Michele Palmer – PG Cert Blog

I reached out to all 5 potential participants, to arrange a consultation. This is a usual protocol within my role, to discuss the briefs of their provisions, the location and the students’ number that are expected to attend. I also intended to introduce them to my ARP project and ask them to undertake the activity (the EDI/Anti Racism training module). Within the consultation, I will need to determine which module I will be advising each of the participants to undertake, by assessing prior knowledge, through closed questions in conversation. This will be my first stream of data capture, for my research, so I must utilise the same questions on each, without any presumptions.

“Critical theory is a research approach that goes beyond the traditional formulations of quantitative and qualitative research to explore and challenge the socio-historical constructs of knowledge production” (University of Sheffield, 2022).

Critical theory is defined as a research method about understanding why things are the way they are: differing from traditional theory, which focuses on comprehending and explaining society (members.aect.org, n.d.). Critical theory relies on observations and interpretation of primary sources, combined with an analysis of historical processes, whilst exploring hypothetical inequalities and structural relations that may contribute to and influence the status quo. 

Reflecting on critical theory I recognise that no research is sincerely objective and the best I can do as a researcher is to identify the theoretical, social and cultural underpinnings of my work and acknowledge that my drawn conclusions should be understood within that wider context. Criticism of this theory is that it fails to provide coherent benchmarks that justify standards, which demonstrate being “better” than other theories of knowledge, science, or practice (www.sciencedirect.com, n.d.).

As a critical researcher am required to disregard my ideological assumptions or implicit biases, whilst understanding how my experiences and my underlying belief systems could inform my approach to questioning/research area. This means putting aside my motivations in conducting this research, during my ARP. I must not presume their responses or prior knowledge, based on our professional relationship or their position in the company. I will also need to be aware of potential discourses and paradigms that may have shaped the potential participants’ particulars and responses and how this intersects with the questions and activities, within my subject area.

As stated previously, during my meeting with the EDI team, two suggestions were made, which altered the discourse of my initial plans. One of these suggestions was about what modules the participants should undertake.

Suggestion: if the participants had undertaken EDI training in the last two years, they should do the anti-racism module and if the participants hadn’t undertaken EDI training in the last two years, they should do the EDI module.

This was justified by the fact that the EDI module at UAL was created two years ago, so is inclusive of relevant clauses and topics. It will therefore be presumed that should participants have undertaken EDI training within the last two years, it would have been like the UAL training and duplication of training, due to recent prior knowledge.

Whereas if someone had not undertaken EDI training within the past two years, they would be uninformed of recent clauses and requirements within such training.

The questions I ask and the language that I use, during consultation, will determine the responses I get, to inform my assessment or judgment, on what module I advise be undertaken. That is why I opted to pose the same questions, to all, whilst providing the same information about the ARP.

This is the first instance of data collection and although quite basic, considerations towards critical theory: “critiquing and changing society as a whole” and my stance in accumulating information will come into play again, upon receipt of information in my further research (members.aect.org, n.d.).

References:

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.

www.sciencedirect.com. (n.d.). Critical Theory – an overview | ScienceDirect Topics. [online] Available at: https://www.sciencedirect.com/topics/economics-econometrics-and-finance/critical-theory#:~:text=Critical%20theory%20perspectives%20allow%20for  [Accessed 24 Dec. 2023].

members.aect.org. (n.d.). 9.8 PROBLEMS WITH CRITICAL THEORIES OF EDUCATION. [online] Available at: https://members.aect.org/edtech/ed1/09/09-08.html#:~:text=Critical%20theories%20are%20not%20without

“the questions you ask your respondents are important and should be well thought out.” (SurveyMonkey, n.d.)

I realised that I already had “half-hearted” questions prepared for my audience while I was getting ready to structure the questions, I would ask my participants in the conversational questionnaire (consultation #2). But I had other questions ready, mostly for myself, questions that might be equally as significant. Before formulating the queries, I would put to the professionals in the field, I had to find the answers to the five fundamental questions that I asked myself: how, why, who, when, and what (SurveyMonkey, n.d.).

1. How:How do I want to ask, my questions?

I had already made up my mind to use MS Teams online to ask my queries during a discussion. I believe this to be the best method for gathering data for my results because it doesn’t add to my or the participants’ workload and we already have an established connection through this means of communication.

