Unit Action Study Plan/Timeline for PGCert Action Research Project
| Date to submit: | Date for personal goal to complete by: | Item to complete: | Study days allocated: | Notes: |
| Workshop 2 (w/c 20 Oct): | 21/10/25 | Reviewing the literature; Testing and piloting (tools testing, recruitment & sampling troubleshooting) Bring: At least one research tool for peer testing/review (e.g., activity, questionnaire, interview schedule, focus group plan) Read: One item from the Citation reading activity: Harwood (2009); Ellis & Bochner (2006); Ahmed (2017); Kwon (2002); Templin (2021). Suggested additional reading: Thompson, P. (2021) Patter blog. Available at: https://patthomson.net/category/literature-review / Cook, T. (2009) ‘The purpose of mess in action research: building rigour through a messy turn’, Educational Action Research, 17(2), pp. 277-291. | 2 days | 20th October & 21st October – My plan:- Create questionnaire to share with class for 1 of my methods. Complete information sheet and consent form. Have ready for 4th November session if all being well. Methods – Questionnaire – mixed method Qualitaive and quantitive FeedbackExperimentation Write feedback notes from peers re questionnaire and re do accordingly. 23rd October – send email to Tonicha MA UXD tutor re questionnaire for students and ARP 3 stages. Done, waiting for response. Chase this week. 26th October – Update my blog with Ethics plans x2 and changes, tutorial discussions and feedback, emails and response from Tonicha, my plans and schedule for ARP. Note – Do not have to wait to deliver a collaborative unit this can be actioned as an ice breaker for any workshop. Include citation workshop readings in my blog. Realisation – Collaborative working is weaved throughout students’ studies. MA DDV student conversation. See blog ideas sheet. Research and build my referencing for my presentation. |
| Tutorial 2 (w/c 3 Nov): | 5th November can only do 10am to 10.20am – Group tutorials – Progress and feedback. Missed this tutorial due to work commitments. Sent my updates to Mallika. Bring: Work in progress | 29th /30th October. Speak to colleagues about idea and receive feedback. Collate information. Enter in blog. Also feedback from guest lecture 29th Oct. | ||
| Wednesday 12 Nov (2-4pm): FHEA application briefing session | Attend to learn how to apply for Advance HE Fellowship once you have completed the PgCert. Missed this workshop due to work commitments, made a one-to-one tutorial with Mallika to catch up. | 4th November – Ask students to complete consent form and give information sheet. Present questionnaire to students and collect. Speak to MA UXD students about working together ask them to complete questionnaire and offer any ideas. Gather data and information to design the cards and instruction booklet. Testing 1. Produce a sample with student and colleague feedback for 18th November workshop to test. Completed only 2 students attended the session due to submission deadline. 5th Nov – Tutorial about progress. Produce cards 11th & 10th November and print on the 12th of November sample and information booklet. Did not achieve, behind schedule. May have to review producing a booklet as well.? | ||
| Workshop 3 (w/c 17 Nov): | Analysis & interpretation / Drawing valid conclusions Read: Two items from the Analysis reading activity. One from Kara (2015); Gray & Malins (2004); Curtis & Curtis (2011) And one from Braun & Clarke (2023); Learning for Action (2017); Harris (2020); Kara (2022); Talisma & Muchenje (2022) Bring: Any data I have collected. Could not attend due to work commitments but met informally with peers at lunchtime to receive updates | 18th November – MA UXD. Show to students designs so far for feedback. Testing part 2. Only 2 students were present for this. Start working on my presentation. Part 3 will be on 21/01/25 for the collaborative workshop with MA UXD– preparations will already be in place for this session. | ||
| (W/c 8th Dec) | Analyse data collected and began to design cards based on feedback. Point of reflection for tutorial 3. Meet with lecturer from MA Data Visualisation re feedback and collaboration | Complete ready to print first prototype 8th Jan latest. | ||
| Tutorial 3 (w/c 8 Dec): | Group tutorial – Reflection and updates. | |||
| (W/c 15th Dec) | Further research. Complete 1- 4 Blog entries and complete presentation first draft | |||
| (W/c 29th Dec) | Further research. Refine presentation. Complete final 4 – 8 blog entries | |||
| (W/c 5th Jan) | Presentation complete and finalised. All blog entries checked and posted. | |||
Action Research project – Deadline summative –
| Summative Assessment (presentation day + 9am blog submission) | Monday 12 January 2025 Wednesday 14 January 2025 Friday 16 January 2025 |
First Copy
Working DRAFT – Ethical Action Plan (500-750 words)
This document is a chance for you to begin shaping your project while thinking through its ethical considerations, implications, and responsibilities. We know this might feel early in your action research journey, but this short plan is here to help pin down your ideas and work-in-progress.
