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they collect. Hmm. hello, everybody.

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I'm going to chair the sessions.

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 we will have some help with the remote and pre-recorded presentations, but that will be greater.

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and we are intended to have 15 min for presentation and all the questions we collect afterwards.

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So creating a visual character course. Yours.

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Thank you. I hope it will all go well.

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the

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Ok. So Hello, everyone. So my name is Inga. And I'm presenting a research project

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coordinated from Germany, but actually involving more countries than

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just to Germany. So I will talk about the research we did for a hurric project and

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 the main phenomena that we are looking at is how Europeans understand solidarity, reciprocity, and fairness. It is still an ongoing project. We will finish all our

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activities in in March, the twentieth, 24,

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and, as I said, it is coordinated and funded by the German.

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a Federal Minister of Education and Research. However, we, we do a comparative research of 9 Eurozone countries, namely, Finland, Germany, Greece, Latvian, and Netherlands, Portugal, Slovakia, and Spain.

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 and the

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what we did in this research. So we did focus groups in all the respective countries. I will talk a little bit more. And in in in this presentation I I I intend to talk about the methodological side of it, so I will shortly present what we did. but mainly my task is to self-reflect. So How good was what we did from the methodological point of view, and how can we actually assess?

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 The quality of of what we

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I managed to do, and again, against certain challenges that we

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could anticipate.

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so I will not go much into detail because I need time to focus on other things. However, as I said, we employed the qualitative approach doing focus group discussions because we wanted to capture a communicative, real life, like interactions between the participants and and to see how they understand the the the 3 concepts that we are interested in, and also how the reason.

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the understandings

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in the manner of discussing things in the focus groups. We used also the survey data available on the topic of solidarity as well. However, we wanted to go with our research a little bit deeper and into more detail

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with the citizens in these 9 countries that I have.

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so what we did overall, we planned

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to do 3 focus group discussions in each of the 9 countries. Again, if if someone will be interested, I can talk more about how, how we did, why these countries, and and why these 3 different social demographic groups in each country.

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Afterwards! We did the field work in December 2021, march 2,022, the main one only one country was postponed. for May, because

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The colleague who had to do that case had health issues. And so we had to adjust to that.

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As you can see, there's some information about the mode and

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focus group discussions. But again, I will talk a bit in more detail later. So our focus group discussion, questionnaire or guide focused on 3 scenarios, and of course, the

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warm up and part, as you can see, we

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produced quite a big

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corpus, and one of the things that I will also use today is that in excudi coding we are coded not only the content. for our research questions, but we also coded things that

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we wanted to shook from the methodological point of view. So, for example, we coded all the parts which were related to moderator talk, some technical remarks, and so on, so that we know how much and where and in what context we had it.

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so

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we could presume a certain challenges

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in for our research, because it combined, first of all, comparative research, which always has certain challenges related to recruitment, culture, and language which you have to make comparable in all the countries, translation, things, coordinations of the field work, and so on.

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In addition, we did qualitative research, which again, has additional challenge related to the amount of data, the corpus that produce of processing, analyzing it. And finally to the method of focus group research itself.

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Right? Because again, it's collecting in each country 3 focused groups collecting people in one place, and, moreover, we had 9 moderators, because in each country we had to do it in the local language. So we had, apart from the coordinating

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and part of team, we had a moderator, and and as a research colleague for for each of the country, so it means that a lot of things have to be done. So a part of of those like anticipated methodological challenges and issues that we had to discuss. We also had 2 external

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things which partly could be predicted at the time of our field work like Covid pandemic, or again, In in the time from December to February, where the main work was done, there was a lot of things we could not predict, because the situation in each country was changing very fast.

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Something that we planned in the beginning of December could not be implemented by the end of December, and so on so There was just channel, and also the war in Ukraine started at certain points, so we had to make a decision. what to do with our questioner if if it's affected somehow, because, of course, that was related to our main research question as well.

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so how did we prepare to tackle. Are these these challenges which we could anticipate? And and not so? Of course, there are many things that I could talk about, but I will probably focus on on 2 of them. So one was that we had a kind of a very horizontal setup of our work.

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So we did have the team leader. We did have the core team of German colleagues who were the masterminds behind the project, and we had country-case researches for each of the 9 countries. However, most of the decisions related to preparation for the field walk like questionnaire, recruitment strategies, organizational things, and also during the field what we did altogether.

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and the project presumed, not an online communication, but all the country representatives came to the, to the university in German for Germany for half a year, and basically every week we would meet. And in between that we would kind of work in smaller groups and reflect on on what we did.

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so basically, for example, if we would, we would construct every step of draft questionnaire.

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So we would discuss together, make certain decisions, then think for a week in the various formats, and then come back again and discuss again, saying, Okay, so, for example, this question makes sense in these countries, but it would not make much sense in in other countries. So basically, we wanted to get

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all these things like really well prepared. So it took

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out of this communication. And and also we constantly had throughout the whole cycle

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of the Progress a lot of like additional meetings, discussions, and setting up together. So I think this was one of very important kind of characteristics of the project.

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And as you can see, so every element which led to the field work and also post-field worker data processing and data analysis. All people Of the project were involved together.

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not only some part of the core team, but also representatives from each country. So we discussed everything repeatedly together to get things to really understand that what we we got like makes sense as a whole. And so we did the work in such a way that you know everything we did works in, or is relevant for all 9 countries as much as it is possible, of course.

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 and the principles of the field work that we used to to to tell it very shortly. So we tried to. We had to combine flexibility and rigor. So there were certain things that we said, Okay, like based on methodology, this is the required part. But also we understood that certain things. We have to be flexible, flexible, as long as it corresponds to what we need to achieve.

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And so we we always discuss. So to what level, we are able to adapt to circumstances, and we can adjust certain things. So, for example, in the in the Focus Group Guide.

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some questions we, the marked as compulsory. So it was the aim that in each country these questions have to be discussed.

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But then there were other questions where we said so if we get stuck in certain places, and participants are not easy to talk, so we can use them to encourage the talk, and and we can

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adapted

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 So how did it go?

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So, generally speaking, so we did well, because we completed all 27 focused groups. We avoided, we would say major failures.

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And we collected rich qualitative data. So as you can see,

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146 participants overall 42 h of talk, 340, almost 1,000 of words in the Corpus.

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we would say that we, we can assess talking with colleagues who did

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projects on similar topic. At the same time also using the qualitative research that we manage to receive relatively as much as we are able to assess open answers from our participants, because we

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discuss with colleagues who said that they could not kind of, they would feel that they receive very reserved answers to certain topics. So we had really a lot of open

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and discussions in in our field work. And also we, we work a lot on our transcripts because for 9 countries to make the the transcript text, such that every person reading those transcripts understands all the local realities, language, things, some historical elements. It is a lot of work. So we read, and we read repeatedly, all of us, each other's transcripts, giving each other questions and remarks where we wouldn't

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mit Ctl, and be able to understand, like to 100% what participants said because they were talking about something specific to the country. And so all kinds of Memos and explanations were included in all these transcripts? 150.

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we plan to do all the focus groups face to face. a reality did not allow for that. So we ended up with 11 face to face, Focus Group 15 remote and one hybrid.

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which again happened because of the Covid. So the Moderator got ill with Covid in the evening before the focus group. So he connected online and the Moderator, assistant and participants were on site.

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so what do we make of it. So did we succeed or not to make how our days are comparable. Again, we could look a lot. And if we look at the focus, group discussion, method, literature. We find a lot of recommendations how to do the focus group discussions efficiently. But there is not so much of this

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focus group specific, clear guidelines of how to assess if we succeed, and if what we did led to a good comparable result?

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so one general assessment is that all our focus groups involved from 5 to 8 participants, which corresponds to the to what is recommended in the literature. The average length of 93 min, which again corresponds to what is usually proposed as a guidance, guidance in the literature.

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If we look at the mode effect, if remote or face-to-face groups, they somehow differed in the output, at least in in, in, the, in, in, the assessment of how much text

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awards they produce. So we can see in in this, despite some total. We see that the average number of words per one participant and clean means that when we remove moderator and technical remarks. So when we only leave the participant words, it was very comparable in face-to-face and remote groups, so, so, at least

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in this regard, the effect was not very big. I cannot comment on hybrid because we only had one, so we cannot compare. If that was the effect of hybrid, or that was only the effect of group as such, because I will show later that it was very important.