 2. Why: Why do I want to ask, my questions?

I had to choose what I wanted to know and concentrate on my research question. I therefore had to set specific goals to prevent measuring nebulous objectives such as contentment. These goals would not only provide me with a clear idea of the professional input, but they would also be beneficial for my data analysis and result-feeding. (SurveyMonkey, n.d.). Therefore, my primary goal in asking these questions was to try to understand how the training could influence the professional’s interactions with students and how the training could impact their function in the industry.

3. Who: Who do you want to ask?

Respondents or participants should be a sample of the relevant population. Although obvious this is an important point, as this will determine the findings (SurveyMonkey, n.d.).  Conquering that the pool of participants should be appropriate to the topic issue, for their responses to make sense and not bias the conclusions.

4. When:When do you want to ask?

I must schedule the conversational questionnaire with professionals in the field so that they are free to answer and offer insightful input without feeling rushed or distracted by other commitments. All of my participants are employed by the industry, so they all have roles and responsibilities. Adding to their burden or taking up more of their time (as well as the training session) would cause them to provide hurried and inadequate responses. To record my findings, I have thoughts about the PERMA model and the ideal time to perform consultation #2. This then helps me to determine how many questions I will ask throughout the discussion, since if I don’t take these things into account, my results can be skewed unfavorably.

5. What:What do you want to ask?

On establishing the objectives and sample population, there still may be an unclear direction in what should be asked, but there’s not just one right answer (SurveyMonkey, n.d.).  It was easy for me to realise my question designs and the aspects I needed to take into consideration after thinking through the questions that I posed and answered, for myself. Thus making my decisions about the way to go.

For me to convey the questions throughout the conversation without appearing demanding, they must, first and foremost, be clear-cut, basic, and brief.  This would additionally ensure that the professional could comprehend the requests made of them, which would have an impact on the data analysis.

“Why cross-referencing is important, according to Eco: Cross-referencing avoids unnecessary repetition; and demonstrates the cohesion of the work as a whole.” (Chey, 2019)

To address a possible lack of comprehension of my queries, I might make sure they are well-structured and collect input from peers by cross-referencing them. See Ethics Forms V1 before feedback, from my peers and tutor and V2 post feedback, from my peers and tutor.

“A good questionnaire should be valid, reliable, clear, succinct and interesting.” (Jenn, 2006).

After giving the task some thought, I saw how crucial the design was because it needed to work with my approach and be consistent with how I communicate with the industry. I needed to consider a conceptual framework to carefully assess each topic for its applicability and clarity as well as the analysis I planned to do.

References:

SurveyMonkey. (n.d.). 5 questions to ask for a successful survey. [online] Available at: https://www.surveymonkey.com/curiosity/video-tutorial-5-questions/  [Accessed 16 Jan. 2024].

Jenn, N.C. (2006). Designing A Questionnaire. Malaysian Family Physician : the Official Journal of the Academy of Family Physicians of Malaysia, [online] 1(1), pp.32–35. Available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4797036/#:~:text=A%20good%20questionnaire%20should%20be%20valid%2C%20reliable%2C%20clear%2C%20succinct

Chey, E. (2019). Cross-Referencing: A Definitive Gide. [online] ClearVoice. Available at: https://www.clearvoice.com/resources/cross-referencing/#:~:text=of%20our%20work – [Accessed 16 Jan. 2024].

“Career education helps students to develop the skills that are needed to evaluate potential career paths. Students engage in hands-on learning to master a craft” (www.positiveaction.net, n.d.)

Upon analysis of my work and its connection to the industry, namely interacting with industry professionals, I have come to understand that career education and guidance aim to assist individuals in realising their maximum potential in their careers. I, as a careers education practitioner (my title within my role at LCC IS Placements and Employability Manager), assist students in understanding who they are, developing their skills, looking into opportunities, putting their career plans into action, and making well-informed choices about their academic and professional development. (www.lgcareerswales.org.uk, n.d.)

The professional organisation for career development, Career Development Institute UK (CDI), was founded in 2013 and sets standards, advocates for, and promotes excellent career development for everyone (Themesberg, n.d.). This organisation has established a framework, which I consider in my practice, with the primary goal of elucidating the abilities, knowledge, and mindset that people require to have a fulfilling profession (resources.careersandenterprise.co.uk, n.d.). I received my qualification in 2020 from this regulating organisation after completing a Level 7 in Career Development and Management.

