‘Challenges in choosing research methodologies as a novice researcher’. (Bekaert, 2014).
I love this paper by Bekaert (2014), which allowed me not to feel delusional about my challenges when it came to choosing my methods and methodologies for this project.
Like Bekaert (2014, p.1) I wanted to co -create with my students. Finding a method that would allow the freedom to execute the co-creative process with the time constraints of time required me to think quickly and effectively.
I was conscious of weakening the theory and the challenges that students face when working collaboratively and to express their cultural identity freely and their ways of working. Riazi and Candlin (2014, p.3), also expressed this idea. We begin with a theory or a framework and derive a hypothesis from it.
There is always a risk that the methods chosen for your investigation may not align with the hypothesis. The outcome of my research will either add value to my discussion or weaken my initial beliefs.
Fig 1. Research Paradigm. (Specht, 2019, p.2)
It was important that I fully understood the differences between methods and methodology.
Fig 2. Methodology and Method. (Specht, 2019, p.2)
I decided to use the following methods/methodologies: –
Mixed methods – Qualitative and Quantitative.
Qualitative when using common data collection techniques such as surveys with questionnaires using open and fixed response questions. Then using quantitative to measure and analyse the data. Exercising empirical knowledge.
First stage – Collecting results of the collaborative cards questionnaire data.xlsx
Primary research by data sourcing with questionnaires. A problem that I can visualise is that students may not respond. I have only two workshops to gather the required information. From past experiences with student feedback within Academic Support paper questionnaires have been successful. My questionnaire paper will be yellow coloured to ensure that it is inclusive. There will also be an opportunity at the end for students to draw ideas for the collaborative cards as well as to write any thoughts.
Discussions and feedback from students, tutors and my colleagues will be integral to this ARP.
Fig 3. Verbal feedback. (UAL, 2025).
Observation – watching students’ interactions and how they respond to discussions about collaboration, ways of working and cultural identity. The advantage of this would give me an in-depth experience on how they work and interact with each other practically. I could compare this to their responses on the questionnaire. This highlights the experiential knowledge built over time.
Secondary research looking at existing data from UAL and other research sources.
Fig 4. Dashboard for Ethnicity. (UAL, n.d)
Fig 5. Collaboration guide. (UAL, n.d.)
I like the idea of casual comparative research where researchers determine the differences that already exist between groups. (Assistance, 2019)
This would apply to my research as I discover the differences that are generated by culture, ways of working and collaboration amongst students that already exist and to see if there are any changes after the intervention. The disadvantage of this is that the differences may be due to several reasons that I may not fully capture.
The use of flexible research design would be useful when designing the collaborative cards . Exercising the idea of a research cycle of design, reflection and discovery.
Fig. 6. Procedure for flexible research designs. (Assistance, 2019)
References
Assistance, P. (2019). 15 Kinds Of Research Methodologies For PhD. Pupils. [online] PhD Assistance. Available at: https://www.phdassistance.com/blog/15-kinds-of-research-methodologies-for-phd-pupils/ [Accessed 5 Jan. 2026].
Bekaert, S. (2014). Challenges in choosing research methodologies as a novice researcher. Review of Social Studies, 1(1), pp.93–110. doi:https://doi.org/10.21586/ross0000006.
Riazi, A.M. and Candlin, C.N., 2014. Mixed-methods research in language teaching and learning: Opportunities, issues and challenges. Language teaching, 47(2), p3.
Specht, D., 2019. Empirical research skills. In Media and Communications Study Skills Student Guide, The (pp. 133-151). London: University Of Westminster Press.
Walker, D.H., 1997. Choosing an appropriate research methodology. Construction management and economics, 15(2), p2.
Walker, D.H., 1997. Choosing an appropriate research methodology. Construction management and economics, 15(2), p4.
Reference Images
Fig. 1 Specht, D., 2019. Empirical research skills. In Media and Communications Study Skills Student Guide, The (p.2). London: University Of Westminster Press.
Fig. 2 Specht, D., 2019. Empirical research skills. In Media and Communications Study Skills Student Guide, The (p.2). London: University Of Westminster Press.
Fig .3 UAL Verbal feedback (2025)
Fig. 3 TyliJura (2025). Download Diversity, People, Silhouette. Royalty-Free Stock Illustration Image. [online] Pixabay.com. Available at: https://pixabay.com/illustrations/diversity-people-silhouette-group-9927712/ [Accessed 10 Jan. 2026].
Fig. 4 UAL Dashboard for Ethnicity (UAL, n.d)
Fig. 5 UAL (n.d.). A Guide to student collaboration. [online] LCC. Available at: https://lccteaching.myblog-staging.arts.ac.uk/files/2023/06/toolkit_26-june.pdf [Accessed 3 May 2025].
Fig.6 Assistance, P. (2019). 15 Kinds Of Research Methodologies For PhD. Pupils. [online] PhD Assistance. Available at: https://www.phdassistance.com/blog/15-kinds-of-research-methodologies-for-phd-pupils/ [Accessed 5 Jan. 2026].
Questionnaires from 17 students