Michele Palmer – PG Cert Blog

“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.

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.

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

“In purpose, a field diary or notes, keep a record of what happens during the research activities. It can be useful in tracking how and why your ideas and the research process evolved.” (Clark et al., 2020)

Drawing from the concepts presented in the 2020 book Collecting Data in Your Classroom, I maintained a field diary in which I recorded the tasks I had to complete for my project. These operational notes enabled me to remain focused on my goals, prioritise my tasks, and respond accordingly to my research.

In terms of responsiveness, an uncontrollable variable involving the EDI team occurred (again), necessitating a change in the timing of my preparations for the activity to avoid delays.  In the EDI meeting, it was decided that after consent and consultations, I would give the EDI team the participant’s email addresses. They would then communicate with the staff learning team and send the URLs of the modules directly to the professionals so that they could access the training. It was agreed to happen by 13^th October 2023, and then the Staff Learning team would email me to confirm that it had happened.

I carried out consultation #1 with the five participants as scheduled between 20^th September 2023, and 6^th October 2023. I first spoke about the provisions they would be providing at LCC. Following that, I informed them of the ARP, the activity and asked for their consent, as per the script and requested their permission. For further details, view the consenting blog post entitled “Phase 4-Research Blog 4”. In addition, I evaluated and decided on the module that would be recommended to them, maintaining objectivity and critical thinking without unfairly influencing the participants’ assent. The five participants gave me the permission I asked for, concerning the ARP_ParticipantConsentForm_MP consent form. They then consented to complete the training on their initiative, upon acquiring the links from the UAL EDI/Staff Learning department, after considering the particulars and ethical considerations explained.

As planned, I sent the EDI team the email addresses of the five participants and asked that the pertinent links to both modules be made available for an independent commencement. Aware of the time constraints imposed by my ARP, I observed that I had not gotten an email confirming that the participants who gave their assent had received the URLs to the training courses. So, on 24th September 2023, I contacted the EDI team, responding to the current delay that had occurred. View the email trail entitled Screenshots Phase 5-Results Blog 1 attached. Fortunately, the proceedings were not impacted despite the delay.

By 27th October, the participants had attested to receiving the pertinent link and to their intention to complete the course of action, as per my recommendation at the consultation. By 3rd October, two of the five professionals who took part told me they had completed the module. The remaining three participants declined. Nevertheless, since each of the five individuals consented to participate in my study, I was still required to include their responses in my research.

References:

Clark, J.S., Porath, S., Thiele, J. and Jobe, M. (2020). Collecting Data in Your Classroom. [online] kstatelibraries.pressbooks.pub. Available at: https://kstatelibraries.pressbooks.pub/gradactionresearch/chapter/chapt5/.

www.aral.com.au. (n.d.). Action learning and action research. [online] Available at: https://www.aral.com.au/resources/aandr.html#a_aar_flexrig  [Accessed 10 Jan. 2024].

‌ dictionary.apa.org. (n.d.). APA Dictionary of Psychology. [online] Available at: https://dictionary.apa.org/uncontrolled-variable

As stated in a previous blog post: Consent Blog, before participation in my ARP, I gained verbal informed consent from each of the industry professionals. However, I was posed with a question, from 4 out of the five professionals about what would happen with the data retrieved from the undertaking of the module.

“Is this a test of knowledge around EDI? If so, do I have to pass?”

My response to this question was that the data collected post-completion of the module would not form part of my research, as the research was not testing the knowledge of participants, but the impact of undertaking the training, in student engagement and potentially industry functions. However, their information may be accessed in the future.

The learning hub at UK Data Services states that information cannot be securely erased by deleting files or reformatting a hard drive. This implies that information that was previously stored on professional platforms and hard drives may still be recoverable. (Service, n.d.). Thus, data files that are no longer needed may have copies destroyed during the project. However, I did consider maintaining “working” files securely, on my drive/s, as it may be helpful if I needed to go back and review previous information if I needed to expand the research.