A 2013 paper commissioned for research by the Gatsby Foundation states that competent career guidance is essential for any student to make well-informed decisions on their future. Social mobility requires effective career assistance; students who lack access to career guidance systems and large social capital are especially in need of such services (www.gatsby.org.uk, n.d.).

Upskilling the workforce and fostering innovation are two major drivers of economic growth that arise from industry involvement, with students’ careers education. This is because the quickly evolving industry needs creative individuals to progress in its sectors. As a result, the foundation of the interaction between academic institutions and industry sectors is the requirement to establish solid alliances to contextualise the relationship between theory and practice and address the need for new skill sets.  (THE Campus Learn, Share, Connect, 2022)

Consequently, there is a strong correlation between education and professional success because pursuing a higher education can improve students’ chances of finding employment, raise students’ earning potential and provide students with the information and skills needed to progress in their chosen field (Educatly, 2023).

In my position, I oversee a wide spectrum of university-business exchanges related to industry engagement, which can result in fruitful partnerships. It entails sharing information and concepts to advance capabilities and technological advancements (www.uow.edu.au, n.d.). Verifying the need for me to cultivate industry relationships with students to improve student career outcomes and strengthen the world economy.

“Young people at risk of being excluded often experience multiple and subtle barriers to career success” (Talentino Careers!, n.d.).

My goal with this study and my practice is to reduce barriers to inclusion. All students ought to be better prepared and given more support for their education, training and career as a result. I must pay close attention to every detail to comprehend the unique demands of each stakeholder—students and industry professionals—while maintaining a professional and inclusive balance.  (Talentino Careers!, n.d.).

“The involvement of diverse participants with different perspectives can help researchers, evaluators, practitioners, and community members produce insights…” (Organizing Engagement, 2019)

In order to get a genuine response and honest reflections to my investigation question, rather than a tailored perspective, I have decided to invite all of the industry professionals that I will be working with in Block 1 instead of selecting participants for my study based on feedback from my peers.

References

THE Campus Learn, Share, Connect. (2022). Higher education and industry: how to work well together. [online] Available at: https://www.timeshighereducation.com/campus/spotlight/higher-education-and-industry-how-work-well-together

resources.careersandenterprise.co.uk. (n.d.). New CDI Framework | CEC Resource Directory. [online] Available at: https://resources.careersandenterprise.co.uk/resources/new-cdi-framework#:~:text=Get%20this%20resource  [Accessed 17 Jan. 2024].

Educatly. (2023). Education and Career Success: What is the Relationship? | Educatly. [online] Available at: https://www.educatly.com/blog/279/whats-the-relationship-between-education-and-career-success

Education and the path to employment | Institute for Employment Studies (IES). (n.d.). Education and the path to employment | Institute for Employment Studies (IES). [online] Available at: https://www.employment-studies.co.uk/what-we-know/education-and-path-employment

www.positiveaction.net. (n.d.). What is Career Education? A Complete Overview. [online] Available at: https://www.positiveaction.net/career-education

www.gatsby.org.uk. (n.d.). Good Career Guidance | Education | Gatsby. [online] Available at: https://www.gatsby.org.uk/education/focus-areas/good-career-guidance#:~:text=Every%20young%20person%20needs%20good  [Accessed 17 Jan. 2024].

www.lgcareerswales.org.uk. (n.d.). Careers Teacher. [online] Available at: http://www.lgcareerswales.org.uk/careers-a-z-en/c/careers-teacher.aspx#:~:text=Local%20government%20careers%20teachers%20help  [Accessed 17 Jan. 2024].

‌Themesberg (n.d.). Title –. [online] demo.themesberg.com. Available at: https://www.thecdi.net/about-us  [Accessed 17 Jan. 2024].

‌ www.uow.edu.au. (n.d.). Industry research engagement – University of Wollongong – UOW. [online] Available at: https://www.uow.edu.au/industry/industry-research-engagement/#:~:text=Industry%20engagement%20includes%20a%20broad

https://www.london.gov.uk/sites/default/files/6._how_to_make_your_careers_programme_inclusive-talentino.pdf. Talentino Careers! (n.d.). Talentino! Careers Advice, Support and Development. [online] Available at: https://www.talentinocareers.co.uk/

Organizing Engagement (2019). Participatory action research and evaluation. [online] Organizing Engagement. Available at: https://organizingengagement.org/models/participatory-action-research-and-evaluation/

“What is the meaning of training in teaching?

