Michele Palmer – PG Cert Blog

See link for my ARP Presentation: MP – PG Cert – ARP 2023.2024.pptx

See link for my ARP Summary: ARP Summary.docx

ARP Unit References.docx

See link for my bibliography; Checked with Harvard referencing and in alphabetical order.

My reflections indicate that there are numerous variables or directions that my research may go. For example, I could broaden my investigation to include developing a module especially for industry engagement, working with colleagues and pursuing industry expectations beyond what has already been proven: i.e. the concerns around the duration of training. This could result in the training informing or incorporating additional procedures and protocols to assist H&S, etc. when on site. However, as employability is the focus of my practice, I have decided to examine what student involvement could mean for my research, considering the importance of industry engagement in higher education, for addressing industry demands and empowering students to begin or advance in their respective fields (evolllution.com, 2024).

One way I may incorporate students into my research is by assigning them to provide an evaluation of the industry-led sessions. A selection of students could evaluate employability sessions where the industry professional/s has completed EDI training developed by UAL and employability sessions where they have not completed EDI training, established by UAL, as part of this further investigation into my study.

I would choose students or recruits to participate to guarantee that the input comes from a common sample pool rather than from individuals chosen at random. Since the students chosen for this role must be interested in the subject and willing to commit to it through evaluation, the recruitment process could therefore be based on the interests and career goals of the students, as demonstrated in consultations with me (I conduct weekly consultations as part of my role).

“Specifically, student participation in faculty supervised research activities is impactful (Popescu et al., 2019; Schwartz et al., 2018), stimulating academic inquiry and promoting interdisciplinary learning, career development, cultural awareness, leadership, and professional and intellectual skills.” (Teacher, 2023)

Students could gain insight into their employment chances after graduation by connecting the employability session’s topic and the research matter, to their learning activities. Students may benefit from doing and making observations in this research position, as an experiential learning exercise or work experience (Schwartz, Gregg and McKee, 2017), where they could develop autonomous critical thinking abilities in addition to written and verbal communication abilities (Petrella and Jung, n.d.). Nevertheless, the disadvantages or challenges I may have to take into consideration include but are not limited to, an increase in workload, time constraints, and student attrition (Teacher, 2023).

“Students bring energy and enthusiasm to research teams. They’re hungry to learn and they often keep asking for more to do” (Erickson, 2001).

Universities gain from student participation in research in addition to the benefits to students. Just as students learn from academics and make substantial contributions to the field of knowledge, academia consistently gains knowledge from students. This is because students can ask perceptive questions that, when answered, might completely alter the direction that a research question is taken. Since they are inexperienced, they tend to push boundaries and give unusual responses to questions. (Erickson, 2001).

“Our research enhances cultural life and a diverse range of communities. Find out about current and completed research by UAL researchers and research students.” (UAL, 2023)

Providing this chance could assist the institution’s efforts for both recruiting and retention. For students who are intellectually gifted, this may be an excellent recruiting tool. One of the most significant advantages that UAL can provide to potential students is the fact that students can participate in creative research within the university, which is a USP for UAL. Hence expanding research opportunities into student-led KE/Industry engagement at LCC could be a valuable addition.

“More integrated or co-ordinated approach to beneficiary needs.” (NCVO, n.d.)

Collaborating with students on investigations could assist me in recognising and comprehending concerns in my practice. It could also give me a student’s perspective on the research and could affect LCC’s career education (Monash Education, n.d.). As a result of this, the student contributions may be disruptive and controversial and may push for reform to support the various employability goals of students. Consequently, presenting novel ideas within my sector to further investigate student and industry engagement while also influencing policies throughout higher education (Review and jamesmunkres, 2020).

I enjoy discovering how lecturers and students collaborate to achieve creative ambitions and make discoveries. It is one of my favourite aspects of my work, at UAL. I, therefore, envision that my research could contribute to bridging the gaps between graduate students and undergraduates and student-led KE research.

“consent processes are multidimensional and serve other ethical functions as well. These functions deserve particular attention when barriers to consent exist.” (Dickert et al., 2017)

As previously mentioned, I could involve students in my research by choosing certain subjects and asking them to evaluate the industry-led employability sessions by contrasting the language, content, and overall presentation of professionals who had received training with those who hadn’t. However, there would be obstacles to the ethics and consent, which I used in this study, as they would no longer be relevant, so would need to be amended or reframed.