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Now the moderator work is also an interesting thing! One general thing that we would say worked well is that in all, in all, 27 focused groups, we covered all the compulsory scenario questions, so the core information that we wanted to be discussed. It was discussed.

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however, in Focus Group. The moderator has to kind of combine. 2 things

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follow the guide, but at the same time be very reflective of what is going on in the focus group itself, and we see it

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so in the next Qda. It is possible to look at the coded segments of the moderator, so which share of the whole coded text, the moderator path

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is involved, and we can see that there is a difference. So it can be it. It was like from from 5 to 30, so so it can be a very big it. There was a very big variation. However, again, if we look how this variation actually looks in our transcripts.

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we can see that there are like reasonable reasons for that. So for example, in Latvian, case, this percentage was bigger because the the moderator was very polite, saying, Thank you. Thank you. Thank you. Basically, after each participant's name, and it does not make any kind of essential effect

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to the content. But it reflects as a moderator part. for example, in in, in Greece, participants with more often than in other focus groups ask to repeat the question. So again, moderator has to do that and compliance. So we can see that this is a reasonable kind of variation, and also what the crap shows that it looks at group characteristics.

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Were a little bit. kind of more important in this regard, because 2 of the social demographic groups were requiring a little bit more of moderators input than the others.

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then we also see that there are observable differences in length, and size in words between the focus groups. Again, you can see that if you look, it looks like very really big between Almost 800 words in what you in case. One of Latvian-focused groups and more than 3,000 words in in the biggest one in Lithuanian groups. And we see that definitely a culture and language in between the countries matters

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like people talk simply in in different way. For example, all finished people and finish participants with talking like really one sentence answers, or very concise answers. But this is what we expected right when we were discussing how our focus grew, when, like Finnish colleagues said, but probably we will have that, because that's how we talk, and another extreme would be like Portuguese colleagues who

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would talk in a very long answers. So it was really, you could see a difference, because that was the only focused groups in which people would talk like in paragraphs, so each participant would produce as one answer several paragraphs

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mit Ctl. And which we did not see in in in other focus groups. So now the question is, so does it mean that when when participants produce more words, they produce actually more content, like meaningful content. And our 150

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conclusion was eventually that not really so again, you can see the the the chart with darker blue says so, how many words per country and for group were producing like, each focus group. But below is how many of coded segments per 1,000 words in each focus, groups were produced

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right? So in words, the variation is much bigger than encoded segments, and if I marked in

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Mit Ctl and right below the the focus groups which produce, like the most segment segment, coded segments per 1,000 words. We can see that basically they corresponds to at least partly to the groups where we have less words actually. So which basically means that less words did not meant in our case less meaningful content. basically, more words usually just mean that people 150,

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as they can say that people develop more. express the the idea in in more words develop on it repetitive things And and so on, and when it is concise During the same kind of period of time they can say, They want more things.

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and here we can see. Again, an example from our next few day results. Looking at the some of key codes that were interest of us across our scenarios, and we see that we have all these codes across all the 3 scenarios. In in quite substantial

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manner. So what was our conclusion is that they, essentially the quality of data, is comparable right? So, despite the variations which we saw in between countries and in between the focus groups. Eventually, when coded right, we see that we have the essential

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codes in sufficient amounts across the groups. More verbal output does not necessarily mean more content. So so I I suppose we should not always see that if we have longer conversations that they wouldn't necessarily be better than the shorter ones like we really have to look inside. So what is the behind the amount of words?

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I think that our preparation work with our moderators. These long discussions, many of them preparation of guidelines for the moderators really paid off. We did have differences in style, but we see that they more were related to the actual situation in the focus groups. And we were prepared for that

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like, we knew what is our focus and what we really need and how much flexible we can get in in the focus groups. Again, in our case, remote focus groups of the comparable quality as as the face-to-face focus group. So also for us it was a good message.

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And again, cultural and social, demographic expressions of speaking, they matter. But if

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again, you do a good preparation. They do not necessarily.

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Hanov reduced the quality of the comparability.

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and the final thing is probably I leave for the discussion. So, maybe there are some other suggestions. So what else? We could look in detail into our data to try to. So to assess even more so how these focus groups have worked, because this is something calm

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we are interested in. So thank you very much.

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Stop sharing my thing.

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Okay? So

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Sylwia Męcfal: yes, okay, we will upload. We are

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Sylwia Męcfal: okay. Alright

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Sylwia Męcfal: this moment.

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Sylwia Męcfal: Okay, can you guys see it all? Can you hear me? First of all.

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yeah.

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Sylwia Męcfal: okay, thank you.

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Sylwia Męcfal: okay. So Hello, Melbourne, we we would like to be there with you. Unfortunately, we're presenting from Poland. we are from 4 different institutions.

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Sylwia Męcfal: and if it wasn't for the pandemic we would probably not start this cooperation. So our presentation about quoted qualitative researchers in poem during the pandemic is, in a sense also about us.

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Sylwia Męcfal: and my name is Sylvia Mansville. I'm from University of of which And today I I will be presenting with Bartha Beirzk from Nicolas Copernicus University in Tahrir. But the research itself, and the analysis for the purpose of this presentation were conducted, together with Adrian M. Surniac, from the the University of Warsaw and Katrina Kalinowska from the collagen Civitas in Warsaw.

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Sylwia Męcfal: Our research was funded only partly by small institutional grants from our universities. and I will be speaking briefly first, and I will give the floor or the screen, as in this case, to better, and then I will take over again for the the last few slides.

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Sylwia Męcfal: so Our today topic is causative researchers in Poland and their research practices in the COVID-19 pandemic between experiencing a slow disasters, learning down and social acceleration

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Sylwia Męcfal: our theoretical inspirations for today. Presentations are, first of all, disaster, research, slow disaster, research. So the classical definition of the disaster research on their lines that this type of research is conducted during a disaster and at the side where the disaster occurs

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Sylwia Męcfal: erez agmoni is such. Disasters often concern natural disasters like flows and tsunamis. However, some of the researchers also treated the pandemic as as the one

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Sylwia Męcfal: sort of

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Sylwia Męcfal: this kind of disaster, and in the literature there is no consensus about that, and, for example, points out that the pandemic should not be understood as a disaster in the classical terms, it should rather be referred to as a slow disaster, where we are dealing with a situation that is the long lasting a a. And has a blurred time boundaries, so it is not clear exactly when it starts and ends

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Sylwia Męcfal: and it is a phenomenon which often fluctuates and does not have this one specific location. So, taking this into consideration research in the pandemic, it should be a long term and pay attention to different phases of a slow disaster. In the first part of one of our analysis we took upon these 2 perspectives and asked ourselves which one of them is closer to the research during the pandemic

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Sylwia Męcfal: at the second Theoretical inspiration is social acceleration. And we use this perspective to to interpret the data collected by in-depth interviews. The previous perspective. We use to interpret the data from

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Sylwia Męcfal: the quality of survey where we will try to apply the basic, the the most important in terms of the fear, like acceleration, thisleration and alienation. to to look at the research practices of the qualitative researchers during a different one.

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Sylwia Męcfal: Stages of the pandemic world. So we will try to look at the research practices through the pandemic chromology. We distinguish free phases of the pandemic. And of course we do realize that Rosa's concept is a macro concept, but the altar himself uses individual examples to illustrate his ideas.

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Sylwia Męcfal: So we were encouraged to use the individual cases of our participants to see how this theoretical categories work in the empirical material, and we will show you the dominating experiences. Now our participants lives in in different stages of the pandemic and the distinguished 5 parts or trajectories of pandemic experience. And now I will pass on the mic to back.

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Beata Bielska (she), Poland: Thank you.

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Beata Bielska (she), Poland: In the project we asked 2 main research questions about the research ethical practices of social scientists during the COVID-19. And the factors that influence that influence this research and ethical choices. So

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Beata Bielska (she), Poland: these basic research questions in the project are a little bit different than the focus on our presentation. Today.

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Beata Bielska (she), Poland: we used to my research methods. So we started in the first life of the pandemic with the final study which was based on the qualitative survey

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Beata Bielska (she), Poland: which is specifically discussed by Virginia Brown and her colleagues in her research.

