Peer-led focus groups as ‘dialogic spaces’ for exploring young people’s evolving values

Djohari, Natalie; Higham, Rupert

doi:10.1080/0305764x.2020.1754763

Cited by 14 publications

(20 citation statements)

References 30 publications

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“…With a greater degree of probability, we can say that certain values have become significant for the individual, that is, the value orientations of the individual when observing the work of focus groups led by peers who discussed moral and social values during the dialogue and who entered self-reflection caused by the "meeting" with different experiences and points of view. At least such a conclusion was made by foreign researchers, based on data from 10 sessions of focus groups led by peers in five international schools [31].…”

Section: Resultsmentioning

confidence: 99%

Axiological problematics in scientific and pedagogical research

Divnogortseva¹,

Атрощенко²,

Zabegaylova³

2021

P Sci Edu

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Introduction. In modern pedagogy, research and thought on upbringing and personal development in a significant number of cases come to the problem of values such as identifying values in educational process, definition of basic values, forming values in an individual, etc. The purpose of the article is to analyze the specifics of pedagogical researches related to axiological aspects in education, to identify existing problems in the same studies and ways to overcome these problems. Materials and methods. As basic research methods we used a literary review on the problem of values in philosophy and psychology, as well as a critical analysis of the problems of pedagogical researches related to values in education. Results. The authors quite often demonstrate a lack of understanding of the scope and concepts related to value problems, inability to focus on concretization of values and, as a result, adequately construct a formative experiment that gives result appropriated to the set goal. Referred to the studies of philosophers and psychologists on problem of values, we have found various methodological approaches to understanding essence and meaning of those values, the need for a clear division of the concept "value" and the definition of generic and specific concepts, as well as its content. Using the example of identifying the concept of "Christian values" based on certain methodological positions, the authors demonstrate possible variants of values concretization when formulating topics of pedagogical studies for students of pedagogical universities. Conclusions. The authors attract attention of researchers to the problem of the classification of values; identify and define such concepts as "values", "value orientations", "value ideas" of the individual; as well consider that it is possible for pedagogical studies, limited in time, to focus on the creation of the value perceptions of individuals.

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Section: Resultsmentioning

confidence: 99%

Axiological problematics in scientific and pedagogical research

Divnogortseva¹,

Атрощенко²,

Zabegaylova³

2021

P Sci Edu

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“…It supports ‘from within’ perspectives and insights, however the potential for bias requires mitigation [ 14 ]. Peer-facilitated focus groups can reduce self-censure and deference, and enhance understanding of idiosyncratic terms and phrases [ 15 ], however, there is the potential for recruitment or affirmation bias based on participants’ preconceptions of the facilitator. We mitigated this by aiming for a neutral tone to focus group recruitment and facilitation and auditing so that all perspectives including negative ones were included in the analysis.…”

Section: Methodsmentioning

confidence: 99%

Sustainability in Quality Improvement (SusQI): challenges and strategies for translating undergraduate learning into clinical practice

et al. 2021

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Background The healthcare sector is a major contributor to climate change and there are international calls to mitigate environmental degradation through more sustainable forms of clinical care. The UK healthcare sector has committed to net zero carbon by 2040 and sustainable healthcare is a nationally mandated outcome for all UK graduating doctors who must demonstrate their ability to address social, economic, and environmental challenges. Bristol Medical School piloted successful Sustainability in Quality Improvement (SusQI) workshop, but identified challenges translating classroom learning into clinical practice. This paper aims to identify and address those challenges. Methods We conducted five focus groups that identified and iteratively explored barriers and facilitators to practice among medical students, comparing a range of experiences to generate a conceptual model. We then combined our findings with behaviour change theory to generate educational recommendations. Results Students that applied their learning to the clinical workplace were internally motivated and self-determined but needed time and opportunity to complete projects. Other students were cautious of disrupting established hierarchies and practices or frustrated by institutional inertia. These barriers impacted on their confidence in suggesting or achieving change. A minority saw sustainable healthcare as beyond their professional role. Conclusions We present a series of theoretically informed recommendations. These include wider curricular engagement with concepts of sustainable clinical practice; supportive workplace enablement strategies such as workplace champions and co-creation of improvement goals; and time and headspace for students to engage through structured opportunities for credit-bearing project work.

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“…As a qualitative research method, focus group studies could bring various experts' perspectives together with shared interests (Throuvala et al, 2019;Pöge et al, 2020;Kim et al, 2020;Nord et al, 2020;Shim & Sim, 2020). Peerled focus groups might facilitate a space to identify ways to transform talk into action (Djohari et al, 2020). Therefore, the focus group method has widely been used in social science and marketing research.…”

Section: Focus Group Less Adopted In E-commerce Researchmentioning

confidence: 99%

“…When participants were comfortable talking (Olsson Möller et al, 2020), the interaction among the participants would help to explore and clarify the participants' experiences and views concerning the study aims (Nybergh et al, 2020). This method might help gather wealth materials from the interaction between participants (Nord et al, 2020;Varpula et al, 2020) and generate rich research data from the discussion (Djohari et al, 2020;Nord et al, 2020;Varpula et al, 2020).…”

Section: Focus Group Less Adopted In E-commerce Researchmentioning

confidence: 99%

Comparison Reviews on E-commerce Research Methods: Suggestions for Post-COVID-19

Zhang

Tian

2022

GES

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This research aimed to understand the differences in research methods adopted between Chinese and international e-commerce research and provided suggestions and recommendations for further research agenda in e-commerce post-COVID-19. This research studied 4,425 Chinese publications between 2015 and 2019 compared to international reviews in e-commerce research. Twelve findings were discussed: 1) Most of China's e-commerce publications (80.24%) did not state any research method. 2) Mixed methods have been well-adopted in China's e-commence research (35.05%), including quantitative-mixed, qualitative-mixed, and quantitative-qualitative mixed methods. They were highly adopted compared to other studies. 3) Survey methods (27.97%) were predominantly single research - purely quantitative method in Chinese research, but they were still behind international research. 4) Case studies (14.05%) were adopted as the second single method in Chinese research. This finding was significantly different from international views. 5) There were different views on whether laboratory experiments should be considered a research method. 6) Document and text analysis methods were reported by Chinese scholars (6.48%), but less and even not be reported internationally. 7) The focus group method was less adopted internationally. 8) The content analysis method (0.84%) was less adopted in Chinese research and was not reported by international scholars. 9) The observation method (0.6%) was less adopted in Chinese research but more adopted in Ain et al. (2019) (2%). Other international studies reported no studies. 10) Interviews (0.36%) were least adopted in Chinese research but highly reported by international scholars. 11) Field study, secondary, and Delphi methods were only adopted in international research, and 12) The correlational research method was not reported in e-commerce research. The main contributions of this study could be stated: Being valuable for researchers interested in Chinese e-commerce research; Adding research value for comparing reviews in e-commerce research methods.

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Peer-led focus groups as ‘dialogic spaces’ for exploring young people’s evolving values

Abstract: Anglia. She primarily focuses on affective geographies and young people's social and emotional worlds. Her currently work within the FISHERCOAST project explores the impact of coastal transformations on young people's wellbeing and progression into the fishing industry.

Cited by 14 publications

References 30 publications

Axiological problematics in scientific and pedagogical research

Axiological problematics in scientific and pedagogical research

Sustainability in Quality Improvement (SusQI): challenges and strategies for translating undergraduate learning into clinical practice

Comparison Reviews on E-commerce Research Methods: Suggestions for Post-COVID-19

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