Ref #

Decision toolkit
Prepared by Ana Gozalo

Focus Groups
Eight plumbers have been invited to discuss domestic showers. They are
talking about trends in bathroom design and how much influence they have
on the final decision about which shower is finally installed. They go into
great detail about the installation issues and the problems they face with
certain types of showers. The group is being held in a viewing center and the
Client, a leading European shower manufacturer is watching and listening
first hand through a two way mirror. (B2B International, 2014).

Purpose / objective
Focus groups are a form of qualitative research that consists of a small-group semistructure discussion (6-12 participants) where a moderator asks probing questions to
the participants about a specific topic in order to gain their perceptions, attitudes,
purchase intentions and behaviour patterns.
This type of dynamic is commonly used when the goals of the research are general or
when an exploratory methodology is required (e.g. marketing and social science
research).

Application
Authors recommend this method to gain in-depth information when little is known about
the subject and/or when the researcher is interested in learning about the feelings,
attitudes and beliefs of a target audience. Focus groups are also particularly useful
when looking to understand the why or how of a problem.
For example, advertising agencies commonly conduct focus groups to test their clients
marketing campaigns as they provide an indication of how consumers will react to
specific advertising messages. Pharmaceutical companies, on the other hand, use
focus groups among medical professionals to test new drug products. Human
resources departments sometimes convene employee focus groups to learn more
about staff satisfaction and motivation. Furthermore, focus groups are frequently used
in new product development to test consumer reaction to new product concepts and
prototypes. (Brownie and Coutts, 2014)
Focus groups can generate output that helps managers to position a particular product,
service, or institution with respect to their target audience (see Appendix F). Brownie
and Coutts (2014) highlighted that they are also used for idea generation, where
participants are encouraged to talk about their problems and unfulfilled needs, which
could potentially lead to new products and services.

DECISION TOOL KIT - FOCUS GROUP

Focus groups are suitable when you want to:

Identify group norms and patterns.
Understand differences in perspectives among target audience.
Obtain opinions and perceptions about new products, services or
communication/marketing campaigns.
Learn about feelings or attitudes towards a specific topic by observing
behaviours and interactions.
Focus groups are NOT suitable when you want to:
Collect statistical data, which will require generalisations about an entire
population.
Capture opinions about socially sensitive or private issues.
Gain consensus among group participants.

Key Elements for a Successful Focus Group

Clearly defined subject of study / objective. This will serve as a guide for
preparing the discussion questions.
A well prepared moderator with outstanding communication skills and
experience in managing group dynamics.
A diligent moderator assistant to manage the logistics of the focus group and
provide support to the moderator.
Good recruitment of participants (8-12) who should be selected based on their
relationship and relevance to the topic.
Creation of a relaxed/nonthreatening environment.
Skilled analysis of data.
Assiduous effort in prior planning!

Advantages

Generate detailed information and deep insight by allowing the participants to

express a range of opinions.
Provide the opportunity to observe social dynamics and interactions among
participants.
Offer a chance to explore and clarify responses.
It has a flexible structure.

Disadvantages

Requires considerable planning.

Moderator requires certain skills.
Analysis of the data can be complex.
Susceptible to moderator bias, which can affect the information shared by the
participants.

DECISION TOOL KIT - FOCUS GROUP

Use of the tool How to conduct a Focus Group

According to (Krueger, 2000), conducting a focus group occurs in three phases:
conceptualisation, interview and analysis and reporting.

1. Conceptualisation

Define the objective of the study identifying what type of information you would
like to gather and for what purpose.
Decide on your target audience, including who you would like to participate.
Groups tend to be homogenous in some respect as they share a particular
characteristic of the target population (selected samples). Please note that
random sampling is not recommended.
Develop a plan and estimate resources needed.
Recruit a moderator and assistant, if possible. Sometimes the researcher also
assumes the role of the moderator, providing that the person feels confident with
their abilities to conduct groups dynamic (see Appendix A for tips on
moderation)
Decide on focus group logistics.
o Number of sessions required
o Date, time and location of the sessions
o Room set-up and recording method
o Refreshments and incentives for participants. It is recommended to offer
an incentive for people to participate (e.g. cash, gifts, food, etc.).
Enlist participants carefully ensuring they meet the pre-determined eligibility
criterion defined for the study. Participants are usually invited to participate by
email or phone.