Teaching focuses on imparting knowledge and facilitating learning, while training concentrates on developing specific skills and abilities. Teaching emphasizes understanding and conceptual comprehension, whereas training places emphasis on practical application and execution.” (Testbook, n.d.)

I had to think about how I would implement a training programme in EDI for social justice, for industry professionals as part of my research, after deciding that my intervention would be such.  Upon examining the definition of training, it became evident that, as it teaches individuals the skills necessary to perform a specific task, my intervention would assist professionals in comprehending their responsibilities and ways to be inclusive in their employability interactions with students. Consequently, the training would promote and impact social justice in LCC’s career education. (www.edubrite.com, n.d.).

A vast array of strategies has been incorporated into training methods, ranging from conventional classes to contemporary technology-enhanced alternatives. Considering many criteria such as the desired content (EDI), learning objectives, target audience (industry professionals), and the resources my audience has access to (such as laptops, tablets, and mobile phones), I would have to select the training technique or mode, which would be most appropriate. (Gupta, 2021).

Given the wealth of training methodologies available for the topic—notably EDI—my objective was to ascertain which of the two modes that I was contemplating would be the most appropriate for my intervention.

eLearning is a computer-based training technique that provides objectives and content online to learners at a distance. It can simulate a classroom setting and is frequently supplemented with online reading material and videos to enhance the subject matter. The benefit of this is that the audience may complete the task on their own and there is no need for an instructor to oversee the levels. Typically, platforms track progress through quizzes and other interactive activities, and some even provide recognition for the training’s effectiveness to the audience. (Gore, 2023).

Instructor-led training or In-person training involves hands-on activities and physical attendance; it is often conducted under the guidance of a teacher on a set timetable. Instructors are needed for this type of instruction to keep an eye on students’ development and involvement. This encourages students studying difficult or delicate subjects to form relationships and provide help. Because information overload during in-person training might result in poor memory and a lack of passion for continuing learning, brief, concentrated lectures are employed to keep the audience engaged (www.continu.com, n.d).

One-on-one attention, the requirement for an instructor, the necessity for a suitable place for the trainees, and the inability of students to work at their own pace are the key drawbacks of in-person training. (Hunter, 2023)

In addition to being more beneficial for the environment, online learning is also more successful for students. The Open University in the United Kingdom claims that compared to traditional in-person courses, online courses use 90% less energy and emit 85% fewer CO2 per student. (Christians, 2022). Another advantage of e-learning is its flexibility. With so many courses and resources available at their convenience, learners from all backgrounds are no longer hindered by time or distance restrictions (blog.talentgarden.com, n.d.).

The most likely drawback would be technical issues because my systems’ platforms and software are external and might not be familiar to a professional device used in the business. Online learning requires the use of the internet. The ability to access classes may be hampered by technical problems such as problems with your laptop, program compatibility, or internet connectivity (Cohen, 2023).

If my audience claims they’re having trouble, I can ask them to come in or try again, or I can ask the UAL digital learning department to help. As a result, even when the professionals are not on the internet, resources may still be available for download. Planning such eventualities may be necessary, on my end, but this might be a way to deal with technological difficulties and keep my activities from ceasing to take place. (Cohen, 2023)

Upon examining the logistics of my intervention, I concluded that online training was the most suitable option because of its advantages. This prompted me to look for training that would satisfy the social justice topic and ask the appropriate teams for advice and assistance.

Reference

Testbook. (n.d.). Difference Between Teaching and Training: Know the Differences. [online] Available at: https://testbook.com/key-differences/difference-between-teaching-and-training#:~:text=Teaching%20focuses%20on%20imparting%20knowledge  [Accessed 15 Jan. 2024]

www.edubrite.com. (n.d.). What is the difference between training and education? [online] Available at: https://www.edubrite.com/training-and-education#:~:text=Training%20focuses%20on%20teaching%20people  [Accessed 15 Jan. 2024]

Gupta, D. (2021). 11 Best Employee Training Methods & Techniques (2021). [online] The Whatfix Blog | Drive Digital Adoption. Available at: https://whatfix.com/blog/employee-training-methods/

Gore, E. (2023). 7 Types of Training Methods (and How to Choose). [online] ELM Learning. Available at: https://elmlearning.com/blog/training-methods/

