The following summary integrates thematic insights carried out from both the student and staff survey data, combining open and closed-ended responses to present a cohesive analysis. Further notes from the individual Student and Staff thematic analysis that lead to this cohesive summary are in a previous blog post.
The findings below emphasise barriers, preferences, and strategies for enhancing participation in Year Lead and Unit tutorials while also aligning with broader goals of equity, inclusivity, and social justice. I have chosen the following 5 key themes to help combine this analysis:
Key Themes from Combined Analysis
1. Attendance Patterns
- Students: Sporadic attendance for Year Lead tutorials (28% attend regularly, 21% never attend); higher regular attendance for Unit tutorials (41%). Timing conflicts are the most significant barrier (51%).
- Staff: Majority rate student participation as “low” (44%) or “very low” (22%). They cite lack of understanding of tutorial value (89%) as a primary issue.
Action: Communicate the value of tutorials more effectively and explore flexible scheduling to improve accessibility for students balancing commitments.
2. Barriers to Participation
- Students: Common barriers include social anxiety (33%), language challenges (21%), and unclear expectations (15%).
- Staff: Identify similar barriers, such as fear of judgment (78%) and cultural/language challenges (67%).
Action: Train tutors in cultural competency, provide clear expectations, and use anonymous participation tools to mitigate social anxiety.
3. Inclusivity and Representation
- Students: 62% feel their backgrounds are “somewhat” reflected in tutorials; 59% rate tutorials as inclusive but note room for improvement.
- Staff: 33% acknowledge diversity and inclusion challenges, citing language and cultural norms as key issues.
Action: Incorporate culturally diverse content into tutorials and involve students in co-creating examples and case studies.
4. Preferred Formats and Techniques
- Students: Favor smaller discussion groups (41%), hybrid formats, and interactive methods like breakout rooms.
- Staff: Rely on one-on-one engagement (78%) and pre-tutorial assignments (33%) but underuse interactive activities (22%).
Action: Shift toward interactive techniques (e.g., peer discussions) and pilot hybrid formats to accommodate diverse learning preferences.
5. Communication and Clarity
- Students: Emphasise the need for clear objectives, structured agendas, and post-session resources.
- Staff: Stress the importance of well-organised tutorials and pre-session materials to prepare students.
Action: Provide clear tutorial agendas, share resources in advance, and summarize key takeaways after each session.
Key Insights and Literature Integration
Timing and Scheduling:
Aligns with findings by Cohen, Manion, and Morrison (2018) that flexibility in tutorial timing supports accessibility, particularly for international and working students.
Inclusivity:
Hooks (1994) highlights the importance of creating inclusive environments where diverse student voices are valued, which students and staff identified as critical.
Interactive Methods:
Freire’s (2000) emphasis on dialogue resonates with students’ preference for interactive formats and peer-to-peer learning opportunities.
Unified Action Plan
1. Attendance Patterns – Flexible Scheduling:
- Offer varied tutorial times, through the day, consider giving multiple timing choices (e.g morning, midday and afternoon slots).
- Pilot tutorials directly after related sessions to improve continuity, increase engagement.
2. Barriers to Participation – Supporting Students’ Voices:
- Incorporate anonymous feedback mechanisms (e.g., online polls).
- Involve students in co-designing tutorial content (clear student and tutor agendas).
3. Inclusivity and Representation – Enhancing Inclusivity:
- Further Train teaching staff in cultural competency and unconscious bias. Making them aware is potential barriers to engaging with tutorials and what they can do to improve this.
- Use diverse examples and culturally relevant content to specific year cohorts. Tailor examples to be more inclusive.
4. Preferred Formats and Techniques – Interactive and Structured Formats:
- Introduce interactive tools (e.g., breakout rooms, Q&A, anonymous surveys).
- Provide clear agendas and structured activities for tutorials. Some of the data suggest students may want to have a clear plan for tutorials.
5. Communication and Clarity – Resource Accessibility:
- Share tutorial recordings and supplementary materials online for future student referral .
- Ensure resources are accessible to all students, including those with disabilities.
Practical Implementation: Bringing Recommendations to Life
1. Hybrid Tutorial Formats (January 2025)
- Pilot Program: Begin with a single Unit or Year Lead tutorial, offering students the choice between in-person and online participation. Currently Face to face is encouraged so would give choice. Measure participation rates and engagement levels over one term to assess its success.
- Implementation Timeline:
- Term 1 (Pilot): Identify one or two tutorials to trial the hybrid format. Gather pre-implementation feedback from students.
- Term 2 (Rollout): Adjust based on pilot feedback and expand hybrid formats across other Units or tutorials.
2. Cultural Competency Training for Staff (Date TBC)
- Training Modules: Introduce short workshops for the B&M teaching team focused on unconscious bias and inclusive teaching practices. Use real-life examples from tutorials to develop the training.
- Implementation Timeline:
- Pre-Term: Schedule a mandatory training day for all tutorial staff.
- Ongoing: Follow up with monthly reflective sessions to discuss challenges and successes in creating inclusive environments.
3. Mandatory Tutorials (February Rollout)
- Rationale: To ensure equitable engagement, tutorials will become mandatory across the BA Fashion Buying and Merchandising program from February. This aligns with feedback from both students and staff highlighting the need for increased accountability in attendance.
- Implementation Plan:
- Communication: Share the transition plan with students via email and in-class announcements by late January, explaining the benefits and support measures (e.g., flexible scheduling).
- Support Measures: Address barriers identified in the research (e.g., timing conflicts, anxiety) by offering hybrid options and anonymous feedback tools to increase comfort and accessibility.
- Monitoring: Track attendance patterns and engagement levels from February to assess the impact of this change.
4. Anonymous Participation Tools (January 2025)
- Implementation Plan: Use digital tools like Padlet or Mentimeter to allow students to submit questions or comments anonymously during tutorials.
- Pilot: Start by using these tools in tutorials focused on difficult or abstract topics to gauge how anonymity impacts participation.
- Monitoring: review usage levels and the types of questions used on Digital tools.
Next Steps
By implementing these changes, including the transition to mandatory tutorials, the program aims to develop greater accountability, inclusivity, and engagement among students. Regular review points (e.g., after the February rollout and at the end of Term 2) will allow the B&M team to make iterative improvements and adapt strategies as needed.
Conclusion
By synthesising student and staff insights, this thematic analysis reveals actionable strategies to enhance tutorial participation and inclusivity. These recommendations align with the goals of the Action Research Project Unit by addressing systemic barriers, developing equitable learning environments, and promoting social justice in the BA in Fashion Buying and Merchandising program. Through the use of participation methods such as hybrid tutorial formats, anonymous digital tools, and structured agendas, as well as dialogue-building techniques like interactive discussions and inclusive case studies, the project demonstrates how these approaches can be adapted to meet the needs of large and diverse cohorts. Furthermore, the findings explicitly address social, cultural, and racial barriers by advocating for culturally responsive teaching, training in cultural competency, and the inclusion of diverse student voices. Together, these strategies create a roadmap for increasing equitable engagement in Year Lead and Unit tutorials.
References
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
Hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.
Freire, P. (2000). Pedagogy of the oppressed. Bloomsbury.