Focus Groups as Evaluation: Exploring Issues Connected With "Insider" Research

This paper discusses the use of focus groups in evaluating a specific learning and teaching initiative amongst a group of students. Of particular interest is the issue of "insider research" i.e., teaching staff conducting research amongst students. "Insider research" raises questions for both the interviewer and the respondents. From the interviewer's perspective, insider research can raise concerns over taken for granted understanding and the potential loss of crucial information. Being too familiar with a situation may prevent us from recognising important patterns of practice. On the other hand, access to respondents will generally be more straightforward, rapport may be easier to establish and being an insider may force a researcher to surface any assumptions in a way that an "outsider" may not. The paper concludes in favour of insider research as long as the interview process includes continual reflection and detachment.