The consent form is one illustration of this. Due to the students’ involvement, I would need to get additional permission from the professionals, so that the students could assess them during their session and draw parallels. For the students to participate in the study and for me to use their results, among other things, I would also need their permission. Then the information sheet and the Ethics Enquiry Form would also need to be reviewed and modified because they would no longer be functional.

The expansion of my students would cause me to edit my action plan to encompass additional activities for the students. I could use my findings from this study to inform that action plan.

“In addition to the use of School communication systems, researchers may also use indirect methods, such as posting of IRB-approved flyers and/or the placement of IRB-approved advertisements, to recruit students.” (CUNY Graduate School of Public Health & Health Policy, n.d.)

I would be forced to examine the procedures used for student recruitment and selection. This could entail setting requirements that the students must meet, considering potential venues for job advertising and selecting that considers the students’ year of study at LCC. Nevertheless, using these covert strategies, such as fliers, does not require the Associate Dean for Research’s consent.  (CUNY Graduate School of Public Health & Health Policy, n.d.).

Proactively, it would likely be advantageous to include a variety of students from various year groups and disciplines, to ensure that the results were comprehensive enough to guide industry engagement and career education for all students. The variety of students would probably have varying expectations and could need rewards, such as extra credit or cash. (CUNY Graduate School of Public Health & Health Policy, n.d.).

“Broadly, biases can be of two types – participant bias and researcher bias” (Shah, 2019)

Considering my reflections on the present research, I would also like to investigate collaborating with peers and colleagues to create a more harmonic or comprehensive framework for compiling results for assessment. The definition of collaborative research is an alliance between two or more people who cooperate to accomplish shared objectives (Collaborators, 2023).  The shared objective, in this case, responding to my study question. This may further reduce the likelihood of feeling isolated and having an adverse influence on my mental health. Additionally, it could protect all parties involved from a skewed viewpoint. Professionals within my network, such as Sheffield University, and academic experts interested in employability, such as the KE team, could collaborate on this project.

A possible extra task would be to have the students research a methodology, but this is not the only option. The chosen students could participate in a focus group to discuss the methods they feel most comfortable using to assess a professional during delivery: written notes, a pre-made questionnaire, or an internet survey. However, the processing, analysis and evaluation of the data could also be discussed. In light of the results of my current research, I suggest employing a qualitative strategy to help us draw out particular information from the data. To confirm the mode, go over the findings, and make conclusions, a focus group could be used both before and after the evaluation.

In summary, a variety of factors and speculative situations could be involved in my study’s expansion to include students, as the examples above demonstrate. As within my practice and without a doubt, all of them would require me to respond to my research.

Reference

Teacher, T.S. (2023). Engaging Students in Faculty Research. [online] scholarlyteacher. Available at: https://www.scholarlyteacher.com/post/engaging-students-in-faculty-research#:~:text=Specifically%2C%20student%20participation%20in%20faculty  [Accessed 14 Jan. 2024].

Schwartz, B.M., Gregg, V.R. and McKee, M. (2017). Conversations About Careers. Teaching of Psychology, 45(1), pp.50–59. doi:https://doi.org/10.1177/0098628317745247.

Petrella, J. and Jung, A. (n.d.). Available at: https://core.ac.uk/download/pdf/43643533.pdf  [Accessed 14 Jan. 2024].

‌Erickson, R. (2001). National Collegiate Honors Council 2001 Part of the Higher Education Administration Commons Erickson. [online] p.10. Available at: https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1009&context=nchcschreyer2

UAL (2023). Research and projects. [online] UAL. Available at: https://www.arts.ac.uk/research/current-research-and-projects  [Accessed 14 Jan. 2024].

NCVO. (n.d.). Benefits and risks of collaborative working. [online] Available at: https://www.ncvo.org.uk/help-and-guidance/running-a-charity/collaboration/about-collaborative-working/benefits-and-risks-of-collaborative-working/#potential-benefits  [Accessed 14 Jan. 2024].

Review, T.B. and jamesmunkres (2020). Disruptive Innovation in Higher Education. [online] The Blue Review. Available at: https://www.boisestate.edu/bluereview/disruptive-innovation-in-higher-education/#:~:text=Indeed%2C%20a%20core%20conclusion%20of  [Accessed 14 Jan. 2024].