2. Interview
Before the Focus Group

Prepare six to eight simple open-ended questions. The OMNI Institute suggests
using what and how questions to facilitate discussion. The sequence of
questions should go from general to specific (see Appendix B for generic
questions examples).
Create a list of sub-questions (probes) for each main question to stimulate
conversation. Remember that one of the advantages of focus groups is its
flexibility, so feel free to modify or eliminate a question that is not prompting the
required information.
Consider using stimulus material (visual aids, brainstorming techniques, mind
mapping activities, photographs, colourful post-it notes, etc.) to prompt
interaction and make it fun!

During the Focus Group (see Appendix C for suggested schedule)

Introduce the research team (moderator and assistant).

Clarify the topic, outline discussion rules and set expectations of focus group
participants. It is important to explain how confidentiality will be protected.
Remind participants that there are no right or wrong answers in order to
encourage participation.

DECISION TOOL KIT - FOCUS GROUP

Explain the use of recording devices and gain consent from participants before
starting the discussion (orally or in writing).
Ask the assistant to take notes to capture relevant details of the discussion in
order to complement recording.
Outline agenda or discussion plan.
Start the conversation with an icebreaker question to get people talking to each
other.
Begin the in-depth discussion asking the guide questions. Allow time for
participants to think and use probes to get more profound insight when
necessary. Make sure to include everyone in the conversation.
Summarise main points and ask participants for clarification if needed.
Thank participants for their time and insight and distribute incentives.

After the Focus Group

Get together with other research team members to discuss and compare
impressions.

3. Analysis and reporting

Make a transcript or a written summary from the discussion notes.

Look closely at the information collected and identify patterns or common
themes.
Analyse the common trends and prepare the report using a few quotes to
illustrate main points (See Appendix D for analysis tips).
Take into account that reports should enlighten and communicate new insights
to the decision makers /research client (See Appendix E).

Risks, things to watch for

Before starting with the planning, contemplate ethical concerns, budget considerations
and time constrains.
Ethical Concerns
Do not conduct focus groups for a highly sensitive topic.
Remember to take into consideration cultural sensitivities among your target
audience.
Be aware that invasion of privacy concerns limit the kind of topics that can be
explored.
Be aware of your own biases! Avoid framing the questions in a way that may
influence participants or lead responses to a particular answer.
Budget Considerations
Some literature argues that focus groups cost little to conduct whereas others
maintain that they are a costly exercise.
Cost factors include: Salaries to moderators, rental of search sites,
refreshments, incentives to participants, and transcription of tapes.

DECISION TOOL KIT - FOCUS GROUP

According to SACE Research methods (2013) marketing researchers usually

charge clients over US$2,000 per group. The cost may increase when
specialized groups are required as they are more difficult to recruit.
Savings are possible if the researcher has the appropriate skills (see Appendix
A) to take the role of moderation.

Time Constrains
Qualitative research using focus groups require a considerable amount of time.
Depending on the number of groups, the project can take between 3-6 months.
Allow two weeks for the planning phase.
Recruitment can be time consuming, depending how specialised the groups
need to be.
Allow sufficient time to transcribe the interviews. According to Krueger (2002)
takes about eight hours to type one hour of tape!
Analysis and reporting is very consuming because of the high volume of
information produced by the dynamics.

Other Rule of Thumbs and Tips

Any project should consist of 3 to 5 groups. One group is not enough!

A typical session runs for about 1.5 - 2 hours, focuses on six to eight main
questions and it is recorded using video and/or audiotapes.
It is recommended to over-recruit by 20% to cover no-shows.
Large groups are more challenge to manage and require a highly skilled
moderator and effort to control.
The research report ought to be descriptive and as a general rule, numbers and
percentages should be avoided, since they do not provide suitable data for
statistical generalisations (Barbour, 2008).
Put together a Focus Group Checklist to help you with the planning (see
Appendix G for example).
Seek professional advice if needed (see Appendix H for market research
companies in Australia).

