In developing my action participatory research project, I engaged in both primary and secondary research, which helped to illuminate some of my initial thoughts and inform the mind mapping process used to frame the project. The methodology framework for this project involved several methods to ensure a comprehensive understanding of the issues at hand.
Primary Research Methods included surveys conducted with students and colleagues who teach the unit in question. These surveys provided valuable insights into the experiences and perspectives of both students and educators, allowing me to identify key challenges and areas for improvement within the unit. Additionally, broader secondary research was conducted to examine students’ experiences at UAL, drawing on evidence that extended beyond the scope of the specific unit. This wider data helped to contextualize the intervention within the larger framework of the student experience at the university.
Following this, I organized a focus group with tutors and the co-unit leader, bringing together six colleagues and the course leader to discuss the unit. This collaborative approach allowed me to collect a range of opinions, ideas, and reflections (evidence of that can be found in the reflective posts on this blog), which further informed the development of a supportive intervention aimed at positively enhancing the student experience. This method also aligns with Participatory Action Learning, where both students and tutors engage actively in the research process.
Other methods employed throughout the project included observation and journaling. These reflective practices allowed me to document the process, record emerging insights, and track the project’s evolution. Through regular journaling (blog), I was able to reflect on the initial findings and adjust the project’s objectives as needed in light of new knowledge developed during the PgCert sessions/workshops. This ongoing reflection was crucial in ensuring that the intervention remained responsive to the needs of students and aligned with the overall goals of the project.
Additionally, I explored ethnographic research by immersing myself in the learning environment to better understand the students’ culture and social dynamics. This was made possible by my role as a pastoral tutor in Year 2, where I was able to guide conversations that helped collect further insights from students. This helped to provide deeper insight into how they navigate academic pressures and engage with the intervention. I also employed discourse analysis to analyze the language and communication used during focus groups, surveys, and in-class interactions to identify underlying power dynamics, inclusivity, and collaboration issues.
Moreover, I incorporated creative participatory methods through an activity based on their skills set where students could express their thoughts and experiences visually. This enabled them to document their feelings and reflections on the intervention in a more tangible and creative way. Students were encouraged to create visual representations of their experiences, which were then analyzed to uncover common themes and insights.
Photography was also suggested as a way to allow students to capture their own learning journey through images or videos, providing an additional layer of data that reflected their personal experiences and project responses.
To complement these methods, I also utilized collaborative writing, where students co-authored reflections on their and each other’s experiences with the intervention, allowing for shared insights and collaborative knowledge creation. Additionally, informal conversations/dialogue between peers as a method that could be employed in workshops to generate collaborative ideas through small-group discussions, fostering an inclusive and dynamic space for knowledge exchange.
Through these mixed methods—ranging from quantitative surveys and focus groups to qualitative techniques like observation, ethnography, and creative skills, I was able to gather a rich, multifaceted set of data. This data has guided and will continue to guide the refinement of the intervention, allowing me to assess its impact on the intervention objectives.