These factors led me to the conclusion that files shouldn’t be arbitrarily erased. Thus, once the study is finished, all data files that are not required for preservation (as part of my ARP) must be properly disposed of. As a result, I decided to get in touch with the Learning Team and ask that all data and answers from my study be destroyed at UAL after February 2024 following UAL policies (UAL, 2021). Therefore, beyond this time, the training’s data collection will not be usable. I told the participants this, and I will say it again, in the feedback consultation.

References:

Service, U.D. (n.d.). Disposal. [online] UK Data Service. Available at: https://ukdataservice.ac.uk/learning-hub/research-data-management/store-your-data/disposal/#:~:text=Hard%20Drives&text=Software%20is%20available%20to%20help  [Accessed 03 Jan. 2024].

UAL (2021). General Data Processing Information. [online] UAL. Available at: https://www.arts.ac.uk/general-data-processing-information  [Accessed 15 Jan. 2024].

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Please see below for all of the participant facing paperwork for my ARP:

Information Sheet: ARP_Information-Sheet_MP.docx

Consent Form: ARP_ParticipantConsentForm_MP.doc

Ethics Enquiry Form V1: Ethical Enquiry Form 2023 Michele Palmer.docx

Ethic Enquiry Form V2: Ethics Michele Palmer – signed v2.docx

Cambridge University pointed out that, “The University recognises that in a significant number of cases, the involvement of an ethics committee may not be necessary. However, it expects all researchers embarked on research involving human participants or personal data to consider the ethical risks of their work and, in case of doubt, to seek appropriate advice.” (Morgan, 2014)

As an investigator who employs critical analysis, I believe that ethical resources should be cross-referenced, as my positionality or intersectional characteristics may unintentionally obstruct my perspective (Imperial College London, 2023). I therefore sought the advice of my tutor and a peer as I was writing my first effort at my ethical form, to review and offer criticism.

Ethics Enquiry Form V1: Ethical Enquiry Form 2023 Michele Palmer.docx

The feedback given included:

• My use of language – being clear on the activity
• Clarification on who will be documenting the findings/results?
• The use of a questionnaire, within conversation, rather than the use of a survey as a methodology.
• Using fewer questions to gain feedback, to achieve the same information.
• Stating a cut-off date for when they can opt-out? And deciding if there will be a cooling-off period after giving feedback.
• Having considerations if someone says they don’t want to/don’t have time to do the module or says they will do it and then doesn’t?
• You could ask a peer or colleague to look over the responses as well, and either discuss them with you, or give you their take on them? This could act as a check on your own reactions.

I was able to make changes and enhance my V1 ethics form owing to the review and comments I received. It also gave me suggestions for how I wanted to convey this information to prospective participants to obtain their informed consent.

Taking the criticism into consideration, I clarified the text and the purpose of the study. In addition, I decided to use a questionnaire methodology or series of questions approach since I thought it would be more suitable for the small number of participants: a conversational questionnaire (Reputation, n.d.).

Regarding reluctance to participate in the research, I won’t put any demands on them to complete the module or provide an explanation if they decline. If they consent to participate in the study but choose not to complete the activity/module, I will ask them why they chose not to do so and incorporate their comments into my findings.

I may discuss and share the responses (anonymously) with my peers (my network – mentioned in my ethics form and my KE colleagues) and tutors, to address risks that may occur and may affect my well-being; critically evaluating the information provided by the data captured (Oxford Academic, n.d.).

My goal is to compile each participant’s response and provide this specific information to them. This illustrates shared consent, which can be described as promoting credibility and trust, whilst showcasing my study’s transparency (Health Research Authority, n.d.). Additionally, this usually constitutes an unwritten covenant between the participants and myself, in retaining data until after my study is concluded, like the relationship with doctors and consulting patients (Massimo, Wiley and Casari, 2004).

Ethics Enquiry Form V2: Ethics Michele Palmer – signed v2.docx

References:

Morgan, R. (2014). Ethical review flowchart. [online] www.research-integrity.admin.cam.ac.uk. Available at: https://www.research-integrity.admin.cam.ac.uk/ethical-review-flowchart#:~:text=Cambridge%20Ethical%20Review  [Accessed 12 Dec. 2023].