Dickert, N.W., Eyal, N., Goldkind, S.F., Grady, C., Joffe, S., Lo, B., Miller, F.G., Pentz, R.D., Silbergleit, R., Weinfurt, K.P., Wendler, D. and Kim, S.Y.H. (2017). Reframing Consent for Clinical Research: A Function-Based Approach. The American Journal of Bioethics, [online] 17(12), pp.3–11. doi:https://doi.org/10.1080/15265161.2017.1388448.

CUNY Graduate School of Public Health & Health Policy. (n.d.). Recruiting Students as Research Participants. [online] Available at: https://sph.cuny.edu/research/office-of-sponsored-programs-and-research/research-policies-and-procedures/research-compliance/recruiting-students-as-research-participants/#:~:text=In%20addition%20to%20the%20use  [Accessed 14 Jan. 2024].

Shah, S. (2019). 7 Biases to avoid in qualitative research. [online] Editage Insights. Available at: https://www.editage.com/insights/7-biases-to-avoid-in-qualitative-research

Collaborators, Q. (2023). Collaborative Research: What It Is, Types & Advantages. [online] QuestionPro. Available at: https://www.questionpro.com/blog/collaborative-research/#:~:text=Collaborative%20research%20is%20a%20partnership 

I conducted research to determine how my practice may impact and support social justice for student and industry interactions at the institution, based on my interests in EDI, anti-racism, and industrial engagement. The results of my study addressed my hypothesis and positively answered my question by showing me that I could make a difference in my practice. In my perspective, this study worked and demonstrated a practical method that I could use and develop in my field.

With consideration towards the industry participants, they were pleased to offer input on my results and let me comprehend the advantages and disadvantages of the initiative. However, the relationship I’ve developed with these professionals enables me to comprehend their expectations and how I might influence their roles in the industry, in addition to leading within my practice.

No one in my networks had investigated how industry involvement could promote social justice, have an impact on the industry, or change student engagement sessions, thus my initial primary research at the start of this project surprised me. This meant that the viewpoint I was putting forth about industry engagement was not a consideration to the people in my networks, although they did show interest. Immediately, it became evident that industry was being allowed into our settings with little to no understanding of what we were doing or why, to instill principles of society. This is detrimental to both us and our students, right? I had the impression that I was starting a meaningless journey that had nothing to do with or bearing on my practice.

“Working with organisations outside of academia may require some careful negotiation around shared understandings of theory and practice and different levels of work.” (www.advance-he.ac.uk, n.d.)

In my practice, I take great satisfaction in placing businesses and students at the centre of strategy and framework, advocating that training and education result in employment that may boost output and close skills gaps. (Built through trust, delivered in partnership INDUSTRY ENGAGEMENT STRATEGY You’re in good company, n.d.) Upon thought and post feedback from my networks, I considered that this may be the first study of its sort, because previous research and understanding are scarce in my study. As a result, it may influence or inform policy for industry engagement, in HE. Consequently, my research could be shared with colleagues and upper management to promote a common understanding of theory and practice of career education, at several levels. Alternatively, my methods could be applied to other areas and might be used to obtain results from another study aside from employability (Kahlke, 2014). This kept me enthused.

“The involvement and support of management is crucial to a successful outcome.” (Salazar, 2002)

I met with the Head of UAL EDI, presented my objectives and rationale, and was given permission to utilise the actual staff module in the pilot for my research. I remained enthusiastic about the potential that could be discovered. This clearance was a helpful addition and validation of my research’s worth. However, because of the length of the training, less than 50% of participants finished the exercise, which would be a disadvantage to the research project. As a result, even though this was the main highlight of my ARP experience, I now know that the module’s duration was insufficient for this use.

“Research has shown that Peer Learning techniques: Promote student learning and academic achievement. Increase student retention. Enhance student satisfaction with their learning experience.” (Johnston, 2009)

The persistent sense of loneliness I experienced on my journey was low moments, as I missed idea-sharing and peer-to-peer learning when I was investigating new theories and practices. This became extremely apparent when I was signed off on medical leave.  Not only was I the only one working on the thesis, but being off meant that no more work was being done. Since I had other stakeholders to consider and work with and obligations towards activities in support of the project and results, I have learned that conducting research collaboratively is more productive than conducting research in a silo.

