Focus group research process

The two main qualitative methods (interviews and focus groups) were considered the most efficient approaches in exploring the issues that migrants encounter in higher education. This section concentrates on the focus group research process. The objective of the focus group research was to examine the experience of migrants and migrant students in accessing higher education opportunities. The purpose of focus group research is to collect information, listen, and learn. The ‘participants are preselected’ and the approach is compiled of ‘open-ended questions that allow participants to select the manner of their response’ (Krueger & Casey, 2000, 192-193). The ‘logic of sampling in qualitative research is different. The purpose of the study and the nature of what is discovered determine the sample type and size’ (Krueger & Casey, 2000, 206). In focus group research, the ‘quality of the study is not dependent on the size of the study’, unlike the size and random sampling of quantitative research (Krueger & Casey, 2000, 205).

The ‘strategy is to use purposeful sampling, whereby the researcher selects participants based on the purpose of the study’ (Krueger & Casey, 2000, 204). Purposeful sampling is ‘selecting individuals who fit the criteria that were central to the main topic of the research’ (Bryman, 2008, 376). All the focus group participants were chosen purposefully for the focus group research. The student group - consisting of five students - was ideal for this section of the study. The small number of students was good, as their accents were very different and required the full attention of the researcher. In contrast, the North Africans, the Polish and the Kurdish focus groups were separate groups with similar accents and shared cultural background experiences. The opportunity to conduct the student focus group arose when a workshop on racism and inclusion was held at the Institute of Technology Sligo. This event attracted a number of students from outside of Ireland. At the end of the workshop, the researcher spoke to the students about the research and the prospect of their participation. A number of students indicated having an interest in participating in a focus group and put their contact details forward. This was the basis of the student focus group selection process. Dr Pender had prearranged the three focus groups with the Polish, the Africans and the Kurdish, on the predetermined dates and the researcher conduced and transcribed the tape recordings from each focus group. Focus group participants

186 are chosen, ‘because they have special knowledge or experiences that are helpful in the study’ (Krueger & Casey, 2000, 204).

A focus group is a carefully planned series of discussions where participants respond to each other’s ideas and comments (Krueger & Casey, 2000, 5). The ‘role of the moderator is to ask questions, listen, keep the conversation on track’, and ensure all the participants have a chance to communicate their opinions and experiences (Krueger & Casey, 2000, 9). The Institute of Technology Sligo was a natural setting in which to conduct the focus groups in the Sligo region. ‘Focus groups are typically composed of five – ten people ... the group must be small enough for everyone to have an opportunity to share insights and yet large enough to provide diversity of perception’ (Krueger & Casey, 2000, 10).

Each individual presents their own opinions and experiences and listens to each other; ‘they listen, reflect on what is said, and in the light of this consider their own standpoint further’, generating additional material. Participants respond to what they hear and prompt each other, resulting in a more in-depth understanding of the research questions (Finch & Lewis, 2001, 171). The three focus groups conducted in 2008 had a similar agenda or topic guide. The student focus group had a singular topic guide but there were similarities between the two. The questions followed five specific types of categories.

4.5.5.1 Focus groups question design

There were five categories of questions, ‘each with a distinctive function in the flow of a focus group interview’ including opening, introductory, transition, key and ending questions (Krueger & Casey, 2000, 44). The opening question is designed to get the participants to contribute to the discussion and is factually based. ‘Introductory questions introduce the topic of discussion and get people to start thinking about their connection with the topic. These questions encourage conversation among participants’ (Krueger & Casey, 2000, 44). This type of question allows the moderator to initially understand participants’ insights of the issues raised. Transition questions create the opportunity to move the discussion towards the key questions of the study (Krueger & Casey, 2000, 45) which are the central core and which allow the moderator to probe more deeply and clarify any responses that participants provide.

