Abstract
In evaluation and applied social research, focus groups may be used to gather different kinds of evidence (e.g., opinion, tacit knowledge). In this article, we argue that making focus group design choices explicitly in relation to the type of evidence required would enhance the empirical value and rigor associated with focus group utilization. We offer a descriptive framework to highlight contrasting design characteristics and the type of evidence they generate. We present examples of focus groups from education and healthcare evaluations to illustrate the relationship between focus group evidence, design, and how focus groups are conducted. To enhance the credibility of focus group evidence and maximize potential learning from this popular qualitative data collection method, we offer a set of questions to guide evaluators reflection and decision making about focus group design and implementation.
Original language | English (US) |
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Pages (from-to) | 328-345 |
Number of pages | 18 |
Journal | American Journal of Evaluation |
Volume | 35 |
Issue number | 3 |
DOIs | |
State | Published - Sep 2014 |
Keywords
- evaluation methodology
- focus group design and analysis
- focus group evidence
- participant interaction in focus groups
ASJC Scopus subject areas
- Business and International Management
- Social Psychology
- Health(social science)
- Education
- Sociology and Political Science
- Strategy and Management