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
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