1st Draft: After my proposed intervention in Unit 2 of the PGCert, I knew I wanted to address printmaking in large cohorts and how difficult it is to access those resources. The 1st draft focused more on the accessibility for students into print studio and visibility of the area with large cohorts. At this stage, I was counting on print studios being fully functional by November.
2nd Draft: after a tutorial with tutor and peers, the focus shifted more into accessibility into print without a permanent location (technical studios not to be open) and how the student experience would be heavily impacted by this. I got confirmation that print studios will not be open for the full academic year – provisional studios with reduced capacity will be available by the end of 2025. Feedback also mentioned making sure students where not under the age of 18, so I requested the student profile from my line manager.
By the second draft I had the information that no students would be under the age of 18 at the time of the workshops. I was advised to be transparent and brief the students that I was conducting a research project and that I would be observing the session and taking notes. This was a key part of the Ethics of the project because the workshop was embedded into a teaching session that students could not opt out of. I would also take photos of the session. They could opt out of being photographed or have their work photographed without any repercussions. It was advised to censor all of the student’s and staff’s faces on the photos.
FINAL DRAFT: after tutorial and announcements of temporary studio location being ready by the second workshop. Focus shifts finally into accessibility and lessening the impact of not having a studio for the full academic year by bringing the print studio into teaching areas and facilitating the use of the smaller, temporary studio with large cohort.
Initially I was going to interview staff and students after both workshops happened, but after the final tutorial I reflected on how interviewing the students would not give me the data I was looking for. Because much of the ARP is around delivering curriculum without them being impacted by the absence of the print studio, bringing this to light would not be a good idea. Its better to focus on staff who have full knowledge of the closures and delay in opening of technical areas.
“not simply theoretical flexibility, but flexibility in terms of research question, sample size and constitution, data collection method, and approaches to meaning generation” (Clarke & Braun, 2017) thematic analysis
The changes on the research question seemed small but where heavily dictated by the construction works and no clear end dates throughout the project. I had to be flexible with it because I was never sure what would happen.
References:
Clarke, V & Braun, V (2017). Thematic analysis. The Journal of Positive Psychology