“Collaborative Action Research (CAR) or Collaborative Enquiry, is a core element for working to improve educational and public services and is a core component of a model for improvement for Scotland’s Public Services.” (Collaborative Action Research (CAR), n.d.)

I constantly had to be adaptable during the study, my silo work exposed me to the term “responsive to research” (epoc.cochrane.org, n.d.).  However, my understanding of collaborative work on delicate subjects like EDI would have rendered it possible for me not to be alone: more than one researcher leads to a variety of critical evaluations, multiple individuals making plans, monitoring, tweaking and adjusting tasks as necessary. To counteract professional isolation and improve professional practice, professional development, and student (my) learning, collaborative work could have been beneficial, in this investigation. (Collaborative Action Research (CAR), n.d.)

Personality conflicts, resistance to change, cultural mismatches in vision, and a lack of consistency and clarity on roles and responsibilities are some potential roadblocks to productive collaborative work. To overcome these difficulties and build positive relationships with my peers, I would have established benefits for both parties and pursued cooperative opportunities while maintaining a focus on the desired results (NCVO, n.d.).

“The simple truth is that today’s online learners are busy multi-taskers who are dealing with a multitude of distractions.” (Cloke, 2018)

According to reports, an online module should not be more than 30 minutes and anything less than 15 is too short, even after hours of instructional design, field testing, and client feedback. Depending on the level of intensity and the quantity of learning objectives to be met in the module, 15 to 30 minutes is the optimal duration. Consequently, a module must reflect such research if it is to be taken into consideration for industry engagement. (elearnmag.acm.org, n.d.)

Online learners lack the time to participate in lengthy eLearning courses, even though they can help them solve problems or realise their potential. As a result, materials need to be delivered to them conveniently and promptly. (Cloke, 2018). The industry professionals that I work with, in my practice, are open to embracing and putting into practice the ethics and ideals of the institution. However, they are unwilling to be hampered by time constraints that can influence their personal lives, careers, or other obligations.

“Most UK academics see the dissertation as providing students with a capstone research experience. However, this focus on the final year ‘research experience’ may not support students in seeing themselves as stakeholders in the worlds of university research nor best support them becoming, even peripherally, members of a disciplinary research community.” (Heacademy.ac.uk, 2020)

Students rarely receive credit for their research contributions or are viewed as researchers. (n.d.; www.bera.ac.uk). However, data shows that, from the perspective of a career professional, my failure to include students is a disservice to my field, because inclusion would advocate students’ upskilling and refining transferable skills, which is advantageous for their employability and beneficial for the university’s innovation (www.bera.ac.uk, n.d.).

“Provide learners with the opportunity to reflect on activities and what they have learned from them.” (APPLICATION GUIDE Developing Learners’ Employability Skills, 2010)

Thus, on reflection, if I had included students in the design of my research, I might have given them real-world job experience, motivated them to use what they had learned, and highlighted areas where they needed to develop to meet their current objectives and long-term professional goals. Additionally, I could have collected more information to support my findings and get a different viewpoint that could have linked employability to teaching and learning, undoubtedly benefiting my study.

References

NCVO. (n.d.). Benefits and risks of collaborative working. [online] Available at: https://www.ncvo.org.uk/help-and-guidance/running-a-charity/collaboration/about-collaborative-working/benefits-and-risks-of-collaborative-working/.

‌Collaborative Action Research (CAR). (n.d.). Available at: https://education.gov.scot/media/oibg5di2/sacfi12b-car-overview.pdf.

‌Johnston, J. (2009). How to Implement Peer Learning in Your Classroom. Resource & Research Guides, [online] 1, pp.7–2009. Available at: https://eprints.lincoln.ac.uk/id/eprint/19430/1/How+to+Implement+Peer+Learning+in+Your+Classroom.pdf.

epoc.cochrane.org. (n.d.). Responding rapidly to requests for research evidence. [online] Available at: https://epoc.cochrane.org/sites/epoc.cochrane.org/files/public/uploads/SURE-Guides-v2.1/Collectedfiles/source/01_getting_started/responding_rapidly.html  [Accessed 13 Jan. 2024].