Christians, T. (2022). 6 Reasons Why Online Learning Can Be More Effective Than Enrolling In A Face-To-Face Training. [online] eLearning Industry. Available at: https://elearningindustry.com/reasons-why-online-learning-can-be-more-effective-than-enrolling-in-face-to-face-training

blog.talentgarden.com. (n.d.). Online learning: the advantages and disadvantages of E-Learning. [online] Available at: https://blog.talentgarden.com/en/blog/business-innovation/online-learning-the-advantages-and-disadvantages-of-e-learning#:~:text=E%2DLearning%20Advantages%3A%20Breaking%20Barriers  [Accessed 15 Jan. 2024]

‌Cohen, K. (2023). Advantages and Disadvantages of Online Classes. [online] IU International University of Applied Sciences. Available at: https://www.iu.org/blog/studying-online/advantages-and-disadvantages-of-online-classes/

‌www.continu.com. (n.d.). In-Person vs. Online Training: What Does the Research Say? – Continu. [online] Available at: https://www.continu.com/blog/in-person-vs-online-training#:~:text=In%2Dperson%20training%20is%20hands

‌Hunter, B. (2023). In-person Training vs. Online Training: The Pros and Cons of Each. [online] iTacit Front-Line Employee App. Available at: https://itacit.com/blog/in-person-training-vs-online-training-the-pros-and-cons-of-each/#:~:text=In%2Dperson%20training%20can%20lead%20to%20information%20overload&text=Short%2C%20targeted%20lectures%20keep%20people  [Accessed 15 Jan. 2024].

On deciding on my research question and establishing the data I needed to extract to get the information that I wanted while undertaking primary research (making enquiries with UAL colleagues as per phase one of my plans), I looked to put action into place, starting with research to support my intent. I started to investigate whether this work or research had been done before.

My investigations led me to articles that centered on the connections between employability and social justice, but nothing justly reconciled the values and ethics within HC to the engagement of industry in student-led knowledge exchange.

Articles from universities agreed that industry engagement within High education was paramount in increasing the employability aspects of students and graduates. However, there was a lack of transparency in the way in which institutions ensured that their industry engagement was supportive of their ethics and values. Or were even prepared astutely for industry engagement and social justice, within an academic environment (montrose42, 2019).

SSAT is a membership organisation that espouses FE, HE and academic institutions from across the UK and globally that are committed to achieving deep social justice, offering insights into academic policy, research and practice. As I assessed the significance of the relationship between career education and industry engagement, I noted SSAT structures’ work on social justice using the concept of four themes, developed by Professor David Hargreaves.

Significantly, the four themes of Deep Learning, Deep Experience, Deep Support and Deep Leadership (Hargreaves, 2008), include the need for careers information advice and guidance (CIAG, mentoring and coaching, and employer engagement and encourage institutional support in these important areas, personalising activities with relevant resources.

As stated previously, I invite a variety of professionals from the industry to LCC to contextualise employability topics, which results in relevant and personalised career education through industry engagement. According to SSAT “personalising learning is the heart of social justice”, deducing that personalising, professionalising and guidance make opportunities more accessible to all, but particularly the most disadvantaged or marginalised. (SSAT, n.d.).

When I posed the research question, for my ARP to academic professionals within my network of institutions, e.g. Sheffield University, the topic generated excitement and interest as it was a perspective that had never been considered within their employability strategies. like UAL, their codes of conduct for professionals who engaged with students were very vague, open to nepotism and didn’t lend itself to reconciling the values of the institute and industry sectors.

My primary research was showing that the conduct of industry was being presumed rather than officially signed off, with “checks” or training, throughout HE. My thoughts: Was I embarking on a new territory? Was this an area that needed to be considered within strategic plans and frameworks for safeguarding stakeholders? And….. what about the professional’s experience throughout engagement? Do they not need to be prepared in some way?

Reference

https://publications.parliament.uk/pa/cm201213/cmselect/cmeduc/writev/632/m19.htm – Accessed 11/11/2023

SSAT. (n.d.). About SSAT. [online] Available at: https://www.ssatuk.co.uk/about/#:~:text=Our%20Purpose-
 [Accessed 25 Dec. 2023].