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Beata Bielska (she), Poland: For example, the the article that we present here. and we started with this open-ended questions and closed questions. We asked about problem solutions and reflections of social scientists during the first week of the pandemic.

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Beata Bielska (she), Poland: and we also ask some social demographic questions in the cable. You can see

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Beata Bielska (she), Poland: who responded to our questions. These were 193 people, almost equally men and women both from social science and humanities, working mostly in public and private institutions.

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Beata Bielska (she), Poland: We've Phds and habitations, mostly working as associate professors and university professors and Phd. Students

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Beata Bielska (she), Poland: and found it by research. So public money runs, and some of them also found that they could have onset. They could have chosen many options and some questions were open. And we sent this survey online. We use social media. So our social networks. But also we emailed it to different institutions to

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Beata Bielska (she), Poland: to reach people from different disciplines. So sociology, management studies, psychology, and so on. And we got that question. We got it answers between April and the May 2020.

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Beata Bielska (she), Poland: And based on this study, we also prefer the we part our scenario and the the main part of our research, which is index interviews with biographical components.

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Beata Bielska (she), Poland: We use data, the contact data that some of the people in the pilot started left.

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Beata Bielska (she), Poland: And so we already had contact with some of these people, and we also use progress for sample based on gender and for usage. We plan 42 interviews for so far we conducted 33, and each one of them lasts around 90 min.

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Beata Bielska (she), Poland: We have people mostly from social sciences and humanities, but what is important to that is here that this is mostly an administrative division. These are just people who did qualitative research in the pandemic.

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Beata Bielska (she), Poland: We have a 17 women and 60 men, 10 Am. A 13 Phd. And professors.

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Beata Bielska (she), Poland: we decided to use online or face to face meetings based on the preference of the participants, and we also discussed it with the participants. Some

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Beata Bielska (she), Poland: most of our interviews were transcribed to my professional company and to where auto transcribed and corrected by one of the autos

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Beata Bielska (she), Poland: of our research, and we want to do the last few interviews with administration representative and members of research ethics.

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Beata Bielska (she), Poland: So this was mainly research, research. And we so far, we analyze some of our data and based on our pilot study those of the qualitative survey we distinguished for research strategies that research is applied in the first wave of the pandemic

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Beata Bielska (she), Poland: resignation, suspension, continuation, and research, reconstruction that were created on the crossroads of 2 variables. The first one was acceptance or lack of acceptance of distant methods.

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Beata Bielska (she), Poland: and the second one was the the idea of the the way the world will change. So if we come back to the past, to the pandemic, or we will not.

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Beata Bielska (she), Poland: If somebody did not accept this and methods distance, research methods and thought that the award would change, they resign from doing research. If they.

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Beata Bielska (she), Poland: I didn't accept distant methods, but for the they want to come back, they suspended the research. They will be accepted, this of methods, and they thought

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Beata Bielska (she), Poland: that the world will come back to the past. They did continuation, and the last strategy was research, reconstruction

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Beata Bielska (she), Poland: in the resignation and suspension. We could not decide if this 2 strategies were close or not to slow disaster, and this Us. To research. But we can say that we search in a pandemic is relatable to the slow disaster research, perspective more than to the disaster research perspective.

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Beata Bielska (she), Poland: especially in the case of research reconstruction.

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Sylwia Męcfal: Okay? Okay? And now we will go through for the analysis of the in that interviews. So we were. In our analysis of interviews. We paid particular attention to the parts of the accounts where the participants were speaking about the pace of work, the changes in the way they work, their organization of work

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Sylwia Męcfal: slowing up the slowing downs, pinging up where they were speaking about the how important the time was, or whether they experience chaos or disorganization on one hand, or a slow life, or, on on the contrary, have your work cloud workload. We coded this narratives and then selected dominant experiences.

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Sylwia Męcfal: and in the first phase of the pandemic, which in the Polish case was from the mid March 2020 to the summer of 2,020.

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Sylwia Męcfal: The dominative Experience of the researchers was deceleration so slowing down Slowing down of the pace of life which allowed to to more, to more scientific work.

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Sylwia Męcfal: However, it wasn't the field work, but more more of analysis, or time for writing the publications.

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Sylwia Męcfal: however, it wasn't like that for everybody. Some of the participants.

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Sylwia Męcfal: I pointed out, they their whole life so down. And they didn't have time for for any research work more mostly because they were fulfilling, carrying roles, and they describe this face differently. So, for example, we had calls like that. It was a meltdown. The pandemic stole my career, Robin me of time, and it concerns mostly the female researchers

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Sylwia Męcfal: and one other experience of the slowing down face was presented mostly in the narrative of participants pre with without Phd. Yet

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Sylwia Męcfal: where for them the pandemic meant

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Sylwia Męcfal: paying more attention to the paid work that they were doing, not to their research work, and also in all of the participants. Like narratives, they were also experiencing the stabilization and chaos in their in their lives.

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Sylwia Męcfal: In the second phase, of the. In the later stages of the pandemic were from We.

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Sylwia Męcfal: We established that as the autumn of 2,020 to the string of 2,022. The dominating experiences W. Where the technological acceleration which meant more contacts with international power centers. no, no necessity, no necessity of going

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Sylwia Męcfal: to in in the field to to do the face to face. interviews, for example, so lower cost saving time, but also a constant availability, and and the the

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Sylwia Męcfal: feeling of having too much work. And also the excel acceleration of the pace of life so multitasking no time to fulfill. The tasks! That the researchers take on themselves!

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Sylwia Męcfal: So so overlapping of a lot of applications in in in terms of their research work.

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Sylwia Męcfal: and in the last stage that we distinguish the last the pandemic is sort of we called it. We could call it post pandemic from the summer 2022

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Sylwia Męcfal: We noticed that the participants were still talking about

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Sylwia Męcfal: the technological and acceleration of the pace of life, but they were kind of treating it as a a normal thing. So it was a kind of new normality, as we call it here.

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Sylwia Męcfal: also, in in the case of contact with participants who are getting more and more used to this type of contact in in research.

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Sylwia Męcfal: however. A few participants also noticed a new crisis, and they were also paying attention to this and the new Adaptation processes were observed.

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Sylwia Męcfal: Our our researchers, our participants, turn to new research topics, the which were connected to the with the influx of Ukraine and refugees to Poland, Obviously connected to the war in Ukraine.

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Sylwia Męcfal: and we with 2 cases. We also noticed something that we could possibly call into the intentional deceleration.

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Sylwia Męcfal: So in one case a person was looking for a new professional path.

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Sylwia Męcfal: and the the other person was learning was trying to get in contact with oneself, so to speak, learning how to live more peaceful life.

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Sylwia Męcfal: and we also

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Sylwia Męcfal: and I looked for the

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Sylwia Męcfal: and different forms of alienation in our participants narratives, and they appeared in different phases of the pandemic in in different narratives.

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Sylwia Męcfal: And we observed 4 types of them. So the alienation from space, especially in the first phase of the pandemic where the participants were by Underlining that they have no space. To work, no no space, no Home office in a no space for Home office

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alienation from oneself. So

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Sylwia Męcfal: especially in the third phase, where there were different types of crisis. Overlapping And people expressed their disappointment in social sciences themselves.

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Sylwia Męcfal: Elimination! From objects, especially in the second phase of the pandemic, where the researchers found it difficult to adapt to online work and doing research online and alienation from their own actions, especially in the to a later stages of the pandemic where the people experience a lot of work overload.

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Sylwia Męcfal: And we from the narratives we distinguish 5 paths of trajectories of pandemic experience

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Sylwia Męcfal: from the acceleration on every stage of of the pandemic to the deceleration of every station to come them. As you can see, these 2 paths were not as represented as the other, not as widely represented as the other ones. The first one

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Sylwia Męcfal: concerned that my professor with the established career the last one. It was one case where the participant kind of withdrew from the from the his professional life that that dedicated himself to the carrying roles

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Sylwia Męcfal: and some of the paths in between. The most represented path was deceleration, followed by 2 stages of acceleration.

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Sylwia Męcfal: then to the second most represent. It was the celebration followed by the solution, and another

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Sylwia Męcfal: and third stage acceleration and and The the 2 cases where we noticed the intentional the acceleration in the last phase formed the fourth path.

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Sylwia Męcfal: deceleration, acceleration, and deceleration.