Cloke, H. (2018). 7 Signs Your eLearning Course Length Is Too Long For Modern Learners. [online] Growth Engineering. Available at: https://www.growthengineering.co.uk/7-signs-that-your-elearning-course-length-is-too-long-for-modern-learners/  [Accessed 13 Jan. 2024].

elearnmag.acm.org. (n.d.). elearn Magazine: How long should an e-learning course be? [online] Available at: https://elearnmag.acm.org/archive.cfm?aid=1291532#:~:text=Through%20countless%20hours%20of%20instructional  [Accessed 13 Jan. 2024].

Heacademy.ac.uk. (2020). Developing undergraduate research and inquiry | Advance HE. [online] Available at: https://www.heacademy.ac.uk/knowledge-hub/developing-undergraduate-research-and-inquiry.

‌ www.bera.ac.uk. (n.d.). The benefits of undergraduate research. [online] Available at: https://www.bera.ac.uk/blog/the-benefits-of-undergraduate-research  [Accessed 13 Jan. 2024].

‌APPLICATION GUIDE Developing Learners’ Employability Skills. (2010). Available at: https://dera.ioe.ac.uk/id/eprint/1036/7/employability-guide_Redacted.pdf

www.advance-he.ac.uk. (n.d.). Business engagement for learning | Advance HE. [online] Available at: https://www.advance-he.ac.uk/knowledge-hub/business-engagement-learning-0  [Accessed 13 Jan. 2024].

‌Salazar, M.K. (2002). Applying research to practice. Practical guidelines for occupational health nurses. AAOHN journal: official journal of the American Association of Occupational Health Nurses, [online] 50(11), pp.520–525; quiz 526-527. Available at: https://pubmed.ncbi.nlm.nih.gov/12465209/#:~:text=Applying%20research%20to%20practice%20requires   [Accessed 13 Jan. 2024].

‌Kahlke, R.M. (2014). Generic Qualitative Approaches: Pitfalls and Benefits of Methodological Mixology. International Journal of Qualitative Methods, [online] 13(1), pp.37–52. doi:https://doi.org/10.1177/160940691401300119.

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“Some examples of potential benefits include Improves student outcomes. Improves student engagement. Helps students see their studies as current, stimulating and exciting.” (Curriculum Framework, 2019)

To strengthen the professional development of information, skills, and understanding and to foster the relationship between career education and networks of professional support, both during and after graduation, my research may be used to enhance industry interaction with students in my practice. Employers might view my research as a positive step in helping them encourage student engagement since it exposes them to the institution’s principles and ethical standards, enabling them to provide valuable learning support (SAGE Publications Ltd, 2016).

My research has allowed me to see that, by imparting knowledge of the values and ethics at LCC/UAL through training (in this case, EDI), The Employability Hub at LCC can influence social justice within student and industry engagement. This study bolsters the idea that all professionals should receive training before providing a career session or event. This training would influence the content of the provision and affect professional’s interaction with the students after it ends, irrespective of the industrial sectors. Therefore, the ethics and principles of UAL/LCC are sufficiently general to apply and be practiced in a variety of fields and industries.

Through this study, I have also been able to recognise that completing a training module offered by the university can promote industry thought on a certain topic and have a good effect on a professional’s role, professional standing, or industry sector.

“ Action research is at high risk for research biases” (George, 2023)

Action research is sometimes associated with a misconception that participants may feel under pressure to engage or to participate in a particular way and that the study might be ethically complex in its structural design. As a result, these results could be highly susceptible to study flaws, including selection bias, social desirability bias, and other cognitive biases (George, 2023).

This idea is challenged by the results of my research, which show that said high-risk variables were not present during the investigation. All my participants had reservations and concerns regarding the activity’s duration and more than half of them declined to participate based just on the argument that it was too long. It can be claimed, therefore, that bias (as previously noted) did not affect the data from my research; rather, the participants’ honesty, transparency, and lack of bias caused only two out of the five to carry out the advised action.

Consequently, my investigation has compelled me to see that the length of time the training might take is the one thing that could prevent professionals from participating in university-hosted training before engaging with students. This could therefore impede the experience of the professional, as well as the interaction of students and the industry.

