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Learning in focus groups: an analytical dimension for enhancing focus group research
Linköping University, The Tema Institute, Centre for Climate Science and Policy Research . Linköping University, The Tema Institute, Department of Water and Environmental Studies. Linköping University, Faculty of Arts and Sciences.
Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0001-5066-8728
University of British Columbia.
2010 (English)In: Data Collection. / [ed] Vogt, P. W., London: Sage , 2010, 1Chapter in book (Other academic)
Abstract [en]

Insufficient attention to collecting data is often to blame when a research                    project founders. So how can we avoid, at best, redoing the research and at                    worst, scrapping the project due to a lack of sufficient data? Data collection                    is the foundation of high quality research, but it is often given less attention                    than later steps in a research project, such as coding and analyzing data.                            The first step in implementing a research design is collecting the data. You                    first have to take care to gather appropriate types of and amount of data,                    because making adjustments later in the project can be prohibitive. This major                    work focuses on this neglected aspect of the research process. It is divided                    into five main sections that correspond to the broad types of research design                    and their associated sampling methods. The five categories of research design                    used to organize the selection are:                            1. Surveys                            2. Interviews                            3. Experiments                            4. Observations, including ethnographic                            5. Archival and public sources of data                            In each of the five sections, quantitative, and qualitative data collection is                    discussed because each of these design types can be used to collect either or                    both types of data.

Place, publisher, year, edition, pages
London: Sage , 2010, 1.
, Sage benchmarks in Social Research Methods
National Category
Social Sciences
URN: urn:nbn:se:liu:diva-64082DOI: 10.4135/9781446261347ISBN: 978-14-462613-4-7ISBN: 978-18-478793-0-1OAI: diva2:386158
Available from: 2011-01-12 Created: 2011-01-12 Last updated: 2013-09-03Bibliographically approved

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Wibeck, VictoriaAbrandt Dahlgren, Madeleine
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Centre for Climate Science and Policy Research Department of Water and Environmental StudiesFaculty of Arts and SciencesStudies in Adult, Popular and Higher EducationFaculty of Educational Sciences
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