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Sylwia Męcfal: We will continue with analysis of our material

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and and with the the help of the Rosa's theory. And at the moment this is all what we would want it to present for for you today. So thank you very much for your attention.

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Thank you very much. So questions will be later.

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Okay.

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hmm.

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the next.

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how to get out of this.

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Okay, so yeah.

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 how do we get to the next?

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Yeah.

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Okay.

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Hmm.

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Hi, everyone. I'm Kay Wagner from the University of Pretoria, from the departments of Psychology. But I work in research methods, which is is why I'm here.

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and I'm presenting on behalf of my Phd. Students. Malafoni Kenneth Myini, Who could not be with us. So I hope I do justice to his hard work.

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 How do I get?

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How do I page

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working? Oh, yeah.

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kind of me. Just sorry. Let me just go back

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right? Thank you. And so the background for this study is The the paper was based on his Ph. D. Towards a decolonized research curriculum in psychology, a participatory action research, exploration of students perspectives.

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His aim was to create a space for postgraduate students to contribute their voices

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to the rich and complex conversations about decolonization in psychology and and the research methods curriculum. And the plan was to use participatory action research

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and specifically participatory video approach as the method. And in this paper we're going to outline the disruptions that we had to these 2 processes and the implications thereof for the study.

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So the context of the study was the global focus on on decolonization of the higher education curriculum.

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And in South Africa that took on very specific nuances. we had roads must fall.

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We're students at the University of Cape Town that started a protest against the statue of Cecil John Rhodes, who was a mining magnate and and politician in Southern Africa. Very controversial figure. I'm sure some of you know about the road scholarship.

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that he started, and they they eventually took his statue down at the University of Cape Town and There's also spread all over the world. So they were. They were protests, wider than just in South Africa. And then we also had fees must fall where students started protesting against paying for higher education. They wanted the free

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education that the Anc. Governments had promised them So this all led to calls for decolonization, and In higher education.

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and it also renewed the intensity and criticism of the western bias in the psychology curriculum. with a specific focus in Kenneth, study on on research in psychology, because that is the the that we work in.

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So the He felt that students as instigators of this debates about decolonization should remain engaged in the conversation.

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as we. We try to decolonize the curriculum. So he he wanted to focus specifically on on student voices in his study.

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So the regional approach that that we started off with was within a critical ideological paradigm, so trying to understand and confront these power asymmetries in in higher education, and these have natural affinities with potentially myths. Methods like participatory action research where the research and co- researchers are collaborators in the research relationship.

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So Pontarota, for example, would define this as getting people affected by a problem together to determine what is going on and then doing something about it. so the a lot of issues around empowerment and and emancipation during the research process.

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we've decided to focus on postgraduate psychology students

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in South Africa. You need a a master's degree to become a psychologist, and and they much smaller groups. So we felt they had personal investments in decolonizing the curriculum. We have thousands of undergraduate students and and in between the Bachelors and

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Masters. We have an Honors group that can also be quite big. And so we decided that the postgraduate students specifically on the masters level were also more accessible. because it was the smaller group that we could connect with a lot easier.

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So the plan was to recruit students, conduct training and do data collection, all in person. using participatory video approaches the method. So this is an unscripted video production process driven by co- researchers. we would be doing things like forming scenes on campus

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and then eventually ending up with screening a video to identified stakeholders.

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And then along came Covid. So we were

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said to start darts a collection in early 2020

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and just as Kenus was starting to get the process going, the the South African governments enforced a national lockdown and university campuses were closed.

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and they said, online classes would carry on well, indefinitely. We didn't realize at that stage.

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So there was a a problem for a volunteering of participants and participation. There was a lot of uncertainty amongst the students. They were quite anxious. We were quite anxious. they were a a lot of different academic pressures now, because the students had to. So we we had to put all our courses online. The students had to get used to that environment.

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and and so that was a little bit challenging. And then, of course, as we all know, the colonization, the coloniality is, is quite a complex and difficult subject matter to to deal with.

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So we we had to adjust our approach. there was a delayed data collection period, of course, because we we now had to change things

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instead of recruiting

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students in person. A letter was sent to the students and a letter of invitation to the masters. program managers. We have 3 courts with masters, and I think they also sent it to the fourth group of academic master students.

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So in the darts a collection process. Then there was a briefing

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about the project, a workshop about de-colonial encounters where someone presented issues around the topic to the participants. There was training in making and editing videos, and they were artistic representations that the participants needed to do these. All now were conducted online

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and with the participatory video approach, the. The the interview was conducted in person, so by the time we got to that process they allowed this one they were. We were only allowing the master students on campus, so they allowed this one master students on campus and The Kenneth did the interview with them.

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but we did not do any screening of the video to the identified stakeholders because no one could come to to campus and decided not to do that parts online.

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So what with some of the implications for this study

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in terms of recruitment. The Kenneth felt that there was a loss

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of building report to recruit more participants. So, instead of being able to go into the classrooms and chatting to the students and introducing himself and and talking to them about his study. He had to rely on this invitation letter. to the program, managers and so that that could have affected participation.

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Sample size. Only 4 students volunteered, and they were all black African females.

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and then things went a little bit Wrong. From there to one student withdrew before daughter collection. One withdrew after dots. A collection one was due before the collection of the video material. So we were left with

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one participants.

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but we We worked around that to to continue with the study, and we had many, many difficult discussions about what we should do and and whether we should continue or not

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in terms of the dots a collection.

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There might have been some privacy intrusion, because instead of you coming to campus and being in sort of this neutral space.

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we're not doing online interviews with you, and you might be in your home. you know, if you're in a family, in a home, you might be stuck in your bedroom or your room?

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whatever. So that could have been a bit of an issue.

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Access to technology as well in in South Africa is difficult sometimes in in

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certain circumstances. We were lucky that most of the universities gave students grants for to get laptops and and have daughter if they didn't have themselves.

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And then the participants also said that learning about

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the the pva method virtually was very daunting for them

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the daughter quality. we don't know the richness of the interactions and the daughter that we eventually collected. that this was probably also affected by having to do things the way that we did.

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the data collection period being delayed. So

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in South Africa. And I'm sure all your institutions also very strict. students have 3 years to do a Ph. D. And if they don't finish their starts getting letters asking them why they have not finished, and when are they going to finish, and if they don't finish goodbye. So So a lot of our decisions were made just to carry on with what we have, so that Kenneth could finish

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in time. There was a little bit of flexibility, but not not too much. So if he and if he didn't finish in time it would also cost him more money because he would have to register again.

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And then of course, we couldn't screen the video, and we could not have the feedback session with the identified stakeholders.

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So what did we try to do? I I don't know if I've captured this in in full because this was really Kenneth's experience, although we did have a lot of discussions.

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 He he tried to establish credibility by having a prolonged engagement between himself and the co- researchers, so that this was over a period of of 5 months. Essentially.

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 also in the Phd. I kept on at him, and I think the external examiners also asked for more information about the context and and the processes that he went through, just so that we had a very rich description of that.

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does. Spines are best, if it's I think we were challenged by the homogeneity of the sample. we we were left with only black African female participants, and we just wandered about the extent of the engagement. And and what kind of dots that that gave us. So there! There's a lot more reflection from from Kenneth in his thesis. About this

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he tried to keep good communication at all times, but this was virtual

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and then He also reflected a lot on his positionality. So he's, you know, being being a black African male you know, with these participants being females. He was a professional psychologist. They are so. So. So you try to reflect a lot around that.

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And then the addressing technical issues of of the rig of the Pva process with triangulation, and then all all kinds of validity.

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And then also the data analysis process. looking at at relevant theoretical models and and using Atlas T, I to analyze the data.

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So in conclusion, the literature on on participatory video

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approach indicates that it should actually be an in-person data collection process.

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And we, we think this may be the first study to take a virtual approach. And if you know of of any others, you can let us know.

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So yes, methodological issues around that.

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We wonder if face-to-face interactions may have produced different outcomes.

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and we think that researchers need to be open to these possibilities and search for ways to overcome challenges to textbook strategies. in turbulent times.

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but I think in the end I'm

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satisfied that that Kenneth delivered a a good ph d. He went through a very rigorous examination process, including a a defense and oral defense online of his work and and all the examiners were quite happy. So I think we did manage

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so yes, thank you.

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Okay.

