For my primary research, I chose a survey through Microsoft Forms as the method to investigate student participation in Year Lead and Unit tutorials within the Fashion Buying and Merchandising program. This decision reflects both my personal motivation as a Lecturer and Year Lead to create a more inclusive learning environment and my responsibility to support a diverse student body effectively. Given the range of nationalities, cultures, and educational backgrounds among my students, surveys offer an anonymous/accessible way to reach a wide audience, allowing for broad representation of student perspectives.
Personal Motivation and Context
I was motivated to explore this topic based on my experiences with low participation in tutorials and the barriers that students face in engaging actively. I have observed that students may not always feel comfortable sharing openly in tutorials, particularly when language or cultural differences are at play. This challenge has driven my interest in understanding what specific barriers exist and how they might be mitigated. As Freire (2000) argues, creating a space that enables students to participate without fear or inhibition is essential for developing true educational dialogue and growth. This approach aims to ensure that every student’s voice can be heard and valued. Studying this PGcert has also pushed me to develop my own knowledge of what equitable and socially just education looks like so I hope this research and new knowledge can benefit my students first hand.
Relevance to My Role and Department
In my role as an educator, I am responsible for developing an inclusive and engaging learning environment that meets the needs of all students. Addressing barriers to participation is essential to promoting a supportive educational experience, particularly within a global program like Fashion Buying and Merchandising, where students’ diverse backgrounds enrich discussions and learning outcomes. By investigating participation barriers, this research will enable me to better understand and address specific needs within my tutorials. This research also contributes to department goals around student engagement and retention, helping to create a more equitable and supportive academic community. I hope to be able to share my findings with my colleagues in other large cohort courses to further drive social justice and equity throughout UAL.
Context within UAL and higher education
This research is not only relevant to my immediate teaching context but also resonates with broader institutional goals around equity, diversity, and inclusion. Universities are increasingly committed to creating learning environments that recognise and embrace diversity, as echoed by Bell Hooks (1994) and her advocacy for classrooms that are democratic and inclusive. By addressing issues related to social justice and accessibility, this research aligns with institutional commitments to provide equitable learning opportunities. Furthermore, in the field of fashion education, where global perspectives are increasingly valued, enhancing participation across diverse cohorts is essential for producing well-rounded graduates who are prepared to operate in an international industry.
Supporting Literature and Methodology
In selecting a survey for this project, I also drew from established research practices that emphasise inclusivity and representativeness. According to Cohen, Manion, and Morrison (2018), surveys are particularly effective for gathering data from large and diverse cohorts, making them ideal for the varied demographics within my program. Bryman (2016) also notes that surveys provide anonymity, which can reduce social desirability bias and lead to more honest responses, especially on sensitive issues like race, class, and culture. This aligns with bell hooks’ (2003) call for educational practices that empower all students to share their perspectives, especially those who may feel marginalised in traditional classroom settings.
Furthermore, Thomas and Harden (2008) argue that written surveys allow respondents to process questions at their own pace, encouraging reflection and more in-depth responses. This supports the broader objective of creating learning environments that, as hooks (1994) suggests, “privilege multiple forms of expression.” My survey aims to capture the voices of students who might feel hesitant to participate in live discussions, ensuring their insights are incorporated into the development of more effective participation methods.
Conclusion
Ultimately, this research serves as a step toward building a socially just and responsive teaching practice. By using surveys, I aim to understand and address the barriers to tutorial participation, creating an environment where all students feel valued and engaged. Informed by both practical considerations and an ethical commitment to inclusivity, the survey method will enable me to uncover the unique challenges faced by different groups and adapt my teaching strategies accordingly.
References
– Bryman, A. (2016). Social research methods (5th ed.). Oxford University Press.
– Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
– Freire, P. (2000). Pedagogy of the oppressed. Bloomsbury.
– Hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.
– Hooks, b. (2003). Teaching community: A pedagogy of hope. Routledge.
– Mertens, D. M. (2015). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods (4th ed.). SAGE Publications.
– Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology, 8(1), 45.