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An Example of A Focus Group Strategy

The document outlines the questions and themes that were used to structure focus group discussions about residual spaces (RS) and school organizing and planning areas (SLOAP). The questions were designed to: 1) Create a relaxed atmosphere and get participants comfortable; 2) Assess participants' awareness and perceptions of RS without influencing them; 3) Draw out examples of how participants have interacted with these spaces; and 4) Ensure vital information was retrieved about how participants conceptualize and define RS. A final exercise involved categorizing aspects of these spaces in a SWOT diagram to briefly review contributions and facilitate debate.

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Daniel Slade
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152 views1 page

An Example of A Focus Group Strategy

The document outlines the questions and themes that were used to structure focus group discussions about residual spaces (RS) and school organizing and planning areas (SLOAP). The questions were designed to: 1) Create a relaxed atmosphere and get participants comfortable; 2) Assess participants' awareness and perceptions of RS without influencing them; 3) Draw out examples of how participants have interacted with these spaces; and 4) Ensure vital information was retrieved about how participants conceptualize and define RS. A final exercise involved categorizing aspects of these spaces in a SWOT diagram to briefly review contributions and facilitate debate.

Uploaded by

Daniel Slade
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Appendix B: List of Focus Group Questions and Themes

Ordering A

Theme Introduction

Questions No questions. Introductions were exchanged, followed by the researcher asking if participants would like the results to be anonymous, or if they minded recording. What do you understand by the terms residual space, SLOAP etc, and what do you associate with them?

Justification Good manners and a getting off on the right foot was important to creating a relaxed atmosphere. Offering anonymity and checking participant's comfort with recording methods is an important part of ethical research.

General Perceptions and Awareness

This broad opening question allowed participants to express their overall level of confidence without influencing their response an end in itself, as well as a tool to assess how much steering the conversation would need. Asking about associations gave participants the chance to express whether they felt positively or negatively about aspects of these spaces.

If there was confusion or a lack of knowledge about definitions this was an important result and was recorded. To allow the conversation to precede illustrated examples of RSs were distributed to act as stimulus (See Figure #), the reasoning being that they would be able to relate to the term through experience without their concept of these spaces being biased. At this stage more confident/ informed groups broke out into discussion spontaneously. If this was not the case the next questions would be asked. C Interactions and Influence, Testing Definitions Are there examples of projects where you have had to work with these spaces? What were they like and how did you interact with them? What are the main features and defining characteristics of these spaces? This question had two purposes; to draw up potential examples of schools of thoughts influence on planning in the field, and to draw up more subtle information about participants strategies and opinions without direct questioning. It also served to stimulate debate between participants as memories of projects were recalled. This was asked to ensure that vital information was retrieved, alongside the fact that omitted characteristics could prove important in assessing how RS is conceptualised.

Defining Features of RS, Awareness of Different Aspects

The following question was asked of all focus groups, and involved the researcher physically writing out each contribution onto four different pieces of large paper. E Various: Where would you pigeon different aspects of these spaces in a SWOT diagram in terms of their role in the wider urban area? This exercise acted as way of concluding sessions and briefly running over earlier contributions, as well as debriefing a vital part of the focus group process. The ubiquity of SWOT diagrams placed this exercise well within participants comfort zone and was simple to understand. As groups discussed which category suggestions fell under debates would emerge which highlighted more subtle differences.

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