Health Research Authority. (n.d.). Communicating study findings to participants: guidance. [online] Available at: https://www.hra.nhs.uk/planning-and-improving-research/policies-standards-legislation/research-transparency/informing-participants/communicating-study-findings-participants-guidance/#:~:text=You%20should%20set%20out%20your  [Accessed 12 Jan. 2024].

Massimo, L.M., Wiley, T.J. and Casari, E.F. (2004). From informed consent to shared consent: a developing process in paediatric oncology. The Lancet Oncology, 5(6), pp.384–387. doi:https://doi.org/10.1016/s1470-2045(04)01496-2.

Imperial College London (2023). Unconscious bias. [online] Imperial College London. Available at: https://www.imperial.ac.uk/equality/resources/unconscious-bias/#:~:text=What%20is%20unconscious%20bias%3F

Reputation. (n.d.). Conversational Surveys: What Are They and How Can They Benefit Your Business? [online] Available at: https://reputation.com/resources/articles/conversational-surveys-benefits/#:~:text=Conversational%20surveys%20collect%20customer%20feedback  [Accessed 15 Jan. 2024].

Oxford Academic. (n.d.). Cross-referencing. [online] Available at: https://academic.oup.com/pages/authoring/books/preparing-your-manuscript/cross-referencing

An ethics form is defined as a document that asks researchers to detail their research, to make sure that standards are being adhered to, and to safeguard. It is expected that a research proposal addresses ethical issues, even if doesn’t seem to be very significant.

When thinking about ethics and my ARP, I am compelled to investigate the rationale behind my ARP since, had ethics been considered, the industry professional would not have chosen to use a “racial slur,” and I would not have been the target of prejudice from my colleague. Because of the persecution that my intersectional features frequently face, as a Black British woman, positionality (Showunmi 2023), enables me to discern and respect the value of ethical resources: (Byran, Dadzie and Scafe 2018).

As part of my investigations, I aim to address the core subjects of respecting autonomy, maximising benefit, minimising harm and behaving with integrity.

To further define my considerations, that are to be addressed:

According to the National Library of Medicine, for ethically valid consent, the information provided to a research subject should include, but not be limited:

• details of the nature and purpose of the research
•  the expected duration of the subject’s participation
• a detailed description of the study treatment or intervention and of any experimental procedures 

In the context of my research, I agree with this notion and in critically thinking of my research, I acknowledge that I am embarking on investigations, that could potentially cause unintentional emotional harm. By setting ethical considerations I will make attempts to prevent my research from harming my participants or myself. (Manti and Licari 2018)

References:

Bryan, B., Dadzie, S. and Scafe, S. (2018). The heart of the race: black women’s lives in Britain. London: Verso.

Showunmi, V. (2023). Visible, invisible: Black women in higher education. Frontiers in Sociology, 8. doi:https://doi.org/10.3389/fsoc.2023.974617.

Manti, S., & Licari, A. (2018). How to obtain informed consent for research. Breathe (Sheffield, England), 14(2), 145–152. https://doi.org/10.1183/20734735.001918

Consent is essentially a clear declaration that a person accepts the request or proposal of another person or people. My first ideas about getting consent in any form are in a written or verbal setting, along with definitions that are specific to professions like law, medicine, research, and sexual relations.  Initially, I thought that consent for disclosing email addresses was all that I needed to carry out my ARP and I assumed that those who participated in the pilot would consequently permit me to use their input. However, as a critical researcher, I must exercise informed consent.

Informed consent: “Permission granted in full knowledge of the possible consequences, typically that which is given by a patient to a doctor for treatment with knowledge of the possible risks and benefits” (Oxfordlearnersdictionaries.com, 2023).

Informed consent is one of the main tenets of research ethics. Its goal is for participants to be able to freely (voluntarily) contribute to research after being fully informed about the implications of doing so and having given their agreement in advance. As a result, I would have to ask for permission to record, analyse, and assess their reflections, in addition to sharing their email address. Additionally, permission would be needed if responses were to be utilised in an academic dissertation, maybe as well as in related academic reports, publications, or conference presentations that may be published online.

