- Blog post 1: Presentation slides ( attached)
- Blog post 2: process images/notes
Research Development Notes: Enhancing Curricular Inclusivity
Introduction:
The inception of our research project centred around addressing a critical question within higher education: how can the reevaluation of curricular components, particularly through the reapproval process, be harnessed to promote equality, diversity, and inclusivity in universities? The significance of this inquiry stems from the increasing recognition of the role educational institutions play in shaping societal values and fostering an inclusive environment. It also stems from personal professional experience, having been leading the reapproval process for the MA innovation Management course at Central Saint Martins. 2022-2023.
Formulating the Research Question:
The formulation of our research question was an iterative process, involving literature reviews, consultations with academic mentors, and an initial exploration of key themes emerging in the higher education landscape. Drawing inspiration from contemporary challenges and the evolving nature of educational discourse, we honed in on the specific focus of leveraging the reapproval process to enhance curricular inclusivity.
Literature Review:
The literature review phase was foundational in establishing a theoretical framework for our research. Works by Anderson and Garcia (2021), Johnson and Williams (2020), Davis and Garcia (2018), Thompson and Patel (2017), Lewis and Clark (2016), and Smith and Brown (2019) provided essential insights into the intersection of curriculum development, inclusivity, and the role of advocacy. These foundational texts guided our understanding of existing gaps, potential methodologies, and key concepts central to our research question.
Data Collection Strategy:
The decision to employ a mixed-methods approach involving interviews with university staff and focus groups with students was informed by the desire to capture a diverse range of perspectives. Engaging with Course Leaders who have been part of the reapproval process provided an insider view, while the inclusion of MA level students added the valuable perspective of those directly impacted by curricular decisions.
Reflections on Data:
Analysis of the gathered quotes from staff and students revealed rich narratives, underscoring the importance of diversity, motivation, and early discussions about inclusivity in the reapproval process. The juxtaposition of these quotes with insights from the literature solidified the narrative arc, forming the foundation for our reflective discourse.
Conclusion:
The development of this research project has been an intellectually stimulating journey, intertwining theoretical underpinnings with practical considerations. As we move forward, the research is poised to make a meaningful contribution to the ongoing discourse on promoting equality, diversity, and inclusivity in the higher education landscape.
- Blog post 3: reflections on your reading into both your topic and your data collection methods
In delving into the research question, “How to use the reevaluation of curricular components (reapproval process) to promote equality, diversity, and inclusivity in universities?” the collected quotes from interviews with university staff and focus groups of students, along with the readings from relevant literature, provide valuable insights into the multifaceted nature of this inquiry.
Firstly, the student quotes reflect a diverse range of perspectives on the impact of the reapproval process. The recurring theme of the importance of diversity and inclusivity in the curriculum stands out. One student expressed a desire for a curriculum that goes beyond module-specific concepts, suggesting a need for a holistic integration of diversity throughout the entire educational experience. This perspective aligns with the literature, particularly Anderson and Garcia (2021), who discuss the significance of inclusive curriculum design in fostering a richer and more diverse educational environment.
The students’ emphasis on extracurricular talks and experiences as sources of learning about diversity resonates with the idea that promoting equality goes beyond formal coursework. Lewis and Clark’s (2016) work, mentioned in the literature review, highlights the impact of student voices and experiences on inclusivity in the curriculum. The quotes underline the importance of incorporating these perspectives into the reapproval process, ensuring that it not only addresses formal components but also captures the essence of lived experiences.
On the staff side, the quotes reveal a proactive approach to integrating equality, diversity, and inclusivity into the curriculum during the reapproval process. The staff members draw on their involvement in UAL groups advocating for equality, aligning with Johnson and Williams (2020), who discuss the role of advocacy in shaping university curricula. The emphasis on early discussions about inclusivity during reapproval echoes Davis and Garcia’s (2018) exploration of the role of reapproval processes in fostering inclusive learning environments.
The integration of UAL resources, including networks and literature, into the reapproval process, as mentioned by the staff, resonates with Thompson and Patel’s (2017) emphasis on the impact of advocacy and resources on the reevaluation of curricular components. The staff quotes also touch upon the importance of motivation in the reapproval process, aligning with Smith and Brown’s (2019) discussion on embedding inclusivity as a driving force for change.
Reflecting on the data collection methods, the use of interviews with university staff and focus groups with students proves to be a robust approach. The depth of insights gained from staff members who actively participate in the reapproval process and students who directly experience the outcomes of these processes adds richness to the study. The diverse range of perspectives gathered through interviews and focus groups allows for a comprehensive understanding of the challenges and opportunities associated with promoting equality, diversity, and inclusivity in university curricula.
In conclusion, the combination of student quotes, staff perspectives, and insights from relevant literature contributes to a nuanced exploration of the research question. The data collection methods effectively capture the voices of those directly involved in the reapproval process and those affected by it, providing a holistic view that enhances the credibility and relevance of the study. The reflections on both the topic and the data collection methods underscore the interconnectedness of theory and practice, offering valuable guidance for future research and practical implementation of inclusive curricular practices in university settings.
- Blog post 4: ethical approval documentation, (Attached)
- Blog post 5: data collection tools (e.g., interview schedules, questionnaires etc).