‌Hargreaves, D. (2008). The Deeps in Action. [online]
Available at: https://webcontent.ssatuk.co.uk/wp-content/uploads/2014/08/14142830/09-The-deeps-in-action-David-Hargreaves.pdf.

montrose42 (2019). Careers Guidance and Social Justice.
[online] Montrose42 Blog. Available at: https://montrose42.wordpress.com/2019/08/02/careers-guidance-and-social-justice/
 [Accessed 11 Nov. 2023].

Christie, F. (2021). Delivering Social Justice; a collaborative
strategic approach. [online] Career guidance for social justice. Available
at: https://careerguidancesocialjustice.wordpress.com/2021/02/05/delivering-social-justice-a-collaborative-strategic-approach
/ [Accessed 11 Nov. 2023].

Reid, E.R. and Kelestyn, B. (2022). Problem representations of employability
in higher education: using design thinking and critical analysis as tools for
social justice in careers education. British Journal of Guidance &
Counselling, pp.1–16. doi:https://doi.org/10.1080/03069885.2022.2054943.

Before beginning to prepare and plan my action research study, I made sure I knew what action research was.

“Action research is a research method that aims to simultaneously investigate and solve an issue. In other words, as its name suggests, action research conducts research and acts at the same time. It was first coined as a term in 1944 by MIT professor Kurt Lewin.” (George, 2023)

I learned from the definition and explanation of an action research project that there are two main kinds of action research, and the type I would be doing is known as participatory action research because it would focus on participants, who would be people who work in the industry or community being studied. Consequently, empowering those who will be immediately impacted by the research’s conclusions. As a result, participants may work as productive co-researchers because the research process would be shaped by their lived experiences (George, 2023).

I also discovered that defining an issue is the first step in any action research project, then moved on to a multi-phase research strategy or process to reach a result (Villegas, 2022). This made it possible for me to determine that, to carry out my study, I would need several phases. These phases are:

1. Research Question or establishing an issue.
2. Research (split into 3 parts) – See action plan flow chart.
3. Feedback
4. Evaluate
5. Conclude

Link to MP Action plan: Original ARP Work plan.xlsx

After deciding on the five (7) steps, I started thinking carefully about the specific findings, that I hoped to extract from my research and this brought me to the theory of change.

“A theory of change is a diagram or written description of the strategies, actions, conditions and resources that facilitate change and achieve outcomes.” (aifs.gov.au, n.d.)

The causal sequence of events from the intervention’s execution to the intended result is explained by a theory of change. Its ‘explanatory power’ is based on its ability to clarify why you expect certain actions or activities will result in outcomes (Reinholz & Andrews, 2020). All evaluations of education interventions should begin with a theory of change, so before designing a research study, I need to understand how my intervention will work, consider who it will affect and identify relevant outcomes (Theory of Change, n.d.).

How may my intervention work?

The five phases of my action plan are a sequence diagram: see Original ARP Work plan to detail the primary research activities, their outcomes and how they informed my ARP activity or intervention: my methodology and raw data/responses from participants. Then my evaluation of the data/my findings or intermediate outcomes and my conclusion or outcomes.

Who may my intervention affect?

My practice: Increasing my workload after consulting with professionals. However, assistance with preparing professionals for industry and student engagement (Edutopia, n.d.).

Students: Shield them from potential industry-wide professional bias and improve a more inclusive employability session (Gray, 2019).

Industry: Inform their content and resources in delivery and prepare them to engage with students with an inclusive approach (Yale University, 2010).

UAL: Sharing values and ethics (best practice) to encourage inclusive approaches in student and industry engagement at LCC/UAL (CIPD, n.d.).

Identify relevant outcomes.

This will be detailed in my conclusion, which I have not yet written, but I anticipate that the relevant outcome should be a positive change in how the industry delivers content in employability sessions.

My action plan enables me to speculate more systematically about how my intervention may affect outcomes and what actions or changes are anticipated because of the intervention.

If my ARP plans had shown that a change would not happen, I would have been obliged to start over as a researcher and develop a strategy that included a shift of some type that could guide my practice (Theory of Change, n.d.). The change that should occur is how industry professionals engage with students, post undertaking the module.

After completing my intended ARP activity, I will assess my findings using the theory of change factors.

References

George, T. (2023). What Is Action Research? | Definition & Examples. [online] Scribbr. Available at: https://www.scribbr.co.uk/research-methods/action-research-cycle/#:~:text=Action%20research%20is%20a%20research .

