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

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

Voyevodins' Library ... Main page "Focus Groups" 3rd edition / Richard A. Krueger & Mary Anne Casey

Texts belong to their owners and are placed on a site for acquaintance
	Balancing the Design With the Resources Available We talk about what is doable with the time and resources available for the study. Often, planning is a balancing act between what would be nice to do and what is doable with the resources at hand. Resources include the time available for the project, the financial resources available, and the talent and creativity of people on the study team. If resources are limited, fewer groups can be conducted. Usually, we are working with not-for-profit groups in which financial resources are limited. In contrast, just because resources are plentiful doesn't mean one should conduct more groups. We have heard of organizations that have conducted sixty, seventy, or eighty focus groups on one topic using the same questions. In our opinion, that's a waste of time and money. Seldom do we conduct more than thirty groups on a topic, even for national studies. Think about what is an appropriate amount of resources to spend on a project. Try to fit the resources to the decision to be made. One can usually conduct fewer groups when there is little risk to making the decision (i.e., the decision is easily reversible, people won't be seriously affected by the change, it doesn't involve big expenditures). If the decision involves a great deal of risk, one would increase the number of focus groups and consider enhancing the study with quantitative data. Often, we decide how many groups can be conducted with the resources available and then decide how we should configure the groups. If we have the resources to conduct ten groups, how many different types of participants (or target audiences) should we listen to? How many groups should we conduct with each type of participant? What configuration will give us the most useful information? Here is an example. In the study designed to find out how to get kids to eat more fruits and vegetables while at school, there were enough resources to conduct twelve groups at the pilot elementary school. The planners decided it was most important to listen to the kids because they had the most information about what it would take to get them to eat more fruits and vegetables. They decided to conduct three groups with second graders and three groups with fourth graders. They also knew that input from food service workers was crucial to making changes. There was only a handful of food service workers in the school, so they could all participate in one group. The planners also wanted to hear from teachers and parents. They decided to conduct two groups with teachers and three groups with parents. Expect to struggle with the design a bit. It takes time to figure out how to configure the groups.

	<< Determining How Many Groups to Conduct	Design Options >>