Invitation to participants and briefing note
You should send written (or e-mail) invitations to participants well in advance of the
focus groups. Such invitations should include a briefing note that:
• Explains the purpose of the focus groups;
• Describes what taking part in the focus groups will involve for the individual
employee;
• Explains how issues of confidentiality will be dealt with;
Makes clear that participation is voluntary and offers alternative options for expressing their views where appropriate;
• Describes how results will be analysed and reported;
• Emphasises that individual responses will not be attributable;
• Describes what will be done with outputs, suggestions for action etc;
• Offers a contact point for further information; and
• Is signed by an appropriate member of senior management to demonstrate
organisational commitment.
HOW TO ORGANISE AND RUN FOCUS GROUPS.
I had a couple of things to consider whilst writing my invitation to participate letter. Everyone participating in my inquiry will be over 16 so I would be directing my letter to the participants. I wanted to start by explaining the topic of my study. Then move through the ethical considerations and data protection issues. While researching ethical issues for Module 2 I found the book Qualitative Research in Education. Lichtman (2013) discuses ethical issues in qualitative research in chapter 3, he talks about the potential problems with conducting an inquiry in a small environment, as this is comparable to the location of my inquiry it was important to me that the students where aware that even though I will take precaution to keep the inquiry anonymous they would have a role in keeping the identity of other participants unidentified. It was also important to me that the students where aware that participation is voluntary. I didn't want the students to feel like they felt obliged to take part in my inquiry if they did not want to. I also explained what they would be asked to do during my study and the possible benefits so they could decide whether they wish to take part.
My invitation to participate Letter
Meeting with the principal.....
I had a meeting with my gatekeeper (college principal) so I could update her on how I would like my inquiry would work. My main concern was how I was going to fit in the time for my focus groups and practical workshops, where in the middle of the busiest term of our school year with exams and preparations for our upcoming show in May. So finding time that didn't imped on rehearsals would be tough. Fortunately we managed to find a time that suited everyone. Student would not be missing vital classes or taking time from their personal lives (hurdle 1 crossed) Next was the focus group I wanted to do with the staff, this will help to to get views and different opinions in student motivation and whether and to what degree independent study could work in a college like the one I teach at. So an important part of my inquiry. The trouble was we only have 30min for lunch, not really enough time for a focus group. We discussed a few options and the principal has allowed me to use one of our staff meetings to conduct my focus group. After speaking with the principal I feel even more confident that the topic I have chosen for my inquiry will benefit others. She is very supportive and is eager to find out what I discover from my inquiry and how it might benefit her students. My concerns lye in whether or not I will be able to come up with a strategy for developing students intrinsic motivation.
With a date and time arranged for my focus groups I wanted to re-read the literature I had gathered and best prepare myself for the focus groups. This helped me to re-focus on how to run a focus group and the ethical issues. As I mentioned before the problems that come with research in a small environment was one that I needed to address. I also worried about ensuring students would discuss the topic openly and honestly. I decided to write down a few do's and dont's as a hand out to both staff and students, I also thought it would help to sit down and talk to the students who had decided to take part to clear up some of the ethical issues that where concerning me. We talked about anonymity and to respect others, respect for teachers and other students. I asked that when discussing other people they need protect the identity of that person. I want them to feel comfortable enough to be honest with me in their answers but I am their teacher so I needed to make it clear to them that they will be allowed to express their personal opinions which I would analyse as a researcher and not their teacher. They were also concerned about staying anonymous and agreed on the importance of not discuss points of the focus group outside of the group.
Jouring the Skype I had with Adesola we talked about gathering data, Adesola advised that we need to be open to other ideas and opinions and that it is sometimes beneficial to allow a discussion to waver from the topic you are focused on. She told me that while she had been analysing data from her own research she would sometimes wish she hadn't tried so hard to keep people on topic but allowed them to digress opening up other possible ideas that may not have been considered.
Focus Group Letter
Bibliography
Health and Safety Executive, (n.d.). HOW TO ORGANISE AND RUN FOCUS GROUPS. 1st ed. [eBook] Available at: http://www.hse.gov.uk/stress/standards/pdfs/focusgroups.pdf [Accessed 7 Jan. 2015].
Omni, (n.d.) Toolkit for Conducting Focus Groups, Rowan University [Pdf].
Kvale, S (2007). Doing Interviews. London: Sage Publications Ltd.
Lichtman, M (2013). Qualitative Research in Education: A User's Guide. 3rd ed. London: Sage Publications Ltd. 49 – 68
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