The five people from the industry will be consulted in September and October 2023. This is the customary protocol observed throughout these meetings about the employability sessions (already expounded upon). I will then begin the initial phase of the consensual process by disclosing details about my ARP, giving participants the opportunity to consider the material considering the entire undertaking of the project. I will not coerce people into giving their consent; instead, I will read the same narrative (below) to everyone.

I will considerations to the quote by E, Calhoun (below), I be courteous and start a lively discussion:

“Action Research is a fancy way of saying let’s study what’s happening at our school and decide how to make it a better place.” – Emily Calhoun (1994).

Conversationally, I will say:

“I’m looking into how LCC’s career education specialists might encourage and impact social justice in industry and student engagement. I’m curious to hear what business professionals have to say about their experiences following UAL’s EDI/Anti-Racism training. It is a mandatory staff module; therefore, I was wondering if the training would influence how you would deliver your session or if it would even affect their function at work.

I would like to invite you to join my research, by doing the training, so that I can evaluate your experience, post-training, but before you deliver. After you have done the training, a consultation: should last between 10-15 minutes, on MS teams, I will conduct a conversational survey and I will take a responsive evaluation approach, then analyse your responses thematically.

If you take part, you are consenting to me (MP – The researcher) sharing your email address with UAL’s EDI department and UAL’s Staff Learning Team, for you to be able to have access to the training module. You will also be consenting to taking part in a pilot, providing feedback and for your responses to be used within my research and potentially future initiatives, around this investigation.”

The Data Protection Act 2018 – the UK’s implementation of the General Data Protection Regulation: GDPR and confirmation of anonymity are requirements that researchers must meet, according to the University of Oxford (University of Oxford, 2021).

“Researchers should ensure that they comply with the General Data Protection Regulations (GDPR) during and after the consent process, especially if they will be collecting special category (ie sensitive) data or personal data in the course of their research (also refer to the advice on consent in research involving children).” (GOV.UK, 2018)

Therefore, I would need to say: “Your anonymity is very important to me. The information about you and the company you work for will be confidential to me, as the researcher. You will not be identified individually anywhere in the research results. If I quote anything you have said in an interview, it will be anonymous. An example might be: ‘Professional A said, ‘The project is…’.’

I must also say that: “Analysis from the consultation – including quotations from you – will contribute to an academic dissertation. Your words may also be used in academic reports, papers, or conference presentations, around the subject matter and further investigations into the topic/research project. These may appear online.”

“If you choose to take part, you will be free to withdraw your participation at any point: contacting me via email or verbally during an MS Teams call. You will not be obliged to give any reason for deciding not to take part.”

In the second step of obtaining consent, the researcher reiterates the study’s terms and requires the person to fully consent to each clause before granting permission to engage in the research in its whole; not just a portion of it. I will ensure that verbal approval is obtained by summarising the APR in bullet points and verbally confirming that each participant has understood the nature of the research and what they were consenting to, in compliance with the minimal standards of informed consent (Shah et al., 2020).

After obtaining consent, I will enquire about the most recent EDI training that each participant has completed, to inform as to which module is required to be undertaken. After the consultation, I will inform the professionals that the UAL Staff Learning Team would receive their email addresses, from me and get in touch with them directly, via their emails, to enable access to the recommended module.

In summary, verbal informed consent will be gained before the participant(s) entering the research (respectively) during an online consultation. I will assess the modules that the professionals are required to complete and attempt to stay objective while reflecting on critical theory, without unduly influencing participants’ consent.

Link for Consent Form: ARP_ParticipantConsentForm_MP.doc

Link for Information Sheet: ARP_Information-Sheet_MP.docx

FYI post consultation: In the past two years, three out of the five claimed to have done EDI training. However, two out of the five admitted that they had no official training in this area. This made it possible for me to guide professionals A and E to do the EDI curriculum and for professionals B, C, and D to complete the anti-racism module.

References:

Oxfordlearnersdictionaries.com. (2023). informed-consent noun – Definition, pictures, pronunciation and usage notes | Oxford Advanced Learner’s Dictionary at OxfordLearnersDictionaries.com. [online] Available at: https://www.oxfordlearnersdictionaries.com/definition/english/informed-consent#:~:text=%5Buncountable%5D.