DECISION TOOL KIT - FOCUS GROUP

References
Amsrs.com.au., (2014). Appendix H of Directory - Research Companies - Australian
Market and Social Research Society. [online] Available at:
http://www.amsrs.com.au/directory-researchcompanies/search/ [Accessed 20 Oct.
2014].
B2B International., (2014). Using the Focus Group in Market Research | B2B
International. Retrieved 22 October 2014, from
http://www.b2binternational.com/publications/market-research-focus-group/
Barbour, R., & Barbour, R. (2007). Doing focus groups. London: Sage.
Brownie, S., & Coutts, R. (2014). Focus group interviews with older Australians to
explore their awareness of the national age-adjusted dietary recommendations
and their suggestions for assisting them to meet these dietary targets. Australian
Journal Of Primary Health, 20(2), 182. doi:10.1071/py13008
Byers, P., & Wilcox, J. (1991). Focus Groups: A Qualitative Opportunity for
Researchers. Journal Of Business Communication, 28(1), 63-78.
Ctb.ku.edu,. (2014). Chapter 3. Assessing Community Needs and Resources | Section
6. Conducting Focus Groups | Main Section | Community Tool Box. Retrieved 8
October 2014, from http://ctb.ku.edu/en/table-of-contents/assessment/assessingcommunity-needs-and-resources/conduct-focus-groups/main
Eiu.edu,. (2014). IHEC - IHEC::Eastern Illinois University. Retrieved 1 October 2014,
from http://www.eiu.edu/~ihec/Krueger-FocusGroupInterviews.pdf
Griffith.edu.au,. (2014). Focus group examples - Griffith University. Retrieved 21
October 2014, from http://www.griffith.edu.au/learningteaching/quality/evaluation/focus-groups/focus-groups-examples
Hartman, J., (2004). Using Focus Groups To Conduct Business Communications
Research. Journal Of Business Communication, 41(4), 402-410.
doi:10.1177/0021943604267775
Healthequity.ucla.edu,. (2014). Appendix C of Center for Health Equity | University of
California, Los Angeles. Retrieved 27 September 2014, from
http://healthequity.ucla.edu
Krueger, R., & Casey, M. (2000). Focus groups. Thousand Oaks, Calif.: Sage
Publications.
Krueger, R., & King, J. (1998). Appendix B, Appendix D & Appendix E of The focus
group kit. Thousand Oaks: Sage.
Netquest.com,. (2014). Retrieved 21 October 2014, from
http://www.netquest.com/es/blog/wp-content/uploads/2013/05/focusgroup.gif
Newciv.org,. (2014). Prepared as an Invited Keynote Address: Culture of Peace Intersymp 97 [Cartoon]. Retrieved 21 October 2014, from

DECISION TOOL KIT - FOCUS GROUP

http://www.newciv.org/cob/members/benking/benking.html
Omni.org., (2014). Appendix G of OMNI - Evaluation Research. Retrieved 15 October
2014, from http://www.omni.org/services/evaluationresearch
Omni.org., (2014). Appendix A of OMNI - Resources. Retrieved 22 October 2014, from
http://www.omni.org/resources?goto=#datatoolkit
Pallotta, D., & Pallotta, D. (2010). Real Leaders Don't Do Focus Groups. Harvard
Business Review. Retrieved 21 October 2014, from
http://blogs.hbr.org/2010/02/no-reference-points/
Quible, Z. (1998). A Focus on Focus Groups. Business Communication Quarterly,
61(2), 28-38.
Referenceforbusiness.com,. (2014). Focus Groups - duties, benefits. Retrieved 21
October 2014, from http://www.referenceforbusiness.com/encyclopedia/FaFor/Focus-Groups.html#ixzz3GvcxFqJM
Reyniers, T., Houttekier, D., Cohen, J., Pasman, H., & Deliens, L. (2014). What justifies
a hospital admission at the end of life? A focus group study on perspectives of
family physicians and nurses. Palliative Medicine, 28(7), 941-948.
doi:10.1177/0269216314522317
Sobreperez, P. (2008). Using Plenary Focus Groups in Information Systems Research:
More than a Collection of Interviews. The Electronic Journal Of Business
Research Methods, 6(2), pp. 181 - 188. Retrieved from http://www.ejbrm.com
Uk.sagepub.com,. (2014). SAGE - Doing Research in the Real World - Student and
Instructor Site. Retrieved 27 September 2014, from
http://www.uk.sagepub.com/gray3e/study/
Uwsuper.edu,. (2014). University of Wisconsin-Superior: college degree programs |
UW-Superior. Retrieved 29 September 2014, from
https://www.uwsuper.edu/cipt/exsite/upload/Focus_Group_Guidelines.pdf
Zimmerman, R., Restrepo, C., Culpen, A., Remington, W., Kling, A., Portelli, I., & Foltin,
G. (2010). Risk communication for catastrophic events: results from focus groups.
Journal Of Risk Research, 13(7), 913-935. doi:10.1080/13669871003782744

