Voevodins' Library _ "Focus Groups" 3rd edition / Richard A. Krueger & Mary Anne Casey ... Interview, People, Discussion, Decision Making, Development, Single-Category Design, Multiple-Category Design, Double-Layer Design, Broad-Involvement Design, Audience, Written Plan, Questioning Route, Categories of Questions, Opening Questions, Introductory Questions, Transition Questions, Key Questions, Ending Questions, Campaign, Strategies for Selecting Participants, Sampling Procedures for Focus Groups, Moderating Skills, Moderator, Discussion, Head Nodding, Question, Analysis Strategies, Long-Table Approach, Using the Computer to Help Manage the Data, Rapid Approach, Sound Approach, Principles of Reporting, Written Reports, Narrative Report, Top-Line Report, Bulleted Report, Report Letter to Participants, Oral Reports, Styles of Focus Group Research, Telephone Focus Groups, Internet Focus Groups, Media Focus Groups Voevodin's Library: Interview, People, Discussion, Decision Making, Development, Single-Category Design, Multiple-Category Design, Double-Layer Design, Broad-Involvement Design, Audience, Written Plan, Questioning Route, Categories of Questions, Opening Questions, Introductory Questions, Transition Questions, Key Questions, Ending Questions, Campaign, Strategies for Selecting Participants, Sampling Procedures for Focus Groups, Moderating Skills, Moderator, Discussion, Head Nodding, Question, Analysis Strategies, Long-Table Approach, Using the Computer to Help Manage the Data, Rapid Approach, Sound Approach, Principles of Reporting, Written Reports, Narrative Report, Top-Line Report, Bulleted Report, Report Letter to Participants, Oral Reports, Styles of Focus Group Research, Telephone Focus Groups, Internet Focus Groups, Media Focus Groups


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Identifying Information-Rich Participants
Another part of planning is figuring out what types of people could give you the information you want. Who are the target audiences? At this point, we aren't thinking of names of individuals; we are thinking of what characteristics the people should have. For example, suppose an educational institution is interested in how customers perceive current programs. On the surface, this appears straightforward; just talk to students. But it may be more complex. Are decision makers interested in current students, students who have tried the programs and left, potential students, or businesses that hire their students? Are the perceptions of students .with certain demographic characteristics more critical than others for this study? A precise definition of the customers is essential to get the needed information.
It sometimes helps to think of this as identifying the "information-rich" cases. Patton (1990) describes these information-rich cases as "those from which one can learn a great deal about the issues of central importance to the purpose of the research" (p. 169). The question the researcher asks is, "Who has the greatest amount of insight on this topic?" In the example above, potential customers-perhaps people who requested information but never actually participated in the program-may not know many specifics about the program. However, they would be rich with information about their perceptions of the program, what keeps them from participating, or what might get them to participate.
In some studies, several different types of people can give you information from different perspectives. For example, a public health agency and a school were working together to figure out what it would take to get elementary schoolchildren to eat more fruits and vegetables while at school. They conducted focus groups with parents, teachers, food service workers, and second- and fourth-grade students. Each type of participant was able to give a different view of the problem and potential solutions.
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