Use whatever writing format that suits you – lists, bullet points, statements or paragraphs – and follow the suggested links stated alongside some of the questions for guidance.
A good starting point is the BERA Guidelines for Educational Research, fifth edition (2024) alongside the ‘Ethics Files and Resources’ on Moodle.
When you’re ready, email your draft to your allocated tutor 48 hours in advance of you first group tutorial in the week commencing 6 October 2025, so it can help guide the focus of discussions and support your project development.
Name: Gem Smith
Tutor: Mallika Kanyal
Date: 6th October 2025
| What is the working title of your project? Also write a few sentences about the focus of your project. I currently have two working titles that I am trying to decide on: – 1. How can the awareness of cultural identity enhance collaborative learning experiences in higher education?This research question would be looking more at the experience and interactions of students. 2. How does cultural identity shape the way that university students engage within a group when collaborating?This research question would be concentrating on the pedagogical perspective. The focus of my project is to create a supportive tool for student’s so they can share with their peers their cultural identities and ways of working when collaborating. Working in Academic Support I have discovered that both students and tutors have expressed that often cultural identities and preferred ways of working are misunderstood or unknown within groups. [MK1] [GS2] |
| What sources will you read or reference? Share 5 to 10. Cultural identity is part of a person’s being this also impacts other parts of a person’s intersectionality’s as shared by (Crenshaw, 2013) Reviewing Tuckman’s stages of development indicates how teams evolve over time. (Tuckman and Jensen, pp. 419 – 427, 1977). Co – Creation cards. They understood the discord that particularly for people coming from a socially conservative culture where individualism and freedom of expression are not promoted. Values are inherently cultural. (Alshehri et. al. pg. 3, 2020). References: Alshehri, T., Kirkham, R. and Olivier, P., 2020, April. Scenario co-creation cards: A culturally sensitive tool for eliciting values. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems (pp. 1-14). Crenshaw, K.W., 2013. Mapping the margins: Intersectionality, identity politics, and violence against women of colour. In The public nature of private violence. Routledge. Tuckman, B.W. & Jensen, M.A.C (1977). Stages in small group development revisited. Group and Organizational Studies, 2, pp.419–427. |
| What action(s) are you planning to take, and are they realistic in the time you have (Sept-Dec)? Actions: To create a scheduled plan to keep me on track. To create/produce a set of 15 collaborative cards as an ice breaker before students work on a collaborative unit with a simplified handbook. The cards will act as a prompt for students to share preferences of working and will encourage the sharing of their culture. I already have information/feedback about the challenges students face working collaboratively and how it can impact their culture identity, so this is a great starting point[MK3] [GS4] . Working in Academic Support, I deliver collaborative workshops so I will be able to utilise this intervention with students. I may have to compromise on the number of cards to be produced due to time. I may have to decide whether to produce a handbook or a set of cards if timing is challenging. Contacting students When? Etc. Do a monthly plan. I will build a 3-month plan this will highlight the feasibility to produce both outcomes. Students will be contacted by the end of this month. |
| Who will be involved, and in what way? (e.g. colleagues, students, local community…). Note, if any of your participants will be under the age years of 18yrs, please seek further advice from your tutor. Students and colleagues[MK5] [GS6] will be involved. Course teams could also use the cards. |