DECISION TOOL KIT - FOCUS GROUP

Appendix A
Effective Focus Group Moderation
Roles and Responsibilities of the Moderator

Keep participants focused, engaged, attentive and interested

Monitor time and use limited time effectively
Use prompts and probes to stimulate discussion
Use the interview and focus group guides effectively to ensure all topics are covered
Politely and diplomatically enforce ground rules:
o Make sure everyone participates and at a level that is comfortable o
o Limit side conversations
o Encourage one person to speak at a time
When participants arent talking, ask them whether they need the question restated or
explained
Dont let arguments between participants develop
Bring the following materials for the focus group:
o Recording equipment: recorder, extension cord and extra batteries.
o Focus group packet of consent forms, participant information forms and focus
group documentation sheet
o If desired, flip charts with extra paper and different colours of markers
If unable to record, document major ideas on flip chart paper and write down your
thoughts and observations about group dynamics write after the focus group

Effective Moderators

Have good listening skills

Have good observation skills
Have good speaking skills
Can foster open and honest dialogue among diverse groups and individuals
Can remain impartial (i.e., do not give her/his opinions about topics)
Can encourage participation when someone is reluctant to contribute their thoughts
Can manage participants who dominate the conversation
Are sensitive to gender and cultural issues
Are sensitive to differences in power among and within groups

Working with Different Types of Participants: Different types of participants can make a focus
group engaging, but they can also pose a challenge for moderators. The following are some
examples of common situations that can occur and what you can do when you encounter these
various types of participants.

Self-Appointed Experts. Thank them for their knowledge and redirect question to the
rest of the group
Dominant Talkers. If one participant tries to dominate the session, the moderator
should invite each person to speak in turn or use a round robin approach.
Shy Participants. Respect someone's right to be quiet, but do give them a chance to
share their ideas 1-to-1. Use differences of opinion as a topic of discussion - the
moderator should avoid taking sides. Address questions to those reluctant to speak
while being sensitive to potential discomfort.
Ramblers. Intervene, politely summarise and refocus. Use nonverbal cues; redirect.
Side Talking/Side Conversation. Remind participants about the ground rules.

DECISION TOOL KIT - FOCUS GROUP

Appendix B
Generic Questions Example

Example #1

How have you been involved in _____?

Think back over all the years that you've participated and tell us your fondest memory.
(The most enjoyable memory.)

Think back over the past year of the things that (name of organisation) did. What went
particularly well?

What needs improvement?

If you were inviting a friend to participate in (name of organisation), what would you say
in the invitation?

Suppose that you were in charge and could make one change that would make the
program better. What would you do?

What can each one of us do to make the program better?

Example #2
Here is a sample set of questions that could be used for many consumer products.
Modify and adjust the questions as needed. The questions might be /applicable to such
categories as: soap, breakfast cereal, fast food restaurants, automobiles, golf clubs, fishing
equipment, cosmetics, deodorant or a variety of other products. These questions could be used
for practice focus groups to allow moderators a chance to lead the discussion, for assistants to
take field notes and provide oral summaries. You may want to have five to seven people in each
focus group and then sitting slightly back from the table could be a number of assistant
moderators.
1. How and when do you use XXXX?
2. Tell me about positive experiences you've had with XXXX?
3. Tell me about disappointments you've had with XXXX?
4. Who or what influences your decision to purchase a particular type of XXXX?
5. When you decide to purchase XXXX, what do you look for? Take a piece of paper and
jot down three things that are important to you when you purchase XXXX?
6. Let's list these on the flip chart. If you had to pick only one factor that was most
important to you, what would it be? You can pick something that you mentioned or
something that was said by others.
7. Have you ever changed brands or types of XXXX? What brought about the change?
8. Of all the things we've talked about, what is most important to you?

