Attached is my submitted and approved Ethic form for reference.
The ethics of any research project are foundational, especially when working within the context of a diverse and global institution like UAL. My project, which explores how participation methods and dialogue-building techniques can be adapted to increase equitable engagement in tutorials, posed both practical and ethical considerations. Here, I reflect on the valuable feedback provided by my tutor regarding my ethics form and the steps I took to address these points.
1. Tackling a Common Challenge
My tutor emphasised the relevance of my project in the context of UAL’s global recruitment strategy during uncertain financial times. This feedback reinforced the importance of my research in developing inclusive teaching practices that support a diverse student body.
Response:
I aligned my research objectives more closely with UAL’s institutional goals, ensuring that my study not only addresses tutorial participation but also contributes to wider conversations on inclusivity and equity in education for the wider university. I hope some of my actions can be considered at UAL.
2. Thorough Reading Around Methods
The recommendation to explore academic practice journals and focus on methods was a good reminder. Emphasising that method-based literature would support my decision-making, problem-solving, and evaluation processes.
Response:
I expanded my reading to include seminal works on action research and thematic analysis (e.g., Braun & Clarke, 2006; Cohen et al., 2018) and ensured my methodology was evidence-based. This strengthened the justification for my survey approach and analysis techniques.
3. Narrowing the Focus
I was encouraged to avoid trying to test or include too much at every stage, suggesting that I narrow my focus to specific interventions or areas of impact.
Response:
I refined my project scope, focusing primarily on student surveys as the primary data collection method and designing questions targeted at identifying actionable barriers and preferences. I realised that my planned Focus groups research wouldn’t give a fair response and would be too much to achieve in this Unit alongside the surveys. This allowed for more depth in my analysis and clearer outcomes.
4. Consent and Accessibility
The feedback highlighted the need for thoughtful survey design, particularly regarding accessibility, understanding, and comfort in sharing. Concerns were raised about whether students might hesitate to share candid feedback with a tutor in charge.
Response:
I integrated a consent statement at the start of the survey, ensuring students were fully informed about anonymity and their right to withdraw. I also was able to deliver this verbally in lectures. Additionally, I considered language and cultural barriers, simplifying the survey language and testing it with colleagues for clarity. Reflecting on potential low response rates, I introduced multiple modes of engagement (e.g., in-class explanation, inclusion in the “Week Ahead” email) to reach a broader student audience.
5. Emotional Dynamics
My tutor appreciated my awareness of the emotional dynamics in the research process, particularly the need to ensure students felt safe. Suggestions included providing emotional support information at multiple stages.
Response:
I ensured students were reminded verbally and in writing about their anonymity and the voluntary nature of their participation, both when introducing the survey and at the conclusion of their participation. I also shared information about student support services to address any concerns arising from the research process.
6. Data Storage and Protection
Specificity about where and for how long the data would be stored was recommended.
Response:
I committed to storing data securely on UAL’s institutional systems for the duration of the project and survey responses are anonymous so not traceable. This detail was explicitly communicated to participants.
7. Defining Informed Consent
My tutor prompted me to consider what “informed consent” meant in this context and how I would ensure students truly understood their participation.
Response:
I provided a clear, accessible explanation of the survey’s purpose, potential risks, and their rights (e.g., withdrawing at any time). Consent was built into the survey itself, with a checkbox ensuring participants actively agreed to proceed. Along with the selection of surveys as the key tool due to it anonymity.
8. Feedback Integration: Adapting and Evolving the ARP Process
Throughout the ARP process, feedback from tutors and peers played a pivotal role in shaping my approach. For example, suggestions to narrow the project’s focus and avoid attempting to address too many objectives at once allowed me to concentrate on actionable outcomes, such as refining the survey design and prioritising thematic analysis as the central methodology. Similarly, feedback emphasising ethical considerations prompted me to enhance participant consent protocols and make the surveys more accessible and inclusive.
The recommendation to engage students directly during lectures led to a significant improvement in survey response rates, highlighting the value of in-person communication—a strategy that could also be applied to improving tutorial participation. This responsiveness to feedback not only strengthened the validity and inclusivity of the research but also demonstrated adaptability, an essential quality in action research.
By reflecting on and incorporating this input, I was able to align my research process with the goals of equity and social justice, ensuring the ARP addressed both the practical challenges and the institutional context of UAL.
Final Reflections
The feedback from my tutor significantly shaped the ethical dimensions of my project. It not only guided me in refining my survey design but also deepened my understanding of the complexities involved in equitable research practices.
Moving forward, I plan to continue reflecting on the inclusivity of my research methods. For future projects, I would consider alternative approaches such as focus groups or interviews to engage students who may not participate in written surveys, thereby reaching a broader spectrum of voices.
By prioritising ethical considerations, this project contributes to a more just and inclusive academic environment, aligning with UAL’s values and developing meaningful student engagement as well as aligning with my own passion to provide the best pedagogical support for my students.