| What are the health & safety concerns, and how will you prepare for them? https://canvas.arts.ac.uk/sites/explore/SitePage/42587/health-and-safety-hub https://canvas.arts.ac.uk/sites/explore/SitePage/45761/health-and-safety-policies-and-standards My main concern will be ensuring that when and how students respond to the cards and what they decide to or not to share. There could potentially be mental health concerns. When presenting I will also direct students to counselling, disability, student and other services being careful to signpost and offer strategies to support with this. I will also have an etiquette statement/ ground rules before the exercise begins. Ensuring that there are key touch points to check in with students throughout[MK7] . The room layout when completing this task will also be important. An informal/relaxed setting would work best.[MK8] |
| How will you manage and protect any physical and / or digital data you collect, including the data of people involved? https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-fifth-edition-2024-online#consenthttps://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-fifth-edition-2024-online#privacy-data-storage Password protected in a One Drive file. I can use anonymity. Not using real names. Password protected file and I can use my laptop. |
| How will you take ethics into account in your project for participants and / or yourself? https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-fifth-edition-2024-online#responsibilities-participants https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-fifth-edition-2024-online#responsibilities-sponsors https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-fifth-edition-2024-online#responsibilities-wellbeing See Emotionally Demanding Research PDF on Moodle Be aware of protected characteristics and inequalities, be prepared to stop and reassess at any time.Ensure there is informed and ongoing consent[MK9] .Transparency of the use of the information shared, disclose any conflict of interests. Obtain signed consent forms.Ensure with a written document that data is kept securely and how long it will be stored for and who has access.Assess any possible risks to participants or the wider community emotionally or otherwise.Highlight that participation is voluntary and they can change their mind at any time. Prepare an information sheet for participants.Duties to myself as the researcher mental and well-being through the process, make sure I have support. |
* The form itself is around 300 words, so with your additions the total length will come to a maximum of about 1,050 words.
[MK1]This explanation goes better with the first question
[GS2]Great Thank you.
[MK3]This sounds good as you are building upon your existing practice. If time permits, you could even involve the students in data collection and analysis. That way you minimise the risk of misrepresenting students views and experiences.
[GS4]Great point thank you.
[MK5]Are you hoping to involve colleagues in the design phase too?
[GS6]Yes, I was thinking of involving my work colleagues within academic support.
[MK7]Yes, good.
[MK8]Agree
Second and Final Copy
Final – Ethical Action Plan (500-750 words)
This document is a chance for you to begin shaping your project while thinking through its ethical considerations, implications, and responsibilities. We know this might feel early in your action research journey, but this short plan is here to help pin down your ideas and work-in-progress.
Use whatever writing format that suits you – lists, bullet points, statements or paragraphs – and follow the suggested links stated alongside some of the questions for guidance.
A good starting point is the BERA Guidelines for Educational Research, fifth edition (2024) alongside the ‘Ethics Files and Resources’ on Moodle.
When you’re ready, email your draft to your allocated tutor 48 hours in advance of you first group tutorial in the week commencing 6 October 2025, so it can help guide the focus of discussions and support your project development.