‌Villegas, F. (2022). Action Research: What it is, Stages & Examples. [online] QuestionPro. Available at: https://www.questionpro.com/blog/action-research/#stages_of_action_research.

aifs.gov.au. (n.d.). What is theory of change? [online] Available at: https://aifs.gov.au/resources/practice-guides/what-theory-change#:~:text=A%20theory%20of%20change%20is%20a%20diagram%20or%20written%20description

Theory of Change. (n.d.). Available at: https://oese.ed.gov/files/2019/03/02-04-TheoryofChange.pdf

‌Reinholz, D. L., & Andrews, T. C. (2020). Change theory and theory of change: What’s the difference anyway? International Journal of STEM Education, 7(2).

Gray, A. (2019). The Bias of ‘Professionalism’ Standards (SSIR). [online] ssir.org. Available at: https://ssir.org/articles/entry/the_bias_of_professionalism_standards

Edutopia. (n.d.). Classroom Routines That Support Students’ Voice and Choice. [online] Available at: https://www.edutopia.org/article/classroom-routines-support-students-voice-choice/#:~:text=Routines%20establish%20a%20sense%20of

Yale University (2010). Inclusive Teaching Strategies | Poorvu Center for Teaching and Learning. [online] Yale.edu. Available at: https://poorvucenter.yale.edu/InclusiveTeachingStrategies

CIPD. (n.d.). CIPD | Five actions you can take to foster inclusion. [online] Available at: https://www.cipd.org/uk/knowledge/guides/five-actions-fostering-inclusion/#:~:text=Creating%20an%20inclusive%20climate%20and  [Accessed 15 Jan. 2024].

On reflection of my ARP, I originally foresaw an intervention that would be based on an amendment to the current UAL code of Conduct. However, the legal requirements and structural sign offs that this would require would be extremely transformational and would need evidence to initiate the multiple phases to be approved. So, I have opted to pilot an intervention and gain data from its findings, to support my ambitions.

According to The Advance HE annual staff and student statistical report, there are an increasing number of staff and students openly identifying as disabled, while females continue to be underrepresented in academic roles and professorship and the  Black, Asian and minority ethnic student awarding gap persists (www.advance-he.ac.uk, n.d.).This information relates directly to industry, where members of the Creative Industries Federation have reported, that there is evidence that there is greater inequality than government statistics suggest, respective of the representation of BAME and female creative roles in the UK (Creative Industries Federation, n.d.).

The increase of diversity highlights the importance of EDI training (encompassing anti-racism) within higher education is to ensure that all students, staff and external stakeholders, regardless of their background, have an opportunity to have a fulfilling experience of higher education that enriches their lives and careers. This importance then lends itself to an impact on the attitudes and behaviours within employability/industry.

Proposing a new methodology for industry engagement, I have chosen to invite external stakeholders, who visit LCC to contextualise careers education, to complete the staff’s mandatory anti-racism training. This should reinforce concepts of zero tolerance, proportional consequences and consent-based interactions. It should also positively support and influence meaningful industry engagement and delivery. As noted in Shades of Noir: Who am I – An Exploration of the Arts Community, my intervention should dilute unconscious bias, encourage the accountability of professionals and inform the content of delivery (Shades Of Noir, n.d.).

Within my practice, industry professionals (externals) contribute to topical sessions and initiatives around the subject matter of employability. These provisions form part of the KE objectives within my department and are led by students and industry trends. Therefore, my intervention is of importance, in the context of my role, as it links directly to The Creative Attributes Framework (Anon, n.d); the framework utilised within my practice and the departmental strategy.

The research question that I pose, respective to my inquiries is:

Final research question: How can the Employability Hub at LCC, influence and support social justice within industry vs student engagement?

Hypothetical answer: By introducing the EDI values and ethics of UAL to the industry before engagement.

To conclude, the rationale of my ARP is to decrease the equity and diversity gap, within my practice, with considerations of ethics and risks, by encouraging diversity and inclusion in industry engagement. I aim to protect students, colleagues and externals, enabling all stakeholders to take accountability for their contributions.

References:

Shades Of Noir. (n.d.). Who Am I? An Exploration of the Arts Community. [online] Available at: https://shadesofnoir.org.uk/journals/who-am-i-an-exploration-of-the-arts-community/  [Accessed 17 Sep. 2023].

www.advance-he.ac.uk. (n.d.). Supporting Equality Diversity and Inclusion in Higher Education | Advance HE. [online] Available at: https://www.advance-he.ac.uk/programme-events/supporting-equality-diversity-inclusion-higher-education#ITLWorkshops  [Accessed 27 Dec. 2024].