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Hmm.

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Hello. Good morning. My name is Zika Himeno. I am researched at the Department of Sociology at the University of Alicante in Spain and CEO of Lancoa Social Research Consultancy.

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Today I'm going to present you the results of our research. I developed, together with my colleagues, Whoa, Lup or teeth. Antonioledo and Jose Javier Maneas, also from the sociology department of the University of Ali Gandhi.

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Their research focuses on the participatory processes carry out in Torieta. an important tourist destination of the Spanish made Iranian coast. The main particularity of this study

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is that I had to be carried out during the 2,020 confinement due to covid pandemic. and therefore the research mythology had to be adapted to upset their purpose. Objectives.

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First of all, we will look at the entities of the research as well as dark background. We will also look the not only that has been designed to meet these objectives

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here we have the object of the Russia, it one to identify the mind problems of Tory sector of nets, the pricing narrative of work. 2. To point out strategy lines of action, to mitigate or solve the problems identified and free

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to wear interviews as trains and opportunities for the jury sector in Toronto. In the face of crisis captured by the Covid pandemic.

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The my compensation of the Yorkshire's Itata's carry out goes before the beginning of the state of alarm and confinement in Spain. In March 2020,

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the situation made it impossible to carry out the methodology in Italy. Design. which was Basset of participatory workshops with the citizens of tore vehicle.

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The resite team met us a matter of ongoing to law for solution, the goal allowed, or part to superior consortium to. We carry out in complaints with the landfall obligations.

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2 years early this team had carried out of theionosis of the Gaussies, of problems of the during sector in Toronto. If this is like. We can see the different metallica faces of the noses carry out in

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28,

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far asleep, the mine actors in the tourism sector re-world to fret. It's part to say in this nanosis wearing the vine. Secondly, same, instructed in turbuls under a participatory workshop, we could conduct to earn the rest of the American from the interviews

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thoroughly bas it. On this information Collaborative Council must be constructed to identify the mind problems and their right causes. In the days of their research. The couches were windows of intervention to what is the solution of the violence? And if I

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finally this information was analyzed with the hell of Atlas T. And Hephy, which allowed the Constitution of Council Maps.

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thanks to the information gathering the privacy research with rising to from fritty interviews and the participation of a more than 100 people. The resenting decided to this information to re analyze the entities of this private and the ais of work set out in a new project.

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In addition, this information was complemented with the new online interviews with K- actors in the theory sector.

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In the resolution, we will solve the 2 main areas of analysis of that history

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fiercely in the area of environment, five-mire programs of the tourist destination have been defined. The lack of care and conservation, the monuments of the NATO allies of Toroviet.

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the lack of social coming to bite to the vitamin. the laws of the biodiversity of landscape weakness. the insufficient political agenda and the environmental 11. And finally.

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the scar's use of the environmental resources of the municipality as a tourist attraction

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for this province. The citizens of the main actors of tourism, and Dorothy Ha Hav is totally safe for his study. Lines of work. improve resources for the management and maintenance of and natural areas

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participating in Russia, its networks and carry out environmental adaptation activities. I met a citizens of Theresa and tourists priority tourist activities with low and economical and sustainable impact.

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and finally create green areas dedicated to the join amid of citizen with the I of not overlined natural areas

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in the area of accommodation and rational tours, a characterist's model of the hallucination of Tory Meeka. Several problems come in to fight high-sectionality. Our structured supplier

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under itolation of hoosing with partisan tourists use the low quality of accommodation in the city. The survey of hotel supply. the loud tour is suspended.

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and finally a tourism model, with a few alternatives and weight limits with the capacity for local development.

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3 years to 20 lines of work have been established to tackle these prolims. regulate and understand our shine, the quality of quality homes

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diversifying the Tory software I'm forwarding the this is Malaysian of them

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and design a monuments. I'm promising plan to use the holiday hushery. Stop through the new P. 2 p. Plight force, such as I from B. On others.

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My way of discussion. We consider it it important to highlight several alignments on how the mine actors in the Torov. Yes, a tourism sector created that. The the destination, so that up

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to the Covid creases. Firstly, a significant in some time has been dedicated in the face of this pandemic and a lack of knowledge about how to deal with the crisis in the tourism sector.

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On the other hand, it is considerate that the tourist destination of Tor Vesa has toured strains. Such a loved it to face the head creases with greater guarantees.

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On the one hand, it is considerate, they compare it to totally tourism. Second, home tourism is a stronger and bitter preparate to withstand a crisis of these characteristics.

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This is due to the fact that the home due to its appropriate nature, offer juries a great senses of security. On the other hand, the majority of tourists who visit to Rebecca are toys who are loyal to the destination.

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therefore, are more likely to continue to visit the destination as long as mobility or rest decisions alone.

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Finally, we would like to highlight to just give our hand discourse's COVID-19 device on what the distribution studies, or be in the face of counties, such as the call it crisis.

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On the one hand, there is a minority discourse which considers that the tore Vesselsa model is a such successful model and datasy, so be astroned by promoting's residency of tourism, bass and sun, and beats.

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On the other hand, there is a more critical discourse that considers the covid solely on her opportunity to transform the tourists in monitors and improvement of the tourists surf in the low-season moths, and through us a rotation of the gate of the Sun and Beach, Molly

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promosing a electrical resources of the city, such as the historical and cultural heritates, natural resource sheet, or as part of infrastructure

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that song. Thank you very much for yourutation. We hope you found it interesting, and for any question at your yet or suggestion, I leave you my email. And we will happy to assist you thank you very much

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 that you know how to go to video.

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I'll maybe tell you

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controls.

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Stop sharing.

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And but

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hmm!

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Again

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we have one question. Sorry.

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First presentation.

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How and did you decide to work as a team? And such a boy discussing everything together.

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Maybe this one.

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Okay? So so

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I think everyone sees the the question in the chat. So My experience with working like that. And the team was very, very good, and I think it really helped us to avoid many issues which we would have had otherwise. And and also I'm really happy that we had this opportunity to physically like these 9 representatives of case studies of 9 countries to be

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in place and work together, because, like really, even some details which we kind of discussed the

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later kind of show that they paid off. And and we could complete successfully our our study

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and during the field, but we also constantly had to communicate, because there were such an examples, for example, with recruitment where we had our all theoretical structure. But then, We had to be sensible for the countries. So, for example, in Finland and Greece.

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Like so the demographic kind of composition is this

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pretty different? But we had to have, like comparable people in in these 3 focus groups based on our rec rec recruitment strategy. And sometimes we could not find certain types of people that we needed, and and we kind of again communicate it all together. So there are these and these and these alternatives. So as a group. So which one is

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the one that fits our mobile, the most. so yes, I. In the future I would really kind of follow this type of working in in a comparative research, especially in qualitative one, where you cannot solve. I don't know questionnaire easily online discussing, but it. It really needs some some kind of close interaction in this sense. So yes, and the challenges, of course.

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 I don't know if we really experience

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big challenges. Maybe in the very beginning.

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because you need time to kind of get to know each other and understand the level of communication you can have

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like being more open or being a little bit more careful. So again, after we went through that threshold, I think it was very good, and I think one good thing was that also the the core team, the German colleagues, who were like the.

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as I said, masterminds of the project.

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the

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created, the whole proposal and everything. So they were also open to many suggestions, because we could see that even certain very simple things among us researchers would be understood differently in different countries.

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So we really could not follow one country's position to certain things. We had to

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find the common position.

345
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Thank you.

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Maybe here other questions.

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Yeah, Chris.

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with all the question for India.

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Thank you very much.

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So to repeat it, other question for Inga and

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as someone who has also did research on an international level with international teams. So I know it's very challenging to coordinate people from different countries and different languages. And I'm just a methodologically question, or one and a half.

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And what kind of coding did you use you? I'm told in a presentation that you used Maxwell a a software tool. But how did you code? And how did you manage

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the problem of translation? Because the topics you are tackling with your research are quite

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complex. Sort of beliefs or culture leaves, and I was wondering, how did you secure that

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every research team or every sort of translation did mean

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the same thing. So what to say.

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So I suppose in this kind of research, you I will probably start with the second part.

