In investigating how to increase participation in Year Lead and Unit tutorials, particularly within diverse cohorts in fashion Buying and Merchandising programs, this literature review explores research and techniques relevant to survey methods, ethical considerations, and thematic analysis. The project specifically addresses barriers to participation, including social, cultural, and racial challenges, aiming to create a supportive learning environment that increases engagement. This review draws from selected academic works and methodological resources to establish a foundation for the data collection, analysis, and the development of actionable solutions to improve tutorial engagement.
Understanding Participation Barriers and Engaging Diverse Cohorts
Bhambra, Gebrail, and Nisanciolu’s (2018) Decolonising the University presents essential perspectives on structural inequities in education that can marginalise students. Their work emphasises that educational spaces must acknowledge and address the diverse cultural experiences that students bring with them, encouraging approaches that consider racial, cultural, and social dynamics in academic participation. In line with this, Lenette’s (2022) Participatory Action Research: Ethics and Decolonization stresses the ethical considerations necessary when working with diverse cohorts, highlighting the importance of incorporating decolonial perspectives to better support underrepresented groups in higher education. Both resources underline that the first step in understanding participation barriers is recognising the unique challenges faced by students from varied backgrounds.
Survey Design and Question Crafting for Effective Data Collection
Summarising from my previous methodolgy blog – Converse and Presser (2011) in Survey Questions: Handcrafting the Standardized Questionnaire emphasise the need for well-constructed questions that are clear, unbiased, and relevant to the research focus. Their guidance on survey question design aligns with the objective of uncovering nuanced data on social, cultural, and racial barriers that affect tutorial engagement. Additionally, the Pew Research Center (2021) guide on writing survey questions provides a contemporary perspective on structuring questions to avoid leading respondents, which is crucial for gathering honest and representative responses in educational research contexts.
Survey design must align with the ethical principles outlined by the British Educational Research Association (2024) in their Ethical Guidelines for Educational Research. These guidelines reinforce that surveys should be voluntary, anonymous, and conducted with a sensitivity toward the respondent’s potential discomfort when addressing sensitive issues, such as social or racial barriers. By adhering to these ethical considerations, this project seeks to responsibly handle data that reflect the diverse experiences of students within the program.
Analysing Survey Data Through Thematic Analysis
As a significant portion of the project involves analysing qualitative survey responses, Braun and Clarke’s (2022) Thematic Analysis: A Practical Guide provides a practical framework for analysing textual data. Their six-step method facilitates identifying, organising, and interpreting themes, particularly in complex data sets related to social issues and educational engagement. This method will allow for a systematic exploration of the underlying themes that affect student participation, offering a structured approach to understanding how barriers manifest in specific patterns across the cohort.
Furthermore, Bradbury’s (2015) The SAGE Handbook of Action Research emphasises the utility of action research in generating meaningful change within educational institutions. By grounding analysis within an action research framework, this project can contribute insights that inform ongoing adjustments in teaching and engagement methods in the London College of Fashion, and so aligning with the broader goals of participatory and inclusive education at UAL.
Reviewing Engagement Methods and Evaluating Interventions
To contextualise the findings and relate them to actionable strategies, Kember and Ginns’ (2011) Evaluating Teaching and Learning provides an insightful guide for assessing educational interventions. They discuss practical evaluation techniques that are effective in both formative and summative contexts, enabling a clear measurement of the impact that modified tutorial formats may have on student engagement. This resource will be instrumental when evaluating the effectiveness of proposed changes based on the survey findings and themes identified during analysis.
The Data Storytelling Workbook by Feigenbaum and Alamalhodaei (2020)also offers strategies for presenting data in a compelling manner that resonates with an academic audience. Through storytelling techniques, this project can frame the findings in a way that not only demonstrates existing barriers but also highlights potential pathways for improving participation. By presenting data as a narrative, it is possible to contextualise the numbers within the lived experiences of students, making the case for targeted changes that develop inclusivity.
Conclusion
This literature review establishes a foundation for exploring participation and engagement in tutorials within the popular BA (Hons) Fashion Buying and Merchandising cohorts. Through resources that address survey design, ethical considerations, thematic analysis, and action research, this project is positioned to investigate and mitigate barriers faced by diverse student cohorts. By following these methodologies and drawing on the latest literature, the study will provide a robust analysis aimed at developing a more inclusive and participatory educational environment.
References
- Bhambra, G., Gebrail, D. and Niṣancioǧlu, K. (eds.) (2018) Decolonising the University. London: Pluto Press.
- Bradbury, H. (ed.) (2015) The SAGE Handbook of Action Research. Los Angeles: SAGE. Available at: SAGE Handbook of Action Research (Accessed: October 2024).
- Braun, V. and Clarke, V. (2022) Thematic Analysis: A Practical Guide . Thousand Oaks: Sage. Available at: bit.ly/3ICHBEr (Accessed: 11 October 2024).
- British Educational Research Association (2024) Ethical Guidelines for Educational Research. 5th ed. Available at: BERA Ethical Guidelines (Accessed: 11 October 2024).
- Converse, J. M. and Presser, S. (2011) Survey Questions: Handcrafting the Standardized Questionnaire. Thousand Oaks: Sage. Available at: SAGE Survey Questions (Accessed: 10 October 2024).
- Feigenbaum, A. and Alamalhodaei, A. (2020) The data storytelling workbook. London: Routledge.
- Kember, D. and Ginns, P. (2011) Evaluating Teaching and Learning: A Practical Handbook for Colleges, Universities and the Scholarship of Teaching. London: Routledge.
- Lenette, C. (2022) Participatory Action Research: Ethics and Decolonization. Oxford: Oxford University Press.
- Pew Research Center (2021) Writing Survey Questions. Available at: Pew Research Survey Writing (Accessed: 17 October 2024).