Creative Industries Federation (n.d.). Creative Diversity. [online] Available at: https://www.creativeindustriesfederation.com/sites/default/files/2017-06/30183-CIF%20Access%20&%20Diversity%20Booklet_A4_Web%20(1)(1).pdf.

Anon, (n.d.). Creative Attributes Framework – LCC Teaching Hub. [online] Available at: https://lccteaching.myblog.arts.ac.uk/curriculum/creative-attributes-framework/  [Accessed 12 Jan. 2024].

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Representation within education is paramount for inspiration and the lack of constitutes to barriers within institutions, which can have a direct impact on student attainment and retention (Finnigan, n.d.). Deficiencies and barriers within policy and systems provide hindrances to marginalised groups who may have intersectional traits, like me (Kimberlé Crenshaw, 2020).

As it stands, I look for professionals who can contextualise the subject matter of employability, on the professional platform and within my network. The majority lack academic background and student involvement experience. Nevertheless, it is acknowledged that the expected behaviour is not made clear, and especially, there is no proof in the form of consent or agreement from all parties.

In my IP Unit my proposed artifact, I suggested the amendment to UAL code of conduct to reference and implement the Equality Act, 2010 government legislation (GOV.UK, 2010). Additionally, it should be divided into new sections under the current headings that cover language, positionality, dress code, the use of UAL property and resources, post-delivery engagement with students, and UAL’s responsibilities. By agreement, this revised version would be given to outside parties before contributions to recognise and establish the standards that must be met to protect our spaces, comply with UAL rules, and meet the expectations of the creative sector.

With consideration of my IP artifact, the ARP brief and how my positionality fashions the work that I do, I was steered to the question:

Question: How can The Employability Hub at LCC support the industry in social equity in engagement and placemaking?

Question: How can The Employability Hub at LCC support industry engagement to be equitable and inclusive?

Link to Research Question Journey: Milestone infographic ARP.xlsx

My APR will be a result of being directly targeted with microaggressions, in May 2023; a colleague posted an external’s use of racial slurs (within the context of the discrimination) during a session based on compliance and complaints. If my amendment of the code had been in circulation the external would have understood the expectations and could have been held accountable for her language. Which in turn would have prevented my colleague from feeling the need to discriminate against me.

In the 1970s Harvard University psychiatrist Chester M. Pierce coined the term microaggressions: defined as derogatory behaviours which are used by non–African Americans, to insult and dismiss African Americans (Pierce et al., 1978). This is not a silo instance of being exposed to subtle bigotry, so I am very familiar with the terminologies. Nonetheless is always disheartening, can deplete trust and can affect mental health.

According to the National Geographic site, modern science regards race as a social construct of an identity that is assigned based on the rules made by society (Blakemore, 2019). My IP unit empowered me to acknowledge that the concept of race may not be absolute.  However, my APR unit has empowered me to navigate a negative experience, to support and protect others with intersectional traits, from perpetrators.

References:

Blakemore, E. (2019). Race and ethnicity, explained. [online] National Geographic. Available at: https://www.nationalgeographic.co.uk/history/2019/02/race-and-ethnicity-explained.

‌Johnson, N.N. and Johnson, T.L. (2019). Microaggressions. Navigating Micro-Aggressions Toward Women in Higher Education, pp.1–22. doi:https://doi.org/10.4018/978-1-5225-5942-9.ch001.

Kimberlé Crenshaw (2020). On intersectionality : essential writings. New York: New Press.

Taking an Inclusive Approach to Enterprise Education. (n.d.). Available at: https://www.arts.ac.uk/__data/assets/pdf_file/0028/386236/Taking-an-inclusive-approach-to-enterprise-education-PDF-216KB.pdf  [Accessed 27 Dec. 2024].

Pierce C., Carew J., Pierce-Gonzalez D., Willis D. (1978). An experiment in racism: TV commercials. In Pierce C. (Ed.), Television and education  (pp. 62–88). Beverly Hills, CA: Sage.

GOV.UK (2010). Equality Act 2010. [online] legislation.gov.uk. Available at: https://www.legislation.gov.uk/ukpga/2010/15/contents