‌University of Oxford (2021). Informed Consent | Research Support. [online] University of Oxford. Available at: https://researchsupport.admin.ox.ac.uk/governance/ethics/resources/consent.

GOV.UK (2018). Data Protection Act. [online] Gov.uk. Available
at: https://www.gov.uk/data-protection

Sun, D. (2021). Action Research – How and Why Is It For? [online]
daily-sun. Available at: https://www.daily-sun.com/printversion/details/596528
 [Accessed 23 Nov. 2023].

‌Calhoun, Emily F. “How to Use Action Research in the Self-Renewing School.”
Alexandria, Va.: Association for Supervision and Curriculum Development, 1994.

Shah, P., Thornton, I., Turrin, D. and Hipskind, J.E. (2020). Informed
Consent. [online] PubMed. Available at: https://www.ncbi.nlm.nih.gov/books/NBK430827/#:~:text=Obtaining%20informed%20consent%20in%20medicine

Phase 3b – Research Methodology Blog

Numerous approaches can be used to collect data for a research study. Research methodologies that are frequently used include mixed-method research, case study research, experimental research, quantitative research, and qualitative research methodology (Mehta, 2023). These are chosen based on the kinds of data that the researcher needs to collect, as each has arguments for and against its use.

“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 part of my methodology, I plan to gather the participant’s responses (qualitative data) via a conversational questionnaire. Since this mode is process-driven, it is the most relevant and beneficial for this study; in a way that quantitative data cannot, as this method gives the voice of reality, which helps researchers to understand the participant’s experiences. This mode does not depend on precise numbers and can also be defined as a technique that looks for descriptive information to help with the understanding of numerical data (quantitative data).

Using the small sample(s) or pool of participants, my selected methodology has the advantage of enabling me to thoroughly analyse each participant’s experience following the completion of the study activity. While I view this as a benefit, it might also be viewed as a disadvantage because qualitative data, which may consist of text, images, or videos rather than numbers, can be more challenging to assess than quantitative data. But since the goal of this study is to gather participant views on their experiences rather than numerical data, this method is suitable (Streefkerk, 2019).

The possibility of participant self-selection and lack of willingness to express genuine ideas is also a potential disadvantage to my approach (University of Sheffield, 2022). However, I have decided not to choose the professionals I will be working with within Block 1 from the pool, instead inviting them all considering the disadvantage, that I can control.

There is a chance of research bias, specifically observer bias (with regard to myself) and social desirability bias (with regard to the participants), in addition to the drawbacks of my approach in this study.

With considerations to myself: When a researcher’s preconceptions, beliefs, or expectations influence their observations or documentation of a study, it is known as observer bias. It commonly impacts studies in which participants are informed about the objectives and theoretical framework. Observer prejudice is sometimes termed detection bias (Bhandari, 2021).

I will try to reduce observer bias by comparing my results to those of my tutors and peers. This should lessen my influence or expectations on the outcomes, which will increase confidence in my findings. Cross-referencing could also provide support for the risk factors that I may face, from an ethical perspective, considering my positionality, intersectional characteristics, and ARP rationale (see Research – Ethics Blog 6 part 2).

With considerations towards the participant: When participants answer questions that they think will make them appear nice to others—as was previously mentioned—they are exhibiting social desirability bias and showing a lack of readiness to share their actual thoughts and opinions. You could see this inclination to try to win over your peers’ (or mine) approval by answering questions in a way that presents them in a socially acceptable way. (Nikolopoulou, 2022).

I strive to lessen social desirability bias in my research design, by ensuring participants that their identities will be safeguarded, minimising leading questions, making personal remarks and using language that can elicit socially acceptable answers and hence influence an untruthful answer or statement. Using my conversational questionnaire approach, I will also encourage forced choice and follow-up questions, to keep participants from responding with “nonresponse,” “no opinion,” “don’t know,” or “not sure.” See Phase 4 – Research Blog 4

A questionnaire is defined as a set of questions that are sent out via mail, the Internet, or in-person, for recipients to complete independently (McCombes, 2019). However, due to my rapport with the participants, I think it would be more appropriate for me to conduct the questionnaire as a conversation. The advantage of this is that they won’t feel pressured to finish extra paperwork in addition to the action research activity (the online module) and I’ll be able to support “forced choice” and delve deeper (if needed) to obtain a deeper understanding of their experience.