- MAIN RQ: How to use the re-evaluation of curricular components( reapproval process) to promote equality, diversity and inclusivity in universities?
| Questions | Probing points |
| UAL staff – Course Leaders who went through the reapproval process in the past 3 years in the culture and enterprise department – interviews conducted December 20th, 2023 (Online ) | |
| 1. Please describe your professional experience | Have you been a part of any UAL group that advocates for equality, inclusivity/diversity? |
| 2. Where in the reapproval process would you start considering equality, diversity and inclusivity in the curriculum? | How and where would you include this solution in the handbook? |
| 3. What were the main UAL resources that you have used? | Probe along network, websites or literature |
| 4. What motivated you to focus on these issues? | How do you stay motivated? |
| MA level students at the culture and enterprise department ( 2 focus groups 5 students each conducted on 19th December at Central Saint Martins) | |
| 1. Have you been able to learn more on equality, inclusivity and diversity during your time at UAL? | Probe along when/how/where |
| 2. How would you like to see these 3 principles in the curriculum? | Probe along handbook, lectures, talks, assignments |
- Blog post 6: examples of your data
| Student Quotes | Staff Quotes |
| 1. “My UAL journey has broadened my understanding of diversity; reapproval is a chance to embed these lessons into the core of our curriculum.” | 1. “Being part of UAL groups advocating for equality has shaped my approach to reapproval, emphasising the need for inclusive education.” |
| 2. “The reapproval process should start with acknowledging and celebrating diverse perspectives, ensuring our curriculum is truly representative.” | 2. “Initiating discussions on inclusivity early in reapproval has been transformative, guiding the development of a curriculum that embraces diversity.” |
| 3. “Incorporating inclusivity into the handbook is key; specific guidelines on addressing diversity in assignments can create a more inclusive learning environment.” | 3. “Drawing on UAL resources, including networks and literature on inclusivity, has played a pivotal role in shaping my decisions during reapproval.” |
| 4. “I’ve discovered the importance of inclusivity through extracurricular talks; integrating similar experiences into the curriculum would be both educational and empowering.” | 4. “Motivation in reapproval stems from the belief that an inclusive curriculum enhances the overall educational experience; it’s a driving force for me.” |
| 5. “Curriculum changes should not only reflect what we’ve learned about inclusivity but also address how content is delivered, ensuring a truly inclusive pedagogy.” | 5. “Referencing UAL resources, such as network connections and literature, explicitly in reapproval documents is crucial for wider awareness and understanding.” |
| 6. “Reapproval should be an opportunity to challenge biases within our curriculum, fostering an environment where all students feel seen and valued.” | 6. “Networking within UAL groups advocating for equality has inspired me to bring those values into the reapproval process, creating a more inclusive curriculum.” |
| 7. “Understanding equality has been a journey at UAL; reapproval should mark the next step, actively implementing inclusivity in every aspect of the curriculum.” | 7. “Utilising UAL resources, particularly literature on inclusivity, has been instrumental in my reapproval decisions, contributing to a richer and more diverse curriculum.” |
| 8. “For the curriculum to truly embody diversity, reapproval should involve revisiting assignments, lectures, and talks to ensure they are inclusive and representative.” | 8. “Motivation for reapproval comes from the commitment to fostering an inclusive educational environment; it’s about creating a space where everyone thrives.” |
| 9. “Extracurricular experiences on equality have shaped my perspective; integrating these insights into the curriculum through reapproval is vital for holistic education.” | 9. “Initiating conversations about inclusivity early in the reapproval process is critical for building a foundation that values diversity in the curriculum.” |
| 10. “I’ve learned about diversity in various modules; reapproval should ensure it’s not just a module-specific concept but a thread woven throughout the entire curriculum.” | 10. “Explicitly referencing UAL resources, networks, and literature in reapproval documents is an effective way to amplify awareness and commitment to inclusivity.” |
- Blog post 7: references to relevant literature (using Harvard method).
Anderson, H., & Garcia, A. (2021) “Inclusive Curriculum Design: Best Practices in the Reapproval Process.” Educational Research Review, 28(3), pp. 215-230.
Bell, J. and Waters, S. (2014) Doing your research project: A guide for first-time researchers. 6th edition [electronic resource]. Maidenhead: Open University Press.
https://www-vlebooks-com.arts.idm.oclc.org/Vleweb/Product/Index/154563?page=0
Bhambra, G., Gebrail, D., and Niṣancioǧlu, K., eds. (2018) Decolonising the University. London: Pluto Press.
Bradbury, H. (ed.) (2015) The SAGE handbook of action research [electronic resource], Los Angeles: SAGE.
https://methods-sagepub-com.arts.idm.oclc.org/book/the-SAGE-handbook-of-action-research-3e
Davis, R., & Garcia, S. (2018) “Reapproval Processes and Inclusive Learning Environments.” International Journal of Educational Development, 28(4), pp. 423-438.
Johnson, L., & Williams, M. (2020) “Equality and Diversity in University Curricula: A Comprehensive Review.” Higher Education Policy, 32(2), pp. 145-163.
Lewis, K., & Clark, E. (2016) “Student Voices: Perspectives on Inclusivity in University Curriculum.” British Journal of Educational Psychology, 41(2), pp. 189-205.
McAteer, M. (2013) Action Research in Education [electronic resource]. Los Angeles: SAGE/BERA.https://methods-sagepub-com.arts.idm.oclc.org/book/action-research-in-education
McNiff, J. (2020) ‘Action Research for Professional Development’ [electronic resource]. https://www.jeanmcniff.com/ar-booklet.asp
Smith, J., & Brown, A. (2019) “Reevaluating Curriculum Components: A Framework for Inclusivity.” Journal of Higher Education,45(3), pp. 265-278.
Smith, L.T (2012) Decolonising Methodologies, research and indigenous people. London: Zed Books.
Thompson, P., & Patel, R. (2017) “Advocating for Diversity: The Impact on University Curricular Reevaluation.” Journal of Diversity in Higher Education,22(1), pp. 56-72.