I have been able to draw the following conclusion from my research on how The Employability Hub at LCC could influence social justice in students and industry engagement: by offering training to industry professionals before the start of an employability session, they can be introduced to the college’s values and ethics, which will prepare them for interactions with student, by influencing their language, content, and possibly behaviour. The one thing that might prevent a professional from doing the course of action, though, is how long it might require to complete it.

References

Curriculum Framework. (2019). Benefits of Research & Enquiry. [online] Available at: https://sites.reading.ac.uk/curriculum-framework/benefits-of-research-enquiry/#:~:text=Some%20examples%20of%20potential%20benefits  [Accessed 13 Jan. 2024].

‌ SAGE Publications Ltd. (2016). What are the benefits of educational research for teachers? [online] Available at: https://uk.sagepub.com/en-gb/eur/what-are-the-benefits-of-educational-research-for-teachers#:~:text=Research%20can%3A

George, T. (2023). What Is Action Research? | Definition & Examples. [online] Scribbr. Available at: https://www.scribbr.com/methodology/action-research/#:~:text=to%20their%20communities.-

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As stated previously, the theory of change can be defined as a picture or written description of the strategies, actions, conditions and resources that facilitate change and achieve outcomes. (aifs.gov.au, n.d.). All evaluations within education interventions should comprise factors with a theory of change. Evaluating the findings of my intervention, I was able to comprehend how my intervention- worked, consider who the intervention affected and identify relevant outcomes (Theory of Change, n.d.).

How did my intervention work?

My action plan (original ARP Work plan) outlined the steps I took to complete my ARP. Regarding the effectiveness of my intervention or ARP activity, the participants responded favourably to me, thus overall the process went well. My analysis of the intervention’s effects suggested that it had an impact on how social justice might be included in interactions between students and industry, demonstrating how my practice’s industry involvement efforts could be informed by this study. Although the lesson learned, with the length of the training, as an intermediate result, is that professionals should receive training before they can affect the way that content is delivered and behaviours are exhibited.

Who did my intervention affect?

My practice: My workload did increase because of the intervention because I had to manage an extra task, in addition to usual protocols after speaking with professionals. Nevertheless, my research helped me to understand that it was worthwhile because the professionals who conducted the training were better prepared to engage with students.

Students: Since students were not participating in my intervention, I am unable to substantiate my suggestion that it may shield them from potential industry-wide professional bias and foster a more inclusive environment in my findings. However, I foresee this as a possible avenue for further research: involving students in my study to assess if the intervention has impacted industry engagement. Thus I cannot confirm that my intervention affected students.

Industry: My research verified that the industry professionals’ distribution of knowledge and resources would be informed by the intervention. As a result, they would be ready for inclusive student engagement.  It was also suggested that to gain from the benefits indicated, all professions ought to receive training.

UAL: Through my assistance, UAL was able to promote inclusive approaches for student and industry engagement at LCC/UAL by sharing and showcasing its principles and ethics (best practices). My research also showed that there may be a demand for policies and practices that could inform, influence and interact with the creative sector.

Identify relevant outcomes.

My research revealed that, in light of my practice, the Employability Hub at LCC may have an impact on social justice in student and industry engagement, by providing professionals with training—in this case, EDI. This is because the industry professionals who conducted the training could consider the lessons that they learnt in the training, which could be reflected in the resources they use for employability sessions, the content they develop and the activities concerning students, following the employability provision. Thus evoking change or generating a causal sequence of events (Theory of Change, n.d.).

My research has shown that preparing professionals before delivering employability services could influence social justice in student and industry engagement. It has been observed that training increases confidence in one’s abilities and enhances knowledge and skills (Ni Putu Sukmawati, Agoes Ganesha Rahyuda and Wayan Gede Supartha, 2019).

This identified outcome compels me to think about how the training could impact students’ and industry participants’ involvement. My findings imply that it will probably affect content, resources, and engagement, but I can’t help but wonder how. My curiosity fuels ideas for expanding my research, not just to include students but also more industry participants, opening additional avenues for my research’s influence. (York, n.d.)

References:

Theory of Change. (n.d.). Available at: https://oese.ed.gov/files/2019/03/02-04-TheoryofChange.pdf

York, U. of (n.d.). Building industrial engagement and impact. [online] University of York. Available at: https://www.york.ac.uk/about/mission-strategies/vision-for-york/transformational-initiatives/industrial-engagement/  [Accessed 15 Jan. 2024].