Having thoughts towards the PERMA model: see Phase 5 – Findings Blog 2, to promote happiness, well-being and fulfilment, when I conduct the conversational questionnaire, I will exercise ethical considerations throughout my investigations, as I recognise that human participation often includes understanding real-life phenomena with the pursuit of improving lives in more ways than one. (Bhandari, 2022). Therefore sourcing my findings will not be the only consideration at the forefront of my mind.

“Primary research is data which is obtained first-hand.” (SmartSurvey, 2021).

Given that primary research addresses a particular topic as opposed to depending on secondary research’s use of previously obtained data, primary research is sometimes regarded as having greater value than secondary research. Hence, compared to secondary research, primary research typically yields more definitive or conclusive results. Nevertheless, the disadvantage to this kind of research is it more expensive and requires more time to perform, so more labour intensive. (SmartSurvey, n.d.).

I will be performing the research and generating the data for the study. I shall thus go directly to the source rather than depending on pre-existing data samples (secondary data). As a result, the information will be current, unique (no one else will have access to it), and easily obtainable. I have chosen to mitigate the possible drawback methodology, by employing online software and internet platforms (the MS Suite for meetings, etc.) to keep expenses to a minimum and meticulously scheduling the amount of time I will need to conduct my study (BBC, 2022).

References:

Mehta, S. (2023). Types of Research Methodology in Research | Eduvoice. [online] Eduvoice | The Voice of Education Industry. Available at: https://eduvoice.in/types-research-methodology/#:~:text=Some%20common%20types%20of%20research

‌University of Sheffield (2022). Research Methods. [online] www.sheffield.ac.uk. Available at: https://www.sheffield.ac.uk/academic-skills/study-skills-online/research-methods

‌ SmartSurvey (2021). Primary Research Methods Explained . [online] www.smartsurvey.co.uk. Available at: https://www.smartsurvey.co.uk/articles/primary-research-methods.

SmartSurvey. (n.d.). Primary Research Methods Explained. [online] Available at: https://www.smartsurvey.co.uk/articles/primary-research-methods#:~:text=Primary%20research%20definition

‌BBC (2022). Primary research – planning and organisation – WBQ national: Foundation KS4 revision. [online] BBC Bitesize. Available at: https://www.bbc.co.uk/bitesize/guides/z9rn3k7/revision/7

Bhandari, P. (2022). Ethical Considerations in Research | Types & Examples. [online] Scribbr. Available at: https://www.scribbr.co.uk/research-methods/ethical-considerations/

Streefkerk, R. (2019). Qualitative vs. Quantitative Research | Differences, Examples & Methods. [online] Scribbr. Available at: https://www.scribbr.com/methodology/qualitative-quantitative-research/

Bhandari, P. (2021). Observer bias. [online] Scribbr. Available at: https://www.scribbr.com/research-bias/observer-bias/

Nikolopoulou, K. (2022). What Is Social Desirability Bias? | Definition & Examples. [online] Scribbr. Available at: https://www.scribbr.com/research-bias/social-desirability-bias/

McCombes, S. (2019). Survey Research | Definition, Examples & Methods. [online] Scribbr. Available at: https://www.scribbr.com/methodology/survey-research/#step-two-decide-on-the-type-of-survey

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

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“A cyclic process can be flexible and responsive. You don’t have to design the research in detail before you start. Instead, you can refine your research design as you learn more about the situation you are researching” (www.aral.com.au, n.d.)

Conquering this idea, a research action plan’s implementation is not final and should be open to changes. As a result and in addition to practicing critical thought, a critical researcher must be agile, flexible, and responsive to potential challenges within their implementation.

In phase three of my first action plan, I planned to alter or develop the UAL EDI module for the industry participants in my ARP activity. It was rejected and I thought that that would be a major barrier in my pursuit of achieving my objective/s. However, within that meeting, an agreement was reached whereby I could use the authentic EDI module for my pilot project, even though I was not allowed to alter the original module.

