Case 5
Saskya Gagneux
February 5, 2013
Marketing Research 4338
Case 5- Student Computer Lab
1. Did the moderator do an adequate job of getting the information needed by the SCC?
The moderator did a good job getting the information needed. * He started out appropriately by explaining who he was and the purpose for the research (focus group). * Encouraged respondents to talk to one another as he started with a broad question everybody could answer (“How do you think the computer lab is meeting your needs”) and as the students got more comfortable talking he asked more specific questions (“How effective do you think their waiting lists system is?”). * Requested for everyone’s opinion, especially those who seemed quiet (i.e. Tammy, Jennifer). * Brought out a variety of viewpoints. * All of his questions were open-ended, which encouraged students to talk. * Avoided/reduced influence of dominant people by asking questions that led to another discussion. * Made sure the students shared all of their concerns by asking, “Is there anything else?” several times before closing. My only suggestion would be to start the discussion by having an icebreaker. With the dating services video we watched in class, the moderator asked a questions that “broke the ice” in order to make the participants talk. This could have avoided having to ask the quiet people to talk.
2. Do you think it was wise to have a group with both graduate and undergraduate students included?
I think that in this case it worked because there were topics involving both undergraduate and graduate (i.e. Oliver talking about how graduates should buy their own computers). It seemed like the students had no problem sharing their ideas. However, instead of having five graduate and only two undergraduates I would have balanced that with an even number of both.
3. Analyze the focus group transcript very thoroughly. Make a list of problems and ideas generated for
February 5, 2013
Marketing Research 4338
Case 5- Student Computer Lab
1. Did the moderator do an adequate job of getting the information needed by the SCC?
The moderator did a good job getting the information needed. * He started out appropriately by explaining who he was and the purpose for the research (focus group). * Encouraged respondents to talk to one another as he started with a broad question everybody could answer (“How do you think the computer lab is meeting your needs”) and as the students got more comfortable talking he asked more specific questions (“How effective do you think their waiting lists system is?”). * Requested for everyone’s opinion, especially those who seemed quiet (i.e. Tammy, Jennifer). * Brought out a variety of viewpoints. * All of his questions were open-ended, which encouraged students to talk. * Avoided/reduced influence of dominant people by asking questions that led to another discussion. * Made sure the students shared all of their concerns by asking, “Is there anything else?” several times before closing. My only suggestion would be to start the discussion by having an icebreaker. With the dating services video we watched in class, the moderator asked a questions that “broke the ice” in order to make the participants talk. This could have avoided having to ask the quiet people to talk.
2. Do you think it was wise to have a group with both graduate and undergraduate students included?
I think that in this case it worked because there were topics involving both undergraduate and graduate (i.e. Oliver talking about how graduates should buy their own computers). It seemed like the students had no problem sharing their ideas. However, instead of having five graduate and only two undergraduates I would have balanced that with an even number of both.
3. Analyze the focus group transcript very thoroughly. Make a list of problems and ideas generated for