Ni Putu Sukmawati, Agoes Ganesha Rahyuda and Wayan Gede Supartha (2019). The Impact of Training Program and Work Experiences on Career Development. doi:https://doi.org/10.4108/eai.6-12-2018.2286299.

Similarities between the data of each of the tables indicate that all participants had concerns with the duration of the module. This was highlighted and noted when I prompted for any other business or comments to be discussed in their reflections, inclusive of those who did and didn’t do the activity. And it explicitly was the reasoning behind not completing the activity for the 3 of the 5 participants. The notion that “it was too long” featured in all conversational questionnaires, so this response led me to demand further analysis by way of cross-referencing with my peers and my tutor.

Psychology could be taken into consideration while analysing the raw data because, as previously indicated, qualitative data lends itself to reality and is not a precise type of data collecting although detailed. I was driven to further evaluate or “read between the lines”, as what is not being expressed, in qualitative research, could be of significance (Poland and Pederson, 1998). I presented my findings to my tutor for cross-referencing and she encouraged me to critically analyse the meaning of the phrase “too long,” given that the two groups’ interpretations of the term would undoubtedly differ. It was agreed that for those who completed the task, “too long” would mean something different than for those who did not.

In the English language, the term “too long” is used to describe something that is too prolonged or excessively lengthy. (Langeek, n.d.) My understanding of this phrase and my tutor’s comments on my results led me to start thinking about how the term might have different intended meanings in the context of my study.

The variations considered were:

For Professionals B, C and E, this phrase could mean:

• That they were genuinely deterred by the time it would take to comply
• That they were not prepared to undertake a training module unpaid for that length of time
• That there is no recognition for their compliance to such works.
• That they did not want to use their own/work time to do a module that was not mandatory
• They didn’t want to undertake a module with topics that they had potentially already covered within the EDI training that they had already done (established within consultation #1)
• That they didn’t see it worth doing and taking that time to inform a study that doesn’t have grant instant gratification in engaging with LCC students.

For Professional A and D, this phrase could mean:

• That they had to take time out of their own/work time to complete
• That they didn’t see the value of spending this length of time to complete the activity
• That they consider the duration to be lengthy without payment
• That they could have received the same message or ethos from a module that was shorter
• They became Exhausted from Cognitive Overload (Pappas, 2021)

My analysis of “this response” from all the participants enabled me to conclude that although they could have varying definitions if the module is to be used for introducing the industry to the EDI values and ethics of our institution, the module’s length should be decreased and is likely to result in the disposal of some of the content. Therefore instead of editing an established version, consideration should be made for a module to be created specifically for industry engagement, which is not 45 minutes. This could lead to further investigations, as it then initiates the enquires as to what length of time would be considered as suitable to have the same impact.

This means that within my practice, I could think about developing a module for business professionals that I contact and invite to help contextualise careers education, through employability provisions. This idea was part of my initial design, but it was altered when I decided to use the authentic module in response to the clearance that UAL EDI had given.

References:

Langeek. (n.d.). ‘To long’ vs. ‘Too long’ in English. [online] Available at: https://langeek.co/en/grammar/course/1598/to-long-vs-too-long  [Accessed 27 Dec. 2023].

Poland, B. and Pederson, A. (1998). Reading Between the Lines: Interpreting Silences in Qualitative Research. Qualitative Inquiry, 4(2), pp.293–312. doi:https://doi.org/10.1177/107780049800400209.

Pappas, C. (2021). 5 Red Flags That Your Online Training Seat Time Is Too Long For Modern Employees. [online] eLearning Industry. Available at: https://elearningindustry.com/red-flags-that-online-training-seat-time-too-long-for-modern-employees  [Accessed 13 Jan. 2024].

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I scheduled consultation #2 with each participant to occur between 6^th October and 17^th October 2023, after considering the correlation between variables and impact. Any limit or constant in a research project is referred to as a controlled variable. Though unrelated to the research objectives, it is controllable since it has the potential to affect the results (Bhandari, 2022).  Since the urgency of daily tasks would have subsided by this point, I felt that afternoon appointments (controlled variable) would be more relevant, so I booked all the participant’s consultation #2s online, via MS Teams between 3:30 p.m. and 4:30 p.m.

