) describing the Method and Mode area of the Research Design section:

The proposal author should identify the method(s), and the mode(s) within the method(s), that will be used to contact study participants, gain their cooperation, and gather data for the proposed study. The proposal should go on to support the selection of the methods and modes by outlining the strengths—alone and in comparison to other approaches—with the acknowledgment of the limitations of the proposed design.

As an example, a researcher proposing a face-to-face and phone in-depth interview (IDI) study of African American and Hispanic high school students in a particular school district would discuss the advantages of the IDI method in terms of the ability to establish rapport and develop a strong interviewer–interviewee relationship, thereby reducing the potential for bias (e.g., distortion in the interviewees’ responses) and increasing the credibility of the data. This researcher would elaborate by linking the choice of method and modes to the research objectives. For instance, the researcher would explain that the goal of understanding the deep-seated factors that impact academic performance requires a research approach that is both personal in nature and creates a trusting environment wherein the interviewer can gather detailed, meaningful responses from the students to potentially sensitive questions, such as disruptive influences outside of school (e.g., family life).

The researcher would then explain that no other qualitative method (or quantitative method) could effectively gain the depth of information sought by the proposed IDI study, but also acknowledges that the success of the study will hinge on well-thought-out techniques for sampling participants and gaining cooperation from the target population (examples of which should be included in the proposal). And finally, the researcher would note that the face-to-face IDI method costs more and adds time to the study completion compared to other IDI modes, stating that this is one of the reasons that some of the IDIs will be conducted via phone.

For a discussion of the Scope and Data Gathering area of the Research Design section, see “The TQF Qualitative Research Proposal: Credibility of Design.”

Roller, M. R., & Lavrakas, P. J. (2015). Applied qualitative research design: A total quality framework approach. New York: Guilford Press.