DECISION TOOL KIT - FOCUS GROUP

Appendix C
Suggested Focus Group Schedule
1. Introduction/Confidentiality Statement (approximately 10 minutes)
o

Introduce facilitator and assistant(s) and ensure participants review/sign consent

forms. The consent form should be read out loud and participants should be
given the chance to ask questions or decline consent.

Collect all consent forms; ensure they have been signed or complete the oral
consent process before starting the discussion.

Explain confidentiality and expectations of focus group participants; obtain

verbal agreement from participants that no one will reveal any information of the
discussion about other participants outside of the focus group.

Pass out name cards to each participant and explain the protocol.

Explain the use of any recording devices (including note taker) and the role of
other people in the room who are not participants.

Outline ground rules (e.g., one person speak at a time, cell phones on silent,
respect each others opinion, and speak respectfully) and remind participants
that there are no right or wrong responses.

2. Rapport Building (approximately 10 minutes)

o

Allow each participant to introduce themselves (with their first name only if they
want to).

Begin with one or two easy, broad, and open-ended questions to get people
accustomed to talking and sharing with each other (ice-breakers).

3. In-depth Discussion (approximately 60 minutes)

o

Follow the focus group guide questions and repeat the question if necessary.
Try not to revise the focus group guide questions without prior approval.

Only ask one question at a time.

Give participants a chance to think about the question before probing for
responses.

Use probes to get more in-depth answers when necessary, such as: Please tell
me more about ______. Please describe what you mean by ______. Im not
sure I understand...could you give me an example of what you mean? What
makes you feel that way? Does anyone see it differently? Has anyone else had
a different/similar experience?

Include everyone in the discussion. If you notice that a few participants have not
had a chance to speak, use non-verbal cues (looking in their direction when
asking a question) or verbal cues (addressing the question directly to the
participant).

4. Closure (Approximately 10 minutes)

o

Summarise the main points of the discussion and ask participants to confirm
their agreement and/or make corrections.

Thank all participants for sharing their thoughts and distribute promised
incentives.

5. Once all of the participants have left the meeting room, complete the Focus Group
Review & Summary Form with the assistant moderator.
6.

Transcribe Tapes and Analyse Notes and Data.

DECISION TOOL KIT - FOCUS GROUP

Appendix D
Focus Group Analysis Tips
WORDS
Think about both the actual words used by the participants and the meanings of those words. A
variety of words and phrases will be used and the analyst will need to determine the degree of
similarity between these responses.
CONTEXT
Participant responses were triggered by a stimulus--a question asked by the moderator or a
comment from another participant. Examine the context by finding the triggering stimulus and
then interpret the comment in light of that environment. The response is interpreted in light of the
preceding discussion and also by the tone and intensity of the oral comment.
INTERNAL CONSISTENCY
Participants in focus groups change and sometimes even reverse their positions after interaction
with others. When there is a shift in opinion, the researcher typically traces the flow of the
conversation to determine clues that might explain the change.
FREQUENCY OR EXTENSIVENESS
Some topics are discussed more by participants (extensiveness) and also some comments are
made more often (frequency) than others. These topics could be more important or of special
interest to participants. Also, consider what wasn't said or received limited attention. Did you
expect but not hear certain comments?
INTENSITY
Occasionally participants talk about a topic with a special intensity or depth of feeling.
Sometimes the participants will use words that connote intensity or tell you directly about their
strength of feeling. Intensity may be difficult to spot with transcripts alone because intensity is
also communicated by the voice tone, speed, and emphasis on certain words. Individuals will
differ on how they display strength of feeling and for some it will be a speed or excitement in the
voice whereas others will speak slowly and deliberately.
SPECIFICITY
Responses that are specific and based on experiences should be given more weight than
responses that are vague and impersonal. To what degree can the respondent provide details
when asked a follow up probe? Greater attention is often placed on responses that are in the
first person as opposed to hypothetical third person answers.
FINDING BIG IDEAS
One of the traps of analysis is not seeing the big ideas. Step back from the discussions by
allowing an extra day for big ideas to percolate. For example, after finishing the analysis the
researcher might set the report aside for a brief period and then jot down the three or four of the
most important findings. Assistant moderators or others skilled in qualitative analysis might
review the process and verify the big ideas.

