After two tutorials discussing the intervention plan, one with my group in the PGCert program and another 1-2-1 with Rachel, my tutor, I was able to refine and clarify key aspects of the research project that required greater focus and alignment. These discussions prompted me to consider more deeply certain foundational elements, including the specific goals of the intervention, the practical steps needed for implementation, and how to ensure the intervention’s relevance to both students and university.
Through these conversations, I gained valuable insights into structuring the project more effectively, specifically in terms of aligning the intervention with the learning outcomes of the unit I teach, as well as addressing both student and tutor needs in a balanced way.
Feedback highlighted the importance of clarifying how this intervention could practically enhance students’ experiences and outcomes while also supporting tutors in navigating their educational responsibilities – and be doable within the curriculum.
This included surfacing more explicitly how the intervention links to social justice and inclusivity principles, my relationship with the research proposition to frame the intervention and how it can alleviate student stress and foster a more collaborative, inclusive environment, in line with the unit’s learning objectives. Additionally, these tutorials helped me to think about ways to incorporate structured reflection and feedback mechanisms to evaluate the intervention’s impact effectively, ensuring that it remains adaptable and responsive to ongoing feedback from all participants.
Overall, these discussions clarified my next steps in the project, equipping me with a clearer pathway to align my goals, establish measurable outcomes, and develop a well-defined plan for implementation. Find further details below:
Link to Social Justice and Inclusivity Principles
My angle to social justice and inclusivity is rooted in creating a supportive, equitable environment where all students feel valued and empowered to contribute, regardless of their background. Front and center, this approach emphasizes reducing hierarchical barriers, celebrating diverse perspectives, and fostering collaboration through activities that prioritize empathy, open dialogue, and shared creative experiences. By integrating these values into every aspect of teaching, I aim to ensure that each student has an equal opportunity to learn, express themselves, and feel part of a respectful and inclusive community.
My relationship with the research proposition to frame the intervention:
My relationship with the research purpose is deeply rooted in my dual role as both a practitioner in the fashion industry and as a unit leader in academia. Professionally, I’m driven by the principles of collaboration, co-design, and social impact in fashion – working across diverse groups to create change within the industry, which I believe is equally crucial in educational settings. This research reflects my commitment to fostering inclusivity and social justice by bringing these collaborative, change-oriented principles to the academic environment.
Having been an international student myself, and currently navigating life as an immigrant, I am constantly negotiating my cultural background in contrast to the contexts in which I work and live. This perspective fuels my motivation to create a learning environment that respects and embraces the diverse backgrounds of our students, particularly within a demanding unit like the Year 2 Professional Product Development in the BA Fashion Design Technology Womenswear course. I recognize that this unit, with its critical and rigorous approach, often poses significant challenges—not only due to its academic demands but also because of barriers related to language, time constraints, personal responsibilities, health, and life circumstances.
As unit leader, I feel a deep responsibility for students’ learning journeys, ensuring their experiences are positive, supportive, and equitable at every step. I am committed to reframing this unit—not as a “troubled” or overly demanding segment of the course—but as a supportive and enriching experience for both students and tutors. I want tutors to feel equipped and supported in delivering this unit in a way that aligns with our shared goals for inclusivity, making it an empowering component of the course that fosters critical growth while being sensitive to the realities our students face.