Define the problem and frame research questions:
I work quite well with mind mapping my thoughts and trying to unpack as many leads and initial ideas as possible. From there, I start linking them together and understanding the relationships between them to create a rationale or research proposition. This approach is how I engaged with Step 1 of the action research cycle. Below, you’ll find an image of my initial brainstorm for reference, followed by a summary that brings together some ideas, along with the initial research questions generated from this reflection and analysis (of course – this is likely to change as I progress with the reflection).
Therefore, I believe the core problem addressed by this action participatory research project is to support students in navigating the complexities of personal and academic life within the context of higher education in art and design, while simultaneously utilizing my skills as a practitioner. Specifically, the project aims to leverage my expertise as both a designer and educator to create a supportive, inclusive, and sustainable environment where students can build confidence, engage in self-expression, and develop resilience. This approach seeks to mitigate the stress related to one of the units I teach, addressing challenges faced by both students—who struggle to meet assessment requirements—and tutors, who must consider their responsibilities as educators and the impact they have on students’ lives.
Some initial research questions that came up and the refinement of them:
- How does participation in collaborative design workshops impact students’ sense of belonging in higher education settings, particularly in managing the complexities of academic and personal life?
- In what ways can “Fashion Therapy” foster inclusivity among students from diverse backgrounds at UAL, helping them navigate academic stress while promoting a supportive, creative environment?
- What role does interdisciplinary collaboration play in enhancing the creative and professional development of art and design students in higher education, and how can it support them in balancing personal and academic responsibilities?
- How can decompression spaces like “Fashion Therapy” within academic settings support students’ mental well-being, reduce stress, and enhance their capacity to engage in creative processes?
- How does the integration of networking opportunities in “Fashion Therapy” influence the professional and social networks of art and design students, and support their navigation of both personal and academic challenges?
- How can the use of found materials and resource boxes in collaborative workshops influence sustainability practices and creative innovation among students, and support their personal and academic growth?
- How effective is the “Fashion Therapy” platform in addressing barriers to student participation and engagement in creative learning environments, especially those related to stress, workload, and the need for personal expression?