DECISION TOOL KIT - FOCUS GROUP

Appendix E
Reporting Focus Groups Results

Use a communications strategy: Rather than thinking of "a report", think of what type
of communication strategy is needed. A variety of reports might be used to keep people
informed. Consider: e- mail messages, postcards, phone calls, bulleted summaries,
selected quotes, moderator comments, mid-project or final project reports, personal
visits by members of the research team, etc.

Use an appropriate reporting style that the client finds helpful and meets
expectations: Ask users what kind of report would be helpful to them. What information
are they looking for? What are the expectations and traditions of reports within the
organisation?

Strive for enlightenment: Reports should raise the level of understanding of the client.
The purpose is more to enlighten and convey new insights as opposed to repeating
common knowledge, which is already known by the sponsor of the study.

Make points memorable: Help client remember the key points by limited the number of
points you highlight. Too many points diminish overall impact. Begin with most important
points and follow with lesser important points.

Use narrative or bulleted format: Written reports can follow either a narrative format or
a bulleted format. Don't surprise the client with a format different from what was
expected.

Give thought to the oral report: Oral reports should be brief, clear and concise. In
addition, oral reports should allow opportunity for questions, indicate why the study is
important and why the findings are meaningful, begin with the most important findings,
and engage the listener in an active manner.

DECISION TOOL KIT - FOCUS GROUP

Appendix F
Use of Focus Groups: A Practical Example
Use of Focus Groups at Walford Anglican School for Girls
According to Hartman (2004) focus groups are particularly useful to examine logic behind the
behaviour of participants on a designated product or situation. In other words, focus groups aid
to better understand peoples interpretations of their experiences.
As a key input into the School Strategic Plan, the School conducted three focus group to explore
Old Scholars connectivity with Walford and their evaluation of the Alumni Program.
An invitation to attend was sent by email to old scholars across all generations, who live in
Adelaide metro. There was a good participation across graduation years, but the majority of
participants left Walford in the last 5 years (35%) and between 1994 and 2004 (31%).
As a result, about 30 old scholars voiced their opinion on performance, perceptions and
expectations of the old scholars program.
The discussion exposed that the connection the old scholars maintained with the school was
mainly sustained through Jewell (school magazine) and online media. Results also showed that
there was common interest in increasing student interaction with the old scholars community
through mentoring, class presentations, work experience programs, etc. Participants also
expressed the desire to have more age appropriate and differentiated events and more support,
networking and professional mentorship opportunities made available.
Some comments from participants in the focus groups were:
I think the Walford Old Scholars program is a serious weak point. I am strongly
disappointed in the program as all events are mainly aimed at elderly old scholars. They
arent very fun events.
I think the organisers do a great job, but I would like to see more casual events, not just
the expensive dinners.
I would love to be linked with other women who are in the health industry and who are
senior to me to establish a network of support in the professional world between old
scholars.
From the dynamics, it was evident that the interests of new old scholars, those with young
families and retirees are significantly different; therefore the old scholars program under the
one-size-fits-all approach will not longer suffice.
In order to respond to these suggestions and to align the activity of the Old Scholars
Association to the School Strategic Plan towards 2019, a fresh approach to old scholar relations
which include networking opportunities and less formal events was drafted.

DECISION TOOL KIT - FOCUS GROUP

Appendix G
Focus Group Checklist

Focus Group Checklist

Remember to bring the following:
Two writing utensils (in case the lead in a pencil breaks/ a pen runs out of ink)
A notepad with sufficient paper for taking notes during the entire focus group
A flip chart
Dry Erase and/or regular markers of different colors
Name tags or badges
Tape for affixing flip chart pages to the wall, as needed.
Recording equipment:
a tape recorder
extension cord
extra tapes
extra batteries
Consent forms (enough copies for all participants)
Extra pens for participants to sign consent forms
Focus group guide
Note taking form
Debrief Discussion Tool