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You probably can never be sure. 100% that really everything is totally comparable. But we work a lot. So again, we have several step of this kind of preparation. So

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 this preparation for the field work. Moderation, translate transcription translations

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were done by by the same country representatives. So they were those who were in the focus group. So they listen to the participants interacted with them. And and so I think it is. Is that the way of the translation, because they they kind of

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knew that the the.

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but had a better feeling. What was actually discussing the focus groups and sometimes on someone who would not have participated would not know. What is this about. So. So this sensibility was much better. And then, as I said, I think what helped a lot was that we were

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reading this our each other's transcripts like, really I I read everyone's transcripts and other colleagues read all the other sort of I mean, it's huge work. It it took us a lot of time.

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but even and even during the the the coding phase.

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when again you like 4 of us, I think we were coding all the corpus and and

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intercoding. And so again, a lot of process. we would come to understanding that there are some sections where we cannot really grasp.

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Exactly so what is men. So we would go back to to the colleagues and us. So please go to the original language.

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see if it means this or this or that, and then we would again come back to the English Transcript. So this is what we kind of did

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 and I think to the big part we we succeeded, we would with these concepts, as you say, they definitely like these concepts of I don't know. There would be concepts of cohesion. I don't know. So the directive fairness?

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Even so, such concepts as togetherness of commonality, which would be translated in different ways. So where we were not able sometimes, to be sure which the meaning is, or if the meaning was not exactly translatable to English, we would leave the original language, and we would add again notes

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that this translates it English to this. But, like originally, it means this and this and that. So again, this a lot. We, we have a lot of memos, notes and and brackets and stuff like that in our translated versions to kind of try to

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communicate this meaning as close as possible to what was discussed. And yeah, and then we the coding. So we did the the usual cognitive qualitative data coding.

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We prepared the like not too many like two-level coding schemes. So we have a

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I would say 6.

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I have to remember 6 master codes, and then subcodes inside. So it is not overly complicated from the sense. But then, now we go to this deeper analysis of basically filtering our supposed and going inside of it, and then looking at the country, and and like sub dimensions, but from the qualitative, like 150,

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I mean reading and analyzing, analyzing, and not just kind of segmenting it into like smaller codes anymore. Because for us we look at more of this like narrative and storyline perspective. So we did not cut it to a very, very small.

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and and even in that case, so we, as I said, we have overall like 25 different posts than Branch. It's still we have, like 7,000 of coded segments. So it's it's huge with with that. So

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Ok, next question is the more ethical issues that have been, Sam. Very clear.

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Thank you. Salv and biots. I was hoping someone would not ask this question because.

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I

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I I didn't really speak about it too much.

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so

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I think there were. There were several issues, and Kenneth had to submit a new ethics application as well, in the middle of his study, which delayed things because

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we we changed that they decided to change to an in-person interview.

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I I think from from what I remember for me, the biggest issue was around the the confidentiality of what the participants were saying.

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He did not disclose to me who these students were, because they, I think one of them actually withdrew because she felt

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psychology, such as a small group of people in South Africa, and she was worried about what she was saying. About psychology as a discipline, and about how things work in our departments would perhaps become known to

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her lecturers, and that might have some kind of impact on her relationship with us, and then going further as as a professional person. So I I think that was for for me one of the main issues.

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I have a question for Sovi and be artistic. But I'll leave anger.

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Okay. I'm

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so I I was wondering. I think Kenneth could probably have been a participants in your research as well, and I was wondering, where did you recreate participants? Maybe I I missed that in your paper. But where did you recruit participants, and and where they from? If if you, if you know

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Beata Bielska (she), Poland: you mean well, and how

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yes, how and and if do you know your where your participants came from?

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Beata Bielska (she), Poland: And so at first, when we did the pilot study, so the qualitative questioner, we asked people to leave contact details

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Beata Bielska (she), Poland: if they want to give an interview. And out of 193 people 109 left contact details. So quite a lot.

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Beata Bielska (she), Poland: And then we use this data.

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Beata Bielska (she), Poland: But we also decided to use the purposeful sample. So we wanted to equally men and women and equally people before Phd. With Ph. D. And after Ph. D. So with a meditation.

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Beata Bielska (she), Poland: and we did not have enough people to feed this criteria. Therefore we just use our social networks to find people with the correct, correct demographics, especially Mel. It was hard to find them.

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Beata Bielska (she), Poland: and they were all for Poland, for polish higher education institutions by veterans, public ones.

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Beata Bielska (she), Poland: That's mostly probably.

401
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Thank you. I'm handing back over to Inga.

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Yes, so the

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it

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all the ethical. So so there is one kind of the dilemma that I personally encountered in the research that

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oh.

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so we we had.

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And this does not only relate to this research, but others. So what bothers me lately is the informed consent forms that we asked to the participants to sign.

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And because our research was kind of kind of complicated, and and so they they were performed according to the German University's kind of requirement. We they were checked by by the committee then, and so on.

409
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And they were like really big

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erez agmoni. So the there, there was a lot of things we were we we really had, and on the one hand, you understand that you have to inform participants about all the procedure and about date, and what what we expect from them. What could be, you know, threats, and so on, and I felt that 101,

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many participants they really signed them, and they do not really look at that information

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erez agmoni. so I think one thing again, what? What we would do before like when we agreed, when participants connect like before the focus we we try to just convey again, or at least some certain main things, so so just to, to to make the at least the most important information to convey to them. And then, by the way, so so how to in the future, how to balance this thing a little bit more, 150

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erez agmoni, because we kind of theoretically really inform well as we are obliged. But in reality I feel that the more we inform the less informed actually our participants are when they agreed to participate in this study. So this is something that's kind of I self-reflected that that it borders me at the moment, you know, because I don't think that 150

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we reach the the actual aim before behind this. This this procedure.

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if I may, I have also questions to to Sylvia and Beta. So you you

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studied qualitative research, as as your title says. And I wonder if if in your interviews, or maybe even these open-ended questioners, you find some like really positive effects of covid on the research practices in quality to research that people would say that something

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like really changed to for the battle. I don't know. In in, in the field work, or somewhere else, or more of of of of the reflections were like, really challenge focused

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Sylwia Męcfal: a, yes, I think. we we do have a narratives, like that, especially the researchers at the same in the literature are not agreeable on whether the interviews online are the same kind of contact or not. The same kind of contact. And some of our participants said that they even prefer the

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Sylwia Męcfal: Uhative interviews online because of several reasons. For example, the

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Sylwia Męcfal: sort of

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Sylwia Męcfal: it it was, there was more concentration on the topic and not on the like outside interview interactions. So and they, they were able to focus more

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Sylwia Męcfal: mit Ctl and on what they were actually talking about. And they felt that also the participants had more control over what they were showing to their researchers. So they they they showed what they wanted on the camera, and they didn't have the 150,

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Sylwia Męcfal: and they didn't have the feeling that they invaded somebody private space. And also that that the interaction was not as demanding also for the researchers as it it would have been in the face to face contact. So there were such a

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Sylwia Męcfal: such a comments, for example. However, on the other hand, there were researchers who said that they would never change it for their face to face contact.

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Sylwia Męcfal: And also some comments about how the slowing down of of other obligations of of academic works.

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Sylwia Męcfal: and helped some of the participants to focus more on scientific work, on analysis, on writing the publications

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Sylwia Męcfal:  so that that, I suppose was also Something that people liked and saving

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Sylwia Męcfal: money and time also, also was one of the things I don't know if that you would like to add something at the moment.

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Beata Bielska (she), Poland: Yes. So we described some of these analysis in our text in English. So this was the the democratization of research giving voice to the participants, some of them, of course, not everyone

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Beata Bielska (she), Poland: about, also about flexibility, as you mentioned, but also innovative. So there was a chance to try new techniques, for example, or maybe move from one technique to the other.

431
01:27:20.910 --> 01:27:22.329
Thank you very much.

432
01:27:22.990 --> 01:27:25.350
May I have one more? But I have a

433
01:27:25.810 --> 01:27:28.640
a couple of questions to clear, because

434
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so you you said that you had a difficulty recruiting. So one question is from those 4 participants that you recruited 3 kind of recruited them so like they recruited themselves. Do you know that the reasons for the withdrawal? So where they related kind of to the research itself, or something else, and also

435
01:27:53.920 --> 01:27:58.300
Do you think that if it was not pandemic

436
01:27:58.540 --> 01:28:22.799
How much would the recruiting have been easier or more efficient for for for for the kind of the research that you have done so, do you think that, like more, not only like female? African students who have been recruited but male as well. Or do you think again, you would still have encountered some difficulties recruiting students for for this research.

