“Raw data (sometimes called source data, atomic data, or primary data) is data that has not been processed for use. A distinction is sometimes made between data and information to the effect that information is the end product of data processing.”(SearchDataManagement, n.d.)
I was able to receive a range of raw data from consultation #2 owing to the responses I had obtained. These responses needed to be turned into “information,” but were required to be selected, organised, and analysed. (Talend – A Leader in Data Integration & Data Integrity, n.d.). For ease of access, analysis (findings), evaluation and conclusion, I converted the data (my notes) into tables, grouping the data into groups of those who had done the activity and those who had not. My results are shown in Tables 1 and 2.
Table 1. Professional A and Professional D – The participants who had done the activity.
| The question posed during consultation #2: conversational questionnaire | The response/results | My analysis of the response |
| What takeaways did you take from the content that features in the module? | Varied responses, due to their roles in industry. | The roles of these participants differed; hence their activities and tasks have different demands. Their responses reflected what takeaways they would use and how they would use them within their roles. |
| Will the completion of this module affect your content during delivery at LCC? | Both answered yes and explained the changes to the content they would make for the delivery. | The completion of the module has informed their content: impacting on the content that they planned to share. Thus changing the resources and mode of engagement with the students. |
| Does this training give you a clearer understanding of the values and ethics driven by UAL/LCC? | Both answered yes and reflected on the values that they thought applied to them most. | The completion of the module has provided an understanding to externals of the values and ethics, so much so that it will be impact on how they engage with students. |
| Would you recommend other contributors to undertake this module? | Both answered yes to recommending the EDI training to peers and within their network. Both noted this should be done before presenting in a college | The content of the module has impressed them so much that they would encourage their networks to undertake EDI training, before engaging with students |
| Will the module affect how you engage with students moving forward? | Both answered yes and detailed the facets that they had considered in engaging with students. | The completion of the module will be considered by both professionals when they engage with students. |
| Reflecting on your role, will the module affect your conduct/content within your practice? | Both answered yes and gave varied detailed elements of their role that may be affected within their practice. | The completion of the module will affect the practice of both professionals, within their sectors. |
| Any other comments? | Both commented that the caveat disclaiming the 45-minute duration of the module is off-putting and the length of the module could be shorter. | The disclaimer at the beginning of the module: 45-minute duration is a deterrent towards the completion of the module. |
Even those who refrained from participating in the scheduled ARP activity were willing participants. As a result, I required a consultation with them to gather input for my study.
Table 2. Professionals B, C and E – The participants who had not done the activity.
| Improvised questions posed during consultation #2 conversational questionnaire | The response | My analysis of the response |
| Why did you not do the activity? | All stated that they logged on and saw the caveat disclaiming the length of time it would take. This deterred them. | The disclaimer at the start of the module is a deterrent to the completion |
| Any other business? | All stated the module should be shorter to complete. | They considered the length of the duration of the module to be too long for completion and advised that it should be shorter for engagement. |
Through thematic analysis, I closely examined the data to identify the main themes and patterns (Villegas, 2022). See below for the listed findings.
Table 1 Findings
The professionals’ intended sessions will change based on the completion of the module, altering the resources and approach in which students interact, despite the disclaimer that was offered at the beginning of the module serving as a deterrent.
The participants gained a sufficient understanding of UAL’s ethics and beliefs after finishing the course, which will affect their behaviour when interacting with students. They also believed that concluding the session would cause them to modify their strategy, and they would advise their networks to complete EDI training before interacting with students.
Table 2 Findings
The module’s disclaimer at the outset discouraged completion. The participants suggested that the module’s duration be shortened for engagement because they felt it was too long to require individuals to complete it.
Combined Table Findings – Common ground in the data
Every participant had an issue and admitted that the disclaimers at the beginning of the module, which warned users that it would take 45 minutes to finish, served as a disincentive. They all acknowledged the need for the activity’s duration to be shortened.
My Thoughts on My Findings
On analysing the responses of the participants, my findings have made me see that within my practice, it could be necessary for me to advocate for externals, that I invite in for employability purposes to, at the very least, complete the UAL EDI training, before presenting in LCC. This could influence what and how they present and create a welcoming atmosphere, that enhances student participation. As a result, it could potentially be implied that I am responsible for introducing LCC/UAL’s ethics and values to the industry, influencing their content, and encouraging positive and meaningful interactions with students. My findings also enable me to see that the module should be shortened, for industry professionals, because the length of time it takes to complete raises concerns and discourages completion, so may prevent them from doing so.
These findings closely relate to my ARP rationale and have the potential to protect all parties involved, including students, faculty, visitors, and other stakeholders. There is also the potential to share these findings with senior management and inform policy.
References:
Talend – A Leader in Data Integration & Data Integrity. (n.d.). What is Data Processing? Definition and Stages – Talend Cloud Integration. [online] Available at: https://www.talend.com/uk/resources/what-is-data-processing/#:~:text=Data%20processing%20starts%20with%20data.
SearchDataManagement. (n.d.). What is raw data and how does it work? [online] Available at: https://www.techtarget.com/searchdatamanagement/definition/raw-data#:~:text=Raw%20data%20(sometimes%20called%20source.
Villegas, F. (2022). Thematic Analysis: What it is and How to Do It | QuestionPro. [online] QuestionPro. Available at: https://www.questionpro.com/blog/thematic-analysis/#:~:text=Thematic%20analysis%20is%20a%20method