DECISION TOOL KIT - FOCUS GROUP

Appendix G cont.
Focus Group Checklist

Focus Group Checklist

Remember to bring the following:
Two writing utensils (in case the lead in a pencil breaks/ a pen runs out of ink)
A notepad with sufficient paper for taking notes during the entire focus group
A flip chart
Dry Erase and/or regular markers of different colors
Name tags or badges
Tape for affixing flip chart pages to the wall, as needed.
Recording equipment:
a tape recorder
extension cord
extra tapes
extra batteries
Consent forms (enough copies for all participants)
Extra pens for participants to sign consent forms
Focus group guide
Note taking form
Debrief Discussion Tool

DECISION TOOL KIT - FOCUS GROUP

Appendix H
Market research companies in Australia
Australian Survey Research Group Pty Ltd
PO Box 340, Ormond VIC, 3204 Australia
Phone: 03 9578 5211 or 1800 068 489
Website: www.aussurveys.com
Colmar Brunton Social Research
Level 2, 9 Sydney Ave
Barton ACT, 2600 Australia
Phone: 02 6249 8566
Website: www.colmarbrunton.com
Cooper Symons & Associates
Level 1, Suite 2B 28 Riddell Parade
Elsternwick VIC, 3185 Australia
Phone: 03 9533 0522
Website: www.coopersymons.com.au
Crosby|Textor Research Strategies Results
GPO Box 4399
Sydney NSW, 2001 Australia
Phone: 02 9251 4540
Website: www.crosbytextor.com

McGregor Tan Research

Head Office 259 Glen Osmond Road
Frewville SA, 5063 Australia
Phone: 08 8433 0200 or 1300 533 362
Website: www.mcgregor.com.au
ORIMA Research
PO Box 7543, St Kilda Road
Melbourne VIC, 8004 Australia
Phone: 61 3 9526 9000
Website: www.orima.com
Qualitative Recruitment Australia
Suite 3 / 23 Newcastle Street
Rose Bay NSW, 2029 Australia
Phone: 02 9371 0311
Website: www.qualitativerecruitment.com.au
Sweeney Research
Level 1, 90 York Street
South Melbourne VIC, 3205 Australia
Phone: 03 9699 8466
Website: www.sweeneyresearch.com.au

D & M Research
Newtown Business Centre, Suite 104 1
Erskineville Road, Newtown NSW, 2042
Australia
Phone: 02 9565 2655
Website: www.dandmresearch.com.au

Taverner Research
Level 2, 88-90 Foveaux Street
Surry Hills NSW, 2010 Australia
Phone: 02 9212 2900
Website: www.taverner.com.au

Farron Research Pty Ltd

PO Box 325
Thornleigh NSW, 2120 Australia
Phone: 1300 787 417 / 02 9653 9869
Website: www.farronresearch.com.au

The Human Network

PO Box 772
Terrigal NSW, 2260 Australia
Phone: 1800 135 451
Website: www.thn.com.au

Ehrenberg-Bass Institute
University of South Australia, GPO Box 2471
Adelaide SA, 5001 Australia
Phone: 1800 801 857
Website: www.MarketingScience.info

Purple Corporation
370 Pacific Highway
Crows Nest NSW, 2065 Australia
Website: www.purplecorp.com.au

Intuito Pty Ltd

45 Charles Street
Norwood SA, 5067 Australia
Phone: 08 8331 2228
Website: www.intuito.com.au
IRIS Research
University of Wollongong Northfields Avenue
Wollongong NSW, 2522 Australia
Phone: +61 02 4285 4446
Website: www.iris.org.au
Market Solutions
Norwood House, 17 Norwood Crescent
Moonee Ponds VIC, 3039 Australia
Phone: 03 9372 8400
Website: www.marketsolutions.com.au

Urbis
GPO Box 5278
Sydney NSW, 2001 Australia
Phone: 02 8233 9900
Website: www.urbis.com.au
Ekas Marketing Research Services
116 Alexander Street
Crows Nest NSW, 2065 Australia
Phone: 02 8415 7400
Website: www.ekas.com.au
i-Link Research Solutions
Suite 606, 267-277 Castlereagh Street
Sydney NSW, 2000 Australia
Phone: 02 9262 7171
Website: www.i-linkresearch.com