“By three p.m., employees have completed most of their tasks, had a meal, and regained their energy.” (Calendar, 2022)

My analysis and justification of the previously mentioned controlled variable are related to my concepts around the PERMA model. The PERMA Model was created by psychologist and educator Martin Seligman from the USA. As a psychologist, Seligman recognises that people naturally look for happiness in all aspects of their lives, regardless of their age, sexual orientation, or social standing. (CFI Team, 2022).

Positive emotion, Engagement, Relationships, Meaning, and Achievement are the five components that make up the acronym PERMA. This concept centres on five fundamental components, all of which are related to well-being. Based on his studies, Seligman’s research implies that people can attain a healthy feeling of well-being, fulfilment and life satisfaction by implementing the five basic parts of the PERMA Model (PERMA Model of Wellness, n.d.). I, therefore made the strategic decision to collect my research data at a particular time of day, when the participants should be less busy, happier, and thus more willing to expand on their responses and provide quality data. My thoughts were based on my experience working with industry, within my practice and my considerations for this model.

“Qualitative data is non-numeric information, such as in-depth interview transcripts, diaries, anthropological field notes, answers to open-ended survey questions, audio-visual recordings and images.” (UK Data Service, 2017).

As intended, I collected responses (qualitative data) during a conversational questionnaire as my methodology. This mode is process-driven, so was the most appropriate and valuable in this study as it gives a voice to reality and provides an understanding of the experiences of the participants, in a manner that quantitative data cannot. Qualitative data is descriptive information and can serve as a comprehension of numerical data (quantitative data), as it does not rely on exact numbers.

The questions posed during the conversations were as detailed within my Ethics Enquire Form: Ethics Michele Palmer v2 post feedback. I recorded the results in note form, in my notebook and had considerations towards the PERMA model, as I led the conversation and posed the scripted questions: all participants seemed quite happy to provide feedback.

As stated previously, Professionals A and D completed the modules EDI module, as they had not undertaken any EDI training within the past 2 years. Whilst Professionals B, C and E who had been advised to complete the Anti Racism model did not complete the activity at all. Despite not undertaking the module I still held consultation #2 with all five of the professionals, as they all consented to contribute to the research, so all their feedback was included in my findings.

Owing to the varied industries that they were employed, professionals A and D provided varying responses. Having never participated in this kind of training before, they both enjoyed it and valued the experience. The same reaction they both had to their experiences was that they felt the 45-minute exercise was too lengthy.

Professionals B, C, and E would not have been able to respond to the intended bank of questions, therefore I did not ask them during our conversations. However, when questioned about why they had given their permission to contribute but hadn’t done so, each of them gave an explanation centred on the 45-minute notice that the training had given them at the start of the module.

References:

Bhandari, Pritha (2022). What Are Control Variables | Definition & Examples. [online] Scribbr. Available at: https://www.scribbr.co.uk/research-methods/control-variables/#:~:text=A%20control%20variable%20is%20anything

UK Data Service (2017). Qualitative data. [online] UK Data Service. Available at: https://ukdataservice.ac.uk/learning-hub/qualitative-data/

Calendar. (2022). Is There an Ideal Meeting Time? [online] Available at: https://www.calendar.com/blog/is-there-an-ideal-meeting-time/#:~:text=The%20general%20consensus%20is%20that  [Accessed 12/12. 2023].

‌ CFI Team (2022). PERMA Model. [online] Corporate Finance Institute. Available at: https://corporatefinanceinstitute.com/resources/management/perma-model/.

Forman, N. and Yanofsky, S. (2013). Flourish: A visionary new understanding of happiness and well-being. Free Press, 2011. 2. Zwack J, Schweitzer J. If Every Fifth Physician Is Affected by Burnout, What About the Other Four? Resilience Strategies of Experienced Physicians. Academic Medicine, [online] 88(3). Available at: https://pedsanesthesia.org/wp-content/uploads/2021/03/How-to-Appply-PERMA-Model.pdf.

PERMA Model of Wellness. (n.d.). Available at: https://www.gvhealth.org.au/wp-content/uploads/2023/08/PERMA-Model-Karen-Cline-070223.pdf