scholarly journals Application of Focus Group Interviews for Business Curriculum Development in Higher Education

2014 ◽  
Author(s):  
Ines Dužević ◽  
Helena Miloloža ◽  
Mia Delić
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Curriculum Development ◽  
Business Curriculum ◽  
Focus Group Interviews ◽  
Group Interviews

scholarly journals Higher education in the paradigm of speed

2020 ◽  
Vol 13 (1) ◽  
pp. 1-23 ◽  
Author(s):  
Laura Louise Sarauw ◽  
Simon Ryberg Madsen
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Fast Track ◽  
Bologna Process ◽  
Focus Group Interviews ◽  
Speed Up ◽  
Group Interviews ◽  
The Bologna Process ◽  
The Impact ◽  
The Way

Studies often highlight how standardisation and consent are manufactured through the European Bologna Process (Brøgger 2019; Gibbs et al. 2014; Lawn and Grek 2012). This article shows how students’ conduct is still governed by multiple logics and dilemmas. The context for the article is the Bologna Process and the way it has been applied by the Danish government in the 2014 reforms that sought to fast-track the completion of student degrees. It analyses the impact of changes on students’ conduct through a series of focus group interviews with students who were confronted with the new demands to speed up their progress through their degrees. To illustrate the complexity of this standardisation, the analyses are framed within theoretical ideas of ‘risk’ (Beck 2006) and ‘translation’ (Latour and Callon 1986).

scholarly journals ‘I feel really good now!’

2018 ◽  
Vol 11 (3) ◽  
pp. 1-24 ◽  
Author(s):  
Maria Zackariasson
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Theoretical Framework ◽  
Significant Issue ◽  
Focus Group Interviews ◽  
Group Interviews ◽  
Student Independence ◽  
Anticipated Emotions

Within Swedish higher education, there is an explicit focus on the importance of independence, not least in relation to degree projects, which makes it a significant issue within supervision. What student independence comprises and how it may be achieved, however, is rarely discussed, even though the expectations of independence may be a stressful aspect of degree projects for students. This article examines the role emotions may play in undergraduate supervision in relation to student independence through analysing recorded supervision meetings and focus group interviews with supervisors. Based in a theoretical framework centred on the concepts affective practices, anticipated emotions and anticipatory emotions, it discusses how supervisors handled students’ expressions of fear, anxiety, joy and relief, and how anticipated emotions could be used as a didactic tool.

scholarly journals Yükseköğretimdeki Suriyeli Sığınmacı Öğrenciler: Uyum ve Çatışma Alanları

2021 ◽  
Vol 7 (12) ◽  
pp. 71-106
Author(s):  
Rukiye Çorlu ◽  
Hakan Gülerce
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Social Inclusion ◽  
Education Students ◽  
Focus Group Interviews ◽  
The Social ◽  
Group Interviews ◽  
Education In Turkey ◽  
The University ◽  
Academic Year

The number of Syrian students in higher education in Turkey is increasing every year. In the 2019-2020 academic year, this number has reached 37,236. During this period, Harran University ranks first among 209 universities with 2,677 Syrian students, with the highest number of Syrian students studying in the university. One of the most fundamental facts inherent in migration is the human encounter experienced by the migrants and host communities. Both communities are affected by this encounter in various ways. In this study, social inclusion problems faced by Syrian asylum seeker higher education students throughout their education and daily life have been highlighted, and an evaluation has been made on the social experiences and problems faced by Syrian students studying at Harran University. For this purpose, two focus group meetings were held, each with six participants. The data obtained from focus group interviews were analyzed within the framework of various basic problems such as acceptance, social interaction, uncertainty, foreignness, stigmatization, and marginalization. The main problem of this study is that Syrian students have a high desire to participate in society and live together, but they continue to experience problems such as marginalization, exclusion, and deprivation of psycho-social support in different ways.

Making Women ‘Saksham’ in Jammu District

2018 ◽  
Vol 25 (3) ◽  
pp. 433-438
Author(s):  
Renu Yadav ◽  
Veenu Mehra
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Higher Education Institutions ◽  
Focus Group Interviews ◽  
Implementation Level ◽  
Group Interviews

The present study explore the implementation level of measures of women safety according to ‘Saksham guidelines’ (UGC, 2014) in higher education institutions of Jammu, India. Focus group interviews with girls in degree colleges of Jammu were also held to explore challenges in implementing guidelines. The major findings of the study indicate faulty implementation of the guidelines.

Management Strategy for Distributing Questionnaires and Interview Guidelines in the Research Data Collection Process

2018 ◽  
Vol 2 (2) ◽  
pp. 104-111
Author(s):  
Po. Abas Sunarya ◽  
George Iwan Marantika ◽  
Adam Faturahman
Keyword(s):  
Focus Group ◽  
Data Collection ◽  
Management Strategy ◽  
Research Data ◽  
Accurate Information ◽  
Focus Group Interviews ◽  
Good Management ◽  
Research Activities ◽  
Data Collection Process ◽  
Group Interviews

Writing can mean lowering or describing graphic symbols that describe a languageunderstood by someone. For a researcher, management of research preparation is a veryimportant step because this step greatly determines the success or failure of all researchactivities. Before a person starts with research activities, he must make a written plan commonlyreferred to as the management of research data collection. In the process of collecting researchdata, of course we can do the management of questionnaires as well as the preparation ofinterview guidelines to disseminate and obtain accurate information. With the arrangement ofplanning and conducting interviews: the ethics of conducting interviews, the advantages anddisadvantages of interviews, the formulation of interview questions, the schedule of interviews,group and focus group interviews, interviews using recording devices, and interview bias.making a questionnaire must be designed with very good management by giving to theinformation needed, in accordance with the problem and all that does not cause problems at thestage of analysis and interpretation.

scholarly journals Counter-talk as symbolic boundary drawing: Challenging legitimate cultural practices in individual and focus group interviews in the lower regions of social space

2021 ◽  
pp. 003802612110144
Author(s):  
Riie Heikkilä ◽  
Anu Katainen
Keyword(s):  
Focus Group ◽  
Power Relations ◽  
Social Space ◽  
Cultural Practices ◽  
Qualitative Interviews ◽  
Focus Group Interviews ◽  
Moral Boundaries ◽  
Popular Classes ◽  
Group Interviews ◽  
Symbolic Boundary

In qualitative interviews, challenges such as deviations from the topic, interruptions, silences or counter-questions are inevitable. It is debatable whether the researcher should try to alleviate them or consider them as important indicators of power relations. In this methodological article, we adopt the latter view and examine the episodes of counter-talk that emerge in qualitative interviews on cultural practices among underprivileged popular classes by drawing on 49 individual and focus group interviews conducted in the highly egalitarian context of Finland. Our main aim is to demonstrate how counter-talk emerging in interview situations could be fruitfully analysed as moral boundary drawing. We identify three types of counter-talk: resisting the situation, resisting the topic, and resisting the interviewer. While the first type unites many of the typical challenges inherent to qualitative interviewing in general (silences, deviations from the topic and so forth), the second one shows that explicit taste distinctions are an important feature of counter-talk, yet the interviewees mostly discuss them as something belonging to the personal sphere. Finally, the third type reveals how the strongest counter-talk and clearest moral boundary stemmed from the interviewees’ attitudes towards the interviewer herself. We argue that counter-talk in general should be given more importance as a key element of the qualitative interview. We demonstrate that all three types of counter-talk are crucial to properly understanding the power relations and moral boundaries present in qualitative interviews and that cultural practices are a particularly good topic to tease them out.

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