Typically conducted with 7-12 individuals who share certain characteristics that are related to a particular topic related to a research or evaluation question. Group discussions are conducted by a trained moderator with participants (several times, if possible) to identify trends/patterns in perceptions. Moderator's purpose is to provide direction and set the tone for the group discussion, encourage active participation from all group members, and manage time. Moderator must not allow own biases to enter, verbally or nonverbally. Careful and systematic analysis of the discussions provides information that can be used to evaluate and/or improve the desired outcome.

• Useful to gather ideas, details, new insights and to improve question design.
• Helpful in the design of surveys.
• Can be used to get more in-depth information on issues identified by a survey.
• Can be used in conjunction with quantitative studies to confirm/broaden one's understanding of an issue.
• Interaction among focus group participants often leads to new insights.
• Allows the moderator to probe and explore unanticipated issues.

Disadvantages

• Not suited for generalizations about population being studied.
• Not a substitute for systematic evaluation procedures.
• Moderators require training.
• Differences in the response between/among groups can be troublesome.
• Groups can be difficult to assemble.
• Moderator has less control than in individual interviews.
• Data are complex to analyze.

Ways to Reduce Disadvantages

• Offer an incentive for participants if possible.
• Over-recruit participants.
• Train moderators to use open-ended questions, pauses and probes, and learn when and how to move into new topic areas.

Example of Applications

• Focus groups can be held to provide in-depth information of interest generated from a survey. Focus groups can be used as follow-up to survey data. In cases where the results of a survey do not meet the expected standard on a particular outcome, a focus group of participants who are representative of the population surveyed (e.g., students, alumni, females) could be held to further investigate the results. For example, if the analysis of the questionnaires of senior students indicates that they, generally, did not feel they had adequate communication skills, a focus group of senior students could be established to examine why they believe students responded that way and what they would suggest to improve the development of communication skills.
• Focus groups can be used to get input from alumni or business partners on the strengths and weaknesses in the knowledge and/or skills of graduates. Focus groups are a particularly helpful tool to use to triangulate or validate the results from other assessment methods.

Examples Instruments/Methodologies

• Detailed procedures for developing focus groups can be found in Steward, D. and Shamdasani, P. (1990) cited below.

Bottom Lines:

Focus groups are a quick and, if locally done, inexpensive method of gathering information. They should be conducted by someone who has training and experience in conducting Focus Groups and analysis of Focus Group data. They are very useful for triangulation to support other assessment methods but they are not a substitute for systematic evaluation procedures. Focus Groups should meet the same rigor as other assessment methods and should be developed and analyzed according to sound qualitative practices.

Bibliographic References

Morgan, D., et. al. (1998) Focus Groups as Qualitative Research, University Paper series on Quantitative Applications in the Social Sciences, Newbury Park, CA: Sage.
Morgan, D. (1998) Focus Groups as Qualitative Research, Thousand Oaks, CA: Sage.
Krueger, Richard (1998). Developing Questions for focus Groups, Vol 3, University Paper series on Quantitative Applications in the Social Sciences, Newbury Park, CA: Sage.
Steward, D. and P. Shamdasani (1990). Focus Groups: Theory and Practice, University Paper series on Quantitative Applications in the Social Sciences, Newbury Park, CA: Sage.