187 The ending questions bring ‘closure to the discussion, enabling participants to reflect on previous comments, and are critical to analysis’ (Krueger & Casey, 2000, 45). These may be presented in three formats, ‘(1) ‘the all-things-considered question, (2) the summary question and (3) the final question’ (Krueger & Casey, 2000, 45). The general questions lead on to the specific key questions. It is a good rule of practice to ask a positive question before a negative one, which ‘allows participants to comment on both sides of the issue and in some situations, this is particularly important’ (Krueger & Casey, 2000, 62). Fink (1995), however, suggests that a researcher should not ask a negative question, as it tends to lead the participant to ignore what the question is actually looking for, as ‘negative questions are difficult for many respondents to answer because they require an exercise in logical thinking’ (Fink, 1995, 29). ‘If necessary, a question which might seem to invite a particular response can be ‘neutralised’ by adding ‘or not?’ (Legard, Keegan & Ward, 2003, 154). It is important to establish ‘that there are no right or wrong answers (Legard et al, 2003, 156), whereby assuring the participants that the research process is open and non- judgmental.

Occasionally, ‘probing’ is required using various probing type questions (Krueger & Casey, 2000, 110). One can also probe by repeating a question, asking a direct question, allowing time for reflection and highlighting ‘differences in views’, to encourage group discussion (Finch & Lewis, 2003, 182). A common criticism which can be beneficial to the research if used in a positive way is that focus group research tends to force ‘participants to conform to a socially acceptable viewpoint’ (Finch & Lewis, 2003, 188). Other researchers, such as Denscombe, agree with this point (2003, 168). Conforming to acceptable viewpoints sets a challenge for the researcher in drawing out the participants’ true insights. Finch and Lewis suggest that the researcher could ask a direct question (2003, 188), or they could ask if there are any situations in which the group would feel and respond differently (2003, 189), or they could use the third person approach, ‘some people might say...’ (Finch & Lewis, 2003, 189). Otherwise Denscombe argues participants ‘might be inclined to keep quiet or moderate their views somewhat’ (Denscombe, 2003, 168). These techniques offer the opportunity to challenge the participants’ statements at a more in-depth level.

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4.5.5.2 Characteristics and influences of focus group research

At times, clarification was required, due to accents, pronunciation, and choice of words; this tended to interrupt the flow. The researcher found it was important to clarify points of concern as they occurred, as mishearing data would distort it, so particular attention was paid to this, especially with the student group. A double check of the data was conducted when it was transcribed. Sections of the transcription were colour coded and returned to the particular students, who confirmed that what was transcribed was exactly what they meant to convey and that the researcher had captured this as intended. This was a requirement of the student group because their accents were different from each other and some had more developed English language skills than others. Some of the participants in the Kurdish group translated for others in their group, particularly those whose English language was poor. There was a Polish language translator present during the Polish group session. The participants in the North African group were all proficient in English language communication skills.

4.5.5.3 Advantages of focus group research

As with any type of research method, there are advantages and disadvantages. The following presents some of the advantages. Participants in the focus groups are more encouraged to talk to one another (May, 2001:125). Focus group research allows the researcher to observe ‘how people respond to each other’s views and build up a view out of the interaction that takes place within the group’(Bryman, 2004, 346). A great advantage is that the interaction between members of the group presents the ‘opportunity of allowing people to probe each other’s reasons for holding a certain view’ (Bryman, 2004, 348), but, more importantly, ‘participants are able to bring to the fore issues in relation to a topic that they deem to be important and significant’ (Bryman 2004, 348). Other advantages of focus group research are that the ‘results are relatively easy to understand’ and the approach is flexible and can be used in a variety of settings with a variety of individuals (Edwards & Talbot, 1999, 105). Finally some participants feel greater security in group discussions, compared to one-to-one interviews (Barbour, 2008, 134).

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4.5.5.4 Disadvantages of focus group research

The challenges to be aware of in focus group research include the following points: the ‘interpretation of open-ended questions may be difficult’, individual participants may dominate group discussion with ‘strong views’ and the researcher may ‘directly or indirectly’ bias the data (Edwards & Talbot, 1999, 105). There may be gender issues in focus group inquiry, as ‘men tend to hog the centre stage in group discussions’; women’s opinions may be passed over in focus group inquiry (Denscombe, 2003, 168). Researchers disagree as to whether focus groups or face-to-face interviews can explore sensitive issues; Barbour suggests giving the participants the choice (2008, 134). There may also be cultural issues; there are subcultures where ‘focus groups may be more attractive to women than they are to men’, while other cultures may inhibit men and women mixing together (Barbour, 2008, 134). In spite of these arguments, focus group research is deemed to be most suited to explore the issues and experiences of migrants in accessing the Irish higher education system. The following is a summary of the research interview process and the justification of the purposeful selection process of the research participants.