Name: Gem Smith
Tutor: Mallika Kanyal
Date: 20th October 2025
| What is the working title of your project? Also write a few sentences about the focus of your project. How can the awareness of cultural identity enhance collaborative learning experiences in higher education? This research question would be looking more at the experience and interactions of students. The focus of my project is to create a supportive tool for student’s so they can share with their peers their cultural identities and ways of working when collaborating. Working in Academic Support I have discovered that both students and tutors have expressed that often cultural identities and preferred ways of working are misunderstood or unknown within groups, this in turn can cause discord. |
| What sources will you read or reference? Share 5 to 10. Cultural identity is part of a person’s being this also impacts other parts of a person’s intersectionality’s as shared by (Crenshaw, 2013) Reviewing Tuckman’s stages of development indicates how teams evolve over time. (Tuckman and Jensen, pp. 419 – 427, 1977). Co – Creation cards. They understood the discord that particularly for people coming from a socially conservative culture where individualism and freedom of expression are not promoted. Values are inherently cultural. (Alshehri et. al. pg. 3, 2020). References: Alshehri, T., Kirkham, R. and Olivier, P., 2020, April. Scenario co-creation cards: A culturally sensitive tool for eliciting values. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems (pp. 1-14). Crenshaw, K.W., 2013. Mapping the margins: Intersectionality, identity politics, and violence against women of colour. In The public nature of private violence. Routledge. Tuckman, B.W. & Jensen, M.A.C (1977). Stages in small group development revisited. Group and Organizational Studies, 2, pp.419–427. |
| What action(s) are you planning to take, and are they realistic in the time you have (Sept-Dec)? Actions: To create a scheduled plan to keep me on track. To create/produce a set of 10 -15 collaborative cards as an ice breaker before students work on a collaborative unit with a simplified handbook. The cards will act as a prompt for students to share preferences of ways of working and will encourage the sharing of their culture, identity and beliefs. I already have information/feedback about the challenges students face working collaboratively and how it can impact their culture identity, so this is a great starting point. Working in Academic Support, I deliver collaborative workshops so I will be able to utilise this intervention with students. I may have to compromise on the number of cards to be produced due to time. I may have to decide whether to produce a handbook or a set of cards if timing is challenging. Contacting students When? Etc. Do a monthly plan. I will build a 3-month plan this will highlight the feasibility to produce both outcomes. Students/course teams will be contacted by the end of this month. |
| Who will be involved, and in what way? (e.g. colleagues, students, local community…). Note, if any of your participants will be under the age years of 18yrs, please seek further advice from your tutor. Students and colleagues will be involved in the design phase. Course teams could also use the cards. |
| What are the health & safety concerns, and how will you prepare for them? https://canvas.arts.ac.uk/sites/explore/SitePage/42587/health-and-safety-hub https://canvas.arts.ac.uk/sites/explore/SitePage/45761/health-and-safety-policies-and-standards My main concern will be ensuring that when and how students respond to the cards and what they decide to or not to share. There could potentially be mental health concerns. When presenting I will also direct students to counselling, disability, student and other services being careful to signpost and offer strategies to support with this. I will also have an etiquette statement/ ground rules before the exercise begins. Ensuring that there are key touch points to check in with students throughout. The room layout when completing this task will also be important. An informal/relaxed setting would work best. |
| How will you manage and protect any physical and / or digital data you collect, including the data of people involved? https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-fifth-edition-2024-online#consenthttps://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-fifth-edition-2024-online#privacy-data-storage Information password protected in a One Drive file. I can use anonymity. Not using real names. The use of my work laptop that is password protected. |
| How will you take ethics into account in your project for participants and / or yourself? https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-fifth-edition-2024-online#responsibilities-participants https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-fifth-edition-2024-online#responsibilities-sponsors https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-fifth-edition-2024-online#responsibilities-wellbeing See Emotionally Demanding Research PDF on Moodle Be aware of protected characteristics and inequalities, be prepared to stop and reassess at any time.Ensure there is informed and ongoing consent.Transparency of the use of the information shared, disclose any conflict of interests. Obtain signed consent forms.Ensure with a written document that data is kept securely and how long it will be stored for and who has access.Assess any possible risks to participants or the wider community emotionally or otherwise.Highlight that participation is voluntary and they can change their mind at any time. Prepare an information sheet for participants.Duties to myself as the researcher mental and well-being through the process, make sure I have support. |
* The form itself is around 300 words, so with your additions the total length will come to a maximum of about 1,050 words.