Category Archives: Uncategorised

At the start of my Action Research Project, I conducted a short questionnaire in the early stages of it’s development, in order to better understand how students think about progression or comprehend my questions (Pew Research Centre, 2024). The responses … Continue reading →

Focus Group Experience and Responses After reflecting on new ways to recruit participants to engage with a focus group, I abandoned the blanket email approach and instead decided to ask students in person whilst on a year group field trip … Continue reading →

After holding my first focus group, I understood that these participants were those more confident in speaking up, observed from their readiness to speak in front of others in group learning situations, and are more active and visible in the … Continue reading →

To gather more information from students, I’ve decided to hold two focus groups. Although I have already gathered answers to 2 questions, I was mindful of the value of this type of data collecting after reading ‘Focus Group Interviews in … Continue reading →

Short Questionnaire:Here is an example of the 2 questions I will ask students at the end of each progression workshop. They will each be given the questions on a small piece of paper that can be folded to protect the … Continue reading →

My Ethical Action Plan can be found here:Ethical Action Plan The progression booklet I mentioned can be found here:Progression Booklet(Please note this is a 2 page, double sided document intended to be printed and folded into a booklet, so please … Continue reading →

Group tutorial feedback encouraged me to think more deeply about my research focus and question. Currently, My idea for my ARP is centred around engagement with Progression Activities that I run for the students as part of my ‘Transition Tutor … Continue reading →

I have been reading about how ‘Racism Shapes Careers’ (Garett, 2024) in the context of the progression workshops that I run for BA illustration third year students. This text highlighted how the ‘temporary and spatial experiences of UK higher education … Continue reading →