437
01:28:32.530 --> 01:28:36.260
I I think that

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in in psychology generally, men are and underrepresented. So I I don't know if if we might have got, for example, more males.

439
01:28:47.780 --> 01:28:52.470
and I know that Kenneth did say that.

440
01:28:52.580 --> 01:29:13.529
you know in in his thesis he he spoke about Why, he thinks None of the white students. once it's participate, because it is a very difficult topic, and a lot of them feel threatened by it. So that that was one thing that he thought about.

441
01:29:13.590 --> 01:29:23.369
So yeah, I'm I'm not sure if you know, things would have been different.

442
01:29:23.600 --> 01:29:39.789
But he felt that because he didn't have a chance to introduce himself to the students in bold rapport with them and and be in a physical space with him, or or whatever it might have been that that had an in effect.

443
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and then in terms of the students that withdrew as as far as we could understand and I think again it was difficult for some of them, so so that these were the reasons that they gave.

444
01:29:55.240 --> 01:30:01.459
and and we don't know whether they are true, but the one cited

445
01:30:01.470 --> 01:30:11.319
too much academic pressure. So, having to deal the the first work of my first year of Mys's coursework is very intense

446
01:30:11.370 --> 01:30:27.270
And the student said that she just couldn't spend extra time participating in a research study that required a lot of time. And so so she withdrew, and then the other one seemed to be concerned about

447
01:30:27.320 --> 01:30:37.300
how who participation would affect her status in the department. And as a psychologist.

448
01:30:38.630 --> 01:30:39.909
okay, thank you.

449
01:30:41.440 --> 01:30:44.480
So we have more questions.

450
01:30:47.440 --> 01:30:48.490
Thank you.

451
01:30:48.810 --> 01:30:50.939
I'm on Doneto.

452
01:30:51.190 --> 01:30:58.529
I have a question for Inga. I'm curious. Did you? About the remote group discussions.

453
01:30:58.690 --> 01:31:09.019
Did you have some technical issues or difficulties? And if yes, do you have some procedure to follow? I mean

454
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what to do with some of the participant.

455
01:31:13.210 --> 01:31:14.340
you know.

456
01:31:14.580 --> 01:31:21.960
participate, or cannot participate fully without doing video. I'm very curious about that. Because I

457
01:31:22.310 --> 01:31:26.780
this is for me a very, very complicated tool to

458
01:31:27.200 --> 01:31:33.599
minutes, because with interview someone can.

459
01:31:33.660 --> 01:31:36.320
Local group discussion is very, very hard.

460
01:31:37.870 --> 01:31:40.410
I would say that if if

461
01:31:41.760 --> 01:31:45.570
I on the one hand, so we were, I think we were very lucky.

462
01:31:45.770 --> 01:31:55.960
because somehow, with the remote groups that we did, we did not encounter like major technical issues, though we were really worried about it.

463
01:31:56.100 --> 01:32:05.900
On the other hand, I think with focus groups it. It does not really matter, in a sense, if it's remote, or it's first face to face, because

464
01:32:06.060 --> 01:32:08.450
it always is a challenge

465
01:32:08.490 --> 01:32:24.110
to recruit people, and not only to recruit, but to have them, the the required number and composition of people in one place at the same time. So May, I would assume that maybe even online, it's a bit easier.

466
01:32:24.280 --> 01:32:34.330
but not necessarily so I can tell. For example, in my Lithuanian case I had 3 focus groups and the

467
01:32:35.030 --> 01:33:01.009
with one group. I was really very sure that everything will go smoothly, because those I I had. So what we always did so again, you cannot have too many participants, and you have cannot have 2 little participants. Right? So you have to be very careful. You cannot invite to the same focus group like 15 people, because if they all will come, you, you might have a problem with the dynamics and managing right.

468
01:33:01.140 --> 01:33:27.700
but again, you cannot only invite. Let's say 6, because if 3 of them will not appear, then you do not have the focus group. So we try to to manage it. Like to to to have some kind of these reserve cases and things like that. So with one group, I was very sure. I have 8 people, all of them. Couple of days before the focus group. I contacted them again. They all confirmed that they are joining online, everything is okay.

469
01:33:27.840 --> 01:33:42.029
And actually, when the time came. And and again, we, we would ask to connect them in advance. So to see if there are any problems to solve them before we actually start the conversation. And I realized that they have a problem.

470
01:33:42.110 --> 01:33:47.919
because out of those 8 participants like 5 min to the time I had only 3 ones

471
01:33:48.250 --> 01:34:12.100
and then I was lucky, because, again, we now cannot collect like too much personal information, like the contact only the necessary one. So I was selected out of a couple of participants. I had both email and they themselves provided phone numbers. So I can phone one, and he said, Yes, I'm I'm I'm just connecting. But then the other. So they had reasons. One I I already knew in the morning got sick.

472
01:34:12.330 --> 01:34:42.140
That day we had a snowstorm, and 2 participants got stuck in the traffic jam, and they did not come home until basically, our focus group ended and and the the other one somehow mixed the time, even if, like day, 2 days before she confirmed the time. And then so you know, I I was really prepared. Everything was set, and and then, you know, so I had the, the, the required number of participants, and luckily, again, it is just luckily the right composition.

473
01:34:42.140 --> 01:34:52.510
but otherwise I mean and the other group where I had really had a lot of anxiety, because I thought it was very risky, because participants.

474
01:34:52.510 --> 01:35:17.349
We're very reluctant to respond to emails. So even with my repetitives, please confirm if you are coming, the it would take a long time. So I was re. They came, all all 6 recruited. They came. Everything was that, and the third one I I said, like all this hour and a half on my very anxiety, because again, that that there was another day of snowstorm, and I could feel that

475
01:35:17.350 --> 01:35:27.089
like this connection is really on the edge. So basically all the time. I was just, you know, talking, but at the same time, please. Just

476
01:35:27.160 --> 01:35:55.840
so it it is. It is always a challenge. So in this sense, I would say in many regards, despite all the preparation we did, all the safeguards we tried to make. We were more lucky than then. You can really sometimes control something, and the hybrid one again everything was prepared. The participants were invited. The Moderator was, you know, ready? And then he got in the evening before he got ill with Covid.

477
01:35:56.010 --> 01:36:21.530
And then again, it's a decision. So what to do? Because if you release the participants and say that we are not going to do focus group tomorrow. There is very little chance that in the period of time that we have planned for the field work you will be able to invite all these people again and actually complete your research. Yeah. So again, it was good that we had. We have all had moderator assistance locally.

478
01:36:21.530 --> 01:36:44.389
So the system went physically to the place and arrange everything by our plan, and then moderator connected. So this was again kind of an experimental thing, but but something that you. I think that you have to be flexible in when the conditions are like that, like we have all with the war or something, because otherwise it means you cannot just complete your research so as long as it

479
01:36:44.560 --> 01:37:11.639
still compliance with what is required by the methodology and what gives, you know, good data. You. It is important. But again, it is. Of course it's very stressful. So in a sense, we were just to to big extent quite lucky that things went smooth, and of course we did all those preparations. So again, this. So why, I say that the the fact that we physically were in in one place for a long longer time. Is that

480
01:37:11.710 --> 01:37:20.540
what we did? We we discussed before going back to our countries to do the field work. We discussed a lot of this. So what do we do if

481
01:37:20.950 --> 01:37:40.450
you know? So what do? So that we all know more or less that if something happens, and all of us more or less react or do the same thing. So this also helped. So that would be. But I think with focus group. This is the remote or not remote. It's always a challenge.

482
01:37:40.550 --> 01:37:52.929
And with remote again, yeah, this, this, this, even if you are already you have a group disconnection thing. We we were like what I said, for example, I had one very stressful in this regard, because you could feel that it's just.

483
01:37:53.200 --> 01:37:56.829
and the moment can fall apart. It did not. But still

484
01:37:59.520 --> 01:38:01.310
it cannot even trip

485
01:38:02.570 --> 01:38:18.630
make a comments, and and also question of Inga. So I'm so glad that you presented this stuff about the repetition of the answers, because I always tell my students don't code.

