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.