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.
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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.
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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.