486
01:38:18.630 --> 01:38:43.080
And the same response more than once, when you facilitate facilitating a focus group or or doing an interview, you don't necessarily hear how people repeat themselves. And when you look at the transcript you like. Oh, this person is saying the same thing 10 times. So it doesn't mean it's more important. And you you you just code at once. And then I was wondering.

487
01:38:43.100 --> 01:38:45.010
after all, of this.

488
01:38:45.080 --> 01:38:53.429
what would you say to someone who or how would you? Rewrite

489
01:38:53.610 --> 01:38:56.989
issues are on focus groups in a textbook.

490
01:38:57.650 --> 01:39:04.450
maybe maybe that that might be a very long answer. But maybe some main points

491
01:39:06.050 --> 01:39:27.019
I I don't know if I would rewrite, but like something I I I so suppose that we just can't kind of there. There is one step which I lack again. So we did. 9 in 9 can many focus groups and everything right? And then I thought, okay, so so we have this differences in length and moderator work and everything.

492
01:39:27.020 --> 01:39:37.370
So how do I assess, because because generally we see we have huge corals, we we, we, we, we, we spend half of the year coping with the way it like 4 h.

493
01:39:37.400 --> 01:39:47.519
we it looks that we have really, really good data with coding. We have, we get the answers to the questions that we raise and and and and so on.

494
01:39:47.570 --> 01:40:04.419
But still I mean so how do I actually assess if this is really comparable? Well, you know, if these differences between moderator styles and and and participant talks, you know, did not have some effect which we really need to consider.

495
01:40:04.540 --> 01:40:24.420
And then I realized that it's it, this, that last step, the the actual assessment and tools for that for but specifically for focused groups, is not so much present, and and when you reduce you, you have to. There are recommendations in advance. You have to do like this like this, like that, to produce good

496
01:40:24.450 --> 01:40:40.430
quality of data and focus groups. but then not to see if if I really produce that, of course you can use the like, the general tools for for quality to research and textual research as well, but it's still I I think something lacks.

497
01:40:40.530 --> 01:41:09.710
so I suppose this is just something that we we can do and and discuss like one thing. So in in Max Qda, when I go, when you when we coded the moderator text right? you, you then can see the share the percentage. So how much of code codes like the the moderator codes make. But then, how to says, is it a lot, or is it not? Is it bad, or is it not? And then, when you have very different across the focus group, so what does it mean?

498
01:41:09.730 --> 01:41:25.770
And I did not find like guidelines, how? And then, so this is something I'm I'm now trying to to play and see. So for myself, I said, Okay, so if I consider that moderator gives a question, and then each participant answers.

499
01:41:25.770 --> 01:41:41.090
So you would say that, okay, if there are like 4 participants. So so probably, you know, like moderator, could could maximum fill in like ion 25% of the talk, because the question we see more just estimation and so on.

500
01:41:41.120 --> 01:42:03.190
But then again, it's not. It's only the guideline, and then you have to go look inside. So I think this is what I would work a little bit more and add these guidelines. And explanations in in, in the textbook, and also, I suppose you cannot, as I show you cannot on. At the same time you cannot only look at these numbers

501
01:42:03.240 --> 01:42:21.579
erez agmoni, or some objective criteria, because you have to go back and look inside. So what? What actually they mean? As I said, the percentage can be big. But it's only like, Thank you. Thank you.

502
01:42:21.630 --> 01:42:32.199
Sylwia Męcfal: I I I I wanted to add something to the discussion and focus groups which is very interesting. But I I also like to ask in that about

503
01:42:32.310 --> 01:43:00.660
Sylwia Męcfal: more about because you said you conducted the focus groups yourself as well. And how did the group processes feel? And if you had a comparison with the face to face ones, because I remember that at some stage of the pandemic. I worked with a group of students who planned for their workshops the focus groups, and they were recruiting people also for for them to practice. But they did the practice focused group online.

504
01:43:00.660 --> 01:43:21.109
Sylwia Męcfal: And I remember when they were preparing to the focus group, we were put into the online mode of teaching. and they did the practice online. And they were really hoping that we would be put back into face-to-face modes so that they can actually do the face-to-face focus groups.

505
01:43:21.160 --> 01:43:23.149
because,

506
01:43:23.170 --> 01:43:52.709
Sylwia Męcfal: that, the dynamic of the group was a chaos. Basically. So everybody was overlapping everybody. there was obviously on experienced moderators. So he had problems with controlling the group. So there are all, all all sorts of communication problems. And we were lucky enough again, lucky to be put back into face to face mode, and they did the focus groups in the end in the face to face. Mode

507
01:43:52.719 --> 01:43:59.460
but yes. So what would be your comment? How do you compare this group dynamics from face to face and online?

508
01:43:59.860 --> 01:44:10.970
I would probably say again that it more depends on the preparation, on on the experience of the moderator.

509
01:44:11.400 --> 01:44:25.659
and probably again, how lucky you are with the composition of the group. So, for example, in my in my own, because I have moderated the Lithuanian ones right? And I have previous experience with moderating focus groups, and

510
01:44:25.900 --> 01:44:54.840
probably I was lucky with the participants. I did not experience much issues with the dynamics. contrary, I think I was a little bit surprised how well the interaction went. And in all 3 groups we actually did have the real like the discussion, you know, between participants. And I think for me, I think it's one of the a bit positive effects of covid, because by the time so we did on the second winter of Covid, right? So

511
01:44:54.860 --> 01:45:09.579
participants were already knowledgeable about the action in Zoom, even those who previously would have not been if it were not for the pandemic. So everything work went really very nice.

512
01:45:09.580 --> 01:45:26.730
but we had some issues in other face to face groups. And again it was more culture. So, as I said, like Portuguese colleagues, and in all 3 focus groups in Portugal. It was very funny when we were coding, and I was reading again and again everything

513
01:45:26.730 --> 01:45:52.239
like in Portuguese groups. It would repeat that a participant would say, so I will be brief. And then there come, like 3 or 4 paragraphs of text, and then the moderate, that someone would start, ask the question, and and specifically say, please like, be a little bit briefer, you know, for the probably, so that everyone can. And then again another participant would say, I will be brief, and that it can like 5 paragraphs of pegs

514
01:45:52.350 --> 01:46:11.169
so, and and other other other groups also had some some different kind of these dynamics with the which they had to somehow manage, depending on the circumstances. So I suppose a mode also has it this effect.

515
01:46:11.520 --> 01:46:16.569
but overall outcome is a combination of of many efforts.

516
01:46:16.680 --> 01:46:31.730
so the moderator, I suppose, can overcome, like the technical things or the mode things. But then the mode of speaking, the culture, the mode of expression can have a big effect as well. So

517
01:46:31.730 --> 01:46:49.020
it is all the time, I suppose, a big balance, and again preparation. And and then, and then, probably just to realizing that this is, you know, you cannot change the way you people talk like finish calling, but very stressed, because he knew that. You know, other focus groups will be longer.

518
01:46:49.560 --> 01:47:13.679
you know, just. And he was stressed that he cannot. He cannot produce the longer ones. But then, when you called like the finish in one sentence, the Finnish colleagues can say like 3 essential things, and then the the Portuguese Coli has the one thing in this 5 paragraph, basically because it's turning around and around and around on exactly the same idea.

519
01:47:13.790 --> 01:47:38.959
So I think it, what was a big learning thing, so that how sensitive you have to be when when analyzing the data and assessing the data to really, not just look at superficial things. But really consider these kind of different different differences and and reflect. So what exactly do they mean for of data and your outcome, and and what you make of it.

520
01:47:40.700 --> 01:47:41.800
Thank you.

521
01:47:42.380 --> 01:47:46.299
1 min. Left for a very short question.

522
01:47:46.450 --> 01:47:48.799
Okay, thank you for this.

523
01:47:48.990 --> 01:47:58.370
Thank you very much, Sylvia, but it was also very interesting that it said that you are there. On the other side of the screen, and not here.

524
01:47:58.590 --> 01:48:10.110
Sylwia Męcfal: Yes, we. We also like to be there with you. Believe me. Financial Limitations of institutions in Parliament are quite severe.

525
01:48:12.730 --> 01:48:16.119
Thank you.

526
01:48:17.180 --> 01:48:18.000
Beata Bielska (she), Poland: All right. Bye.