Project findings

During this ARP it was very easy to get caught up in my research question and the possible interventions it could lead to. However, as my research ended; lectures and interviews completed, activity sheets and feedback transcribed. I remembered that I needed to step back and review the whole process and reflect on my learning from the experience.

Our tutors keep telling us that in assessing our ARP it was not necessarily the research that was being assessed, rather the process of learning and reflection.  I must admit, this felt a little counterintuitive….Surely the whole part of research is the research itself!!

However, I did some more reading in reparation to write my project findings and found some literature that really help put the purpose of action research in perspective for me.

The idea of self-reflection is central to action research. It’s important for my work to reflect the process I have gone through in order to achieve a better understanding of my practice. The PgCert is all about professional development after all.

“Action research is open ended. It does not begin with a fixed hypothesis. It begins with an idea that you develop. The research process is the developmental process of following through the idea, seeing how it goes, and continually checking whether it is in line with what you wish to happen. Seen in this way, action research is a form of self-evaluation”.

(Mcniff, 2002, p6)

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Key learning and observations:

1. Making better use of UAL initiatives in my practice.
2. Disconnect with own knowledge of initiatives such as creative shift, what it was about and what it offers students. After doing research on creative shift, I was able to recommend one of the featured artists to a 2^nd year DPS student who had an interest in working in Ghana.
3. Lack of new and current literature by researchers and practitioners in the field of emergent global fashion markets. Subject not widely written about. Some of the “emergent markets” have been in a state of emergence for decades! Reviews of emergent markets focused on luxury brands branching into emergent markets but not based on talent coming out of these markets.

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Research method findings:

1. Quantitative data collection proved to be a reliable and factual source of information.

Key learning and observations:

1. Quantitative data collected supported my initial hypothesis in regard to placement locations.
2. Benefits of using a variation of research methods to broaden scope and provide relevance and context to initial research question.

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Research method findings:

1. OVERALL EXPERIENCE: DPS year is a transformational experience both professionally and personally. Future proofing:  Building confidence, making connections are key motivations for doing DPS.
2. SKILLS & KNOWLEDGE: Students articulated a greater awareness and relevance of skills gained in the workplace and an appreciation of existing skills.
3. AFFORDABILITY:  Feasibility of doing DPS, challenges of unpaid work, how to survive, how to negotiate pay, working PT along placement,
4. CHALLENGES: Rejections, Living away from home, Money, applying for work- how and when. Placements out of Europe and America. Lack of know how.
5. PRO’S OF RESEARCH METHOD: High level of participation. Sense of community- Greater impact made when peers share their experiences of placement.
6. Students happy to share experiences with others and 2^nd years keen to ask questions.

Key learning and observations:

1. Consent: Protection of students right to refusal when participating in audio recorded session without prior warning. Notify students beforehand that session would be recorded.
2. Thinking creatively of ways to gain consent from large group whilst promoting whole group participation and avoiding exclusion on non-consenting participants.
3. Technical issues with quality of audio recording which lead to almost un- transcribable audio, use of laptop to record audio was not suffice. Record on more suitable device.
4. Better time management and preparation in advance of lecture to ensure sufficient technical support from AV team. Sound check & test beforehand.
5. Challenge assumptions I made that most students would be comfortable talking through a microphone. This could have led to some students feeling uncomfortable speaking during Q&A.

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Research method findings:

Quantitative analyses:

Sample: 13 students submitted placement location map. 16 students submitted ideal placement map

1. 100% of students identified brands within Europe & America as their ideal placement and placement location.
2. 37% of students identified countries outside of Europe & America as their ideal placement location. Namely: Japan/ Australia/ Canada
3. 92% of students identified between 1-5 brands outside of Europe & America. 1 student was able to identify more than 5 brands.
4. 100% of students identified high profile, luxury brands as their ideal placement.

Qualitative & Thematic analyses:

• Students have limited knowledge of brands & businesses that exist outside of Europe & America.
• Student desire to work in, or knowledge of small niche & independent brands is limited.
• High profile, luxury brands identified as ideal placement brand.

Key learning and observations:

1. Thinking creatively of ways to gain consent from large group whilst promoting whole group participation and avoiding exclusion on non-consenting participants.
2. Benefit of using both qualitive and quantitative research methods which offered a clear indication of student knowledge and preferences.
3. Student enjoyed the activity as it offered an opportunity for them to think about their aspirations and goals for placement.
4. Students were stretched and challenged regarding their knowledge of Non-European and American brands. Students saw this as an exercise in highlighting a potential need to broaden their existing knowledge of global brands and businesses.

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Research method findings:

Student interviews

Key learning and observations:

1. For research purposes interviews were very useful and productive source of information.
2. Students keen and willing to participate in conversation around careers.
3. Two students consented to be video recorded as I originally wanted to create a video clip of students interviews, however, I later decided to only use the audio recording and create a transcript for all interviews for consistency as not everyone agreed to be filmed.
4. Challenges on how to compose the right interview question that were not leading and would not prejudice responses. However I think I succeed in asking open questions that allowed the conversation to flow.

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Proposed interventions

At the beginning of my research journey, I must admit to making subjective assumptions as to why so many of our placements take place in Europe. This was in part because of teaching at CSM which has in my view an elitist reputation.

However, I think the success of this journey is the realisation that in academia, and specifically  in delivery of my programme, making these assumptions creates a barrier to my own professional development.

We have influence as tutors to also challenge our biases and perceptions and change our own ideals of what success looks like as a programme.

I gained so much useful information from my research. It has provided me with clear path for developing a way to support and open students up to a more global approach to placements.

I plan to trial and action these interventions within my current DPS course for 2024/25 academic year where I hope to gain feedback from students which should enable me develop and review the interventions further.

Issue	Intervention	Action
Student lack of knowledge in regards to brands and businesses that exist outside of Europe and America.	Preparation for DPS workshop. Profile and introduce students to more  global and culturally diverse brands and businesses. Group discussions and research activities.	2024/2025 DPS academic year as part of DPS preparation lectures. Spring term.
Student uncertainty, psychological and practical barriers in regard to feasibility of placements outside of Europe.	Student final year feedback sessions to include students who have done placements outside of Europe to share their experiences and give advice and suggestions	2024/2025 DPS academic year as part of DPS preparation lectures. Autumn term
DPS Tutor Availability of placements outside of Europe. Costs of visa’s and travel/Security and safety/ language/secure accommodation /Cost of living and pay	Research and connect with brands and businesses outside of Europe for possible DPS placements. Address issues and concerns with businesses. Draft a broader aspirational list of global brands and business. Share with fashion programme tutors. Research and connect with college teams to review funding/ grants/ visas/accommodation	2024/2025 DPS academic year preparation. Autumn term
Student uncertainty, psychological and practical barriers in regard to feasibility of placements outside of Europe.	DPS guest speaker session with new and existing placements providers outside of Europe to share experiences and realities of living and working outside of Europe.	2024/2025 DPS academic year as part of DPS preparation lectures. Autumn term

References

Mcniff, J. (2002) Action research for professional development : concise advice for new action researchers. Poole: September Books.