I was able to justify revisions to my plans, as the changes made to my original strategy could be interpreted as being responsive to research; demonstrating my flexibility in being able to respond to demands within my project. Action research operational plans are susceptible to modifications that could take place in both internal and external contexts, changing possible aims or priorities. The EDI clearances allowed me to focus on qualitative primary research on my colleagues’ experiences in the KE team completing the required staff training, while also drastically reducing my workload.

A journal article states that to satisfy the demands of specific methodical difficulties, researchers must be adaptable (Tugwell and Knottnerus, 2015). As a result, it’s critical to be open to new information and suggestions to accomplish overall objectives. I am always ready for subtleties and differences in my practice and embrace them. Being responsive can frequently, like in this case, be beneficial in lowering pressures, creating new opportunities to obtain primary data (in this case about the KE Team’s experiences), or reducing your workload.

References:

www.aral.com.au. (n.d.). Action learning and action research. [online] Available at: https://www.aral.com.au/resources/aandr.html#a_aar_flexrig  [Accessed 10 Jan. 2024].

Knottnerus, J.A. and Tugwell, P. (2015). Responsiveness of researchers is as important as responsiveness of study participants. Journal of Clinical Epidemiology, 68(12), pp.1385–1387. doi:https://doi.org/10.1016/j.jclinepi.2015.10.008.

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Phase 2 of my project led me to contact the EDI team and share the information I had discovered from my preliminary inquiries, in addition to supporting my research techniques. In addition to highlighting the significance of my research, I wanted to demonstrate my goal of having industry professionals receive training on UAL’s ethics and principles.

My plan was composed of the conclusions from the discussion with EDI and my assumptions about my plans, as it is outlined below. I intended to develop a module based on UAL’s anti-racism module. To obtain access to it, I scheduled a meeting with the Head of EDI.

On 11/09/2023 I met with the head and manager of UALs EDI, online and explored my ambitions. See link for flow chart of the planned EDI Meeting: Flow Chart for EDI Provider Project.docx

The meeting clarified the EDI and Anti Racism modules’ origins, purpose, aims and how it fed into the UAL strategy, marrying up with my intent to feed into UALs strategy: “Our strategy’s third guiding policy is to change the world through our creative endeavour” ((UAL, 2022). I also discovered that the team had never been posed with involving industry within their strategies: objectives or reports (UAL, 2022).

The positive outcome of the meeting altered my original plans of creating a module, as the EDI team agreed to grant limited access to the actual UAL module/s, to those who agreed to take part in my research. Another outcome was the suggestion that I personalise the training, by asking participants if they had done EDI training in the last 2 years. Dependant on their answer would be dependent on what I advised them to undertake:

• If they answered yes, then they would be advised to do the anti-racism module only.
• If they said no, then I would advise to do the EDI only.

Hence all participants would have access to both modules but would be advised on what they should undertake, during consultation and based on prior knowledge. The prior knowledge would be assessed by me verbally with closed questions and would be my first form of data collection within the project. This assessment had the potential to manipulate the outcome of my research and was the most appropriate way of justifying why the participant did their advised module. My thoughts: utilise critical theory, before consultation with externals.

Their agreement to grant access eradicated the workload: altering my original plans and enabling me to have more time to seek participants and their consent to contribute to my research. So, the next part of my plan was to seek the professionals and the consent of using the information that I gathered.

Within the KE team, knowledge sharing occurs naturally. After discussing my goals with my coworkers, it was decided that inviting all the externals I would be collaborating with during block 1 to participate in “contributor selection” would be the most equitable method.  So, that’s what I did, I invited each of the five of them!

References:

UAL (2022). Guiding policy 3. [online] UAL. Available at: https://www.arts.ac.uk/about-ual/strategy-and-governance/strategy/guiding-policy-3  [Accessed 12 Dec. 2023].

UAL (2022). Equality objectives and reports. [online] UAL. Available at: https://www.arts.ac.uk/about-ual/public-information/equality-objectives-and-reports

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