The value of groupwork knowledge and skills in focus group research: A focus group approach with marginalized teens regarding access to third-level education

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dc.contributor.author Jenkinson, Hilary
dc.contributor.author Leahy, Pat
dc.contributor.author Scanlon, Margaret
dc.contributor.author Powell, Fred
dc.contributor.author Byrne, Olive
dc.date.accessioned 2019-12-03T11:52:08Z
dc.date.available 2019-12-03T11:52:08Z
dc.date.issued 2019-10-17
dc.identifier.citation Jenkinson, H., Leahy, P., Scanlon, M., Powell, F. and Byrne, O. (2019) 'The Value of Groupwork Knowledge and Skills in Focus Group Research: A Focus Group Approach With Marginalized Teens Regarding Access to Third-Level Education', International Journal of Qualitative Methods, 18, 1609406919881853. (11pp.) doi: 10.1177/1609406919881853 en
dc.identifier.volume 18 en
dc.identifier.startpage 1 en
dc.identifier.endpage 11 en
dc.identifier.uri http://hdl.handle.net/10468/9298
dc.identifier.doi 10.1177/1609406919881853 en
dc.description.abstract This article explores the value of applying groupwork expertise and skills in conducting focus group research. It identifies and provides an analysis of comparisons between the arenas of focus group moderation and social groupwork facilitation drawing from literature from both fields. In addition, the article discusses key skills needed by focus group moderators highlighting how these are also foundational social groupwork competencies. The article draws from the authors’ experiences of designing and facilitating focus groups with teenagers as part of a 2-year research study examining the perceptions and experiences of young people from marginalized communities in relation to accessing third-level education. In light of this analysis, the authors assert that some developments in focus group research methodology have resulted in a greater degree of alignment between these two spheres and that focus group moderation is enhanced and rendered increasingly effective when groupwork skills, knowledge, and insights are employed. en
dc.description.sponsorship Irish Research Council (IRCRFPS/2015/12) en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher Sage en
dc.rights © The Author(s) 2019. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (http://www.creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage). en
dc.rights.uri http://www.creativecommons.org/licenses/by-nc/4.0/ en
dc.subject Methods in qualitative inquiry en
dc.subject Focus groups en
dc.subject Community-based research en
dc.subject Social justice en
dc.subject Mixed methods en
dc.title The value of groupwork knowledge and skills in focus group research: A focus group approach with marginalized teens regarding access to third-level education en
dc.type Article (peer-reviewed) en
dc.internal.authorcontactother Hilary Jenkinson, School of Applied Social Studies, University College Cork, Cork, Ireland. +353-21-490-3000 Email:hj@ucc.ie en
dc.internal.availability Full text available en
dc.description.version Published Version en
dc.contributor.funder Irish Research Council en
dc.description.status Peer reviewed en
dc.identifier.journaltitle International Journal of Qualitative Methods en
dc.internal.IRISemailaddress hj@ucc.ie en
dc.identifier.articleid 1609406919881853 en
dc.identifier.eissn 1609-4069


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© The Author(s) 2019. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (http://www.creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage). Except where otherwise noted, this item's license is described as © The Author(s) 2019. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (http://www.creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).
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