taking as the starting point an lsda funded action … · web viewpart of the action research...

Too busy reacting to reflect!

A case study of a group of novice researchers involved in their first action research project set within an FE college in the West Midlands.

Paper presented at:

BERA Conference @ UMIST, Manchester15TH-18TH September 2004

Tricia Le GallaisSenior Lecturer/ResearcherUniversity of Central EnglandPerry [email protected]

[email protected]: BERA Conference: 15th-18th September 2004

mailto:[email protected]


Abstract

Taking as its starting point an LSDA funded action research project exploring the 14-16 year old student experience of Motor Vehicle Service & Repair (MVS) at a West Midlands FE college, this paper seeks to examine the use of research in assisting the decision making process. It is argued that the resultant data can prove an empowering tool for staff to enable them to systematically analyse their performance and identify and garner resources, particularly in times of financial constraint.

While the practical usefulness of research forms the main focus of this paper, a secondary focus is the role and relevance of research in enabling practitioners to challenge taken for granted assumptions about their day to day activities, thereby facilitating the move from reaction to reflection. In support of this the paper explores the changing perspectives of practitioners as they acquire increasing research capability.

For myself as the college researcher used to ploughing a lone furrow there was the added challenge of working with colleagues not imbued with my belief in the efficacy of research, whose day-to-day commitments left little space for reflection. My role therefore was to maintain the momentum of the research process whilst striving to raise an awareness amongst initially unwilling participants that the action research framework was facilitating a systems thinking approach (Senge 1998) towards the implementation of their Increased Flexibility Programme (IFP) in the college.

Part of the action research project involved the seeking out of best practice in other organisations and this has led to the development of a research support network amongst colleges involved in the LSDA projects. ‘Research inhibiting’ initial anxieties about admitting to problems have been replaced with frank, honest and humorous discussions within genuinely symbiotic research relationships.

The research process was undertaken at a number of levels using observations, questionnaires and semi- structured interviews with college staff and managers, the students and school management and staff.

The paper concludes that, for the college staff involved in this action research project, developing reflective research capability has offered them the opportunity to take forward their professional effectiveness. Further, it is hoped that this paper might provide ‘generalisable’ (Bassey 1999) observations such that others treading a similar action research path are encouraged to concentrate on ensuring that reflection stands over and above reaction.



Aid to the abbreviations used in this paper

ESF: EUROPEAN SOCIAL FUND

FE: FURTHER EDUCATION

IFP: INCREASED FLEXIBILITY PROGRAMME

LSC: LEARNING SKILLS COUNCIL

LSDA: LEARNING AND SKILLS DEVELOPMENT AGENCY

LSRN: LEARNING AND SKILLS REGIONAL NETWORK

MVS: MOTOR VEHICLE SERVICES & REPAIR

UCE: UNIVERSITY OF CENTRAL ENGLAND IN BIRMINGHAM



Section A: Introduction

There are several themes running through this paper as outlined in the abstract. Not only am I seeking to identify the benefits of reflection and proactivity as opposed to reactivity within this particular case study, I also intend to show how vital the role of research can be in achieving such benefits. In addition I will be tracing the journey of practitioners new to research and developing their unfolding story through the vehicle of an action research project, which was the catalyst for myself as researcher and my colleagues as practitioners coming together.

Setting the context

This research was based in a general FE college in the West Midlands, known for the purposes of this paper as Riverford College. The college had been very involved in European Social Fund (ESF) projects where there was an identified need for research and evaluation. This led to my appointment in October 2000 to carry out a range of briefs linked to ESF projects. I was a lone researcher and my sole role was research, which gave me the necessary luxury of time for reflection.

As it became clear how much the research was aiding the college in informed decision-making (Le Gallais 2001) and with encouragement from UCE colleagues and the West Midlands regional Learning & Skills Research Network (LSRN), I sought to identify how I might increase the college’s research capacity beyond just the one active researcher.

During the time I spent at Riverford College there had been several ways in which staff became involved in research, such as their participation in the data gathering process for various research briefs. This experience did at least introduce many staff to what research was about and how it could be utilised to support college improvement, etc., but it was not really ‘their’ research.

I was therefore delighted when lecturers began to share with me their own ideas for their 740 and Certificate in Education research projects. However, this use of research tended to be as a means to an end – i.e. gaining the qualification - rather than a way of life involving research as a tool to aid reflective practice. It was at this time that the LSDA action research projects were advertised and I was asked by the college management to investigate possible areas of involvement.

For me the exciting thing about carrying out an action research project was that staff would be able to see its potential for achieving real improvements with regard to their practice within their organisation. This would not be a case of theoretical research with no practical application – but of research being used in a systematic way to explore present practice and identify ways to improve the quality of provision at the college.

The LSDA action research projects



The obvious difference between these action research projects and previous research briefs was the imperative involvement of practitioners active in the field – rather than researchers observing from the sidelines. Until this point I had been in control of any research briefs at the college. However, these awards would necessitate persuading already overworked colleagues that ‘yes, they really did want to take on more work by adding action research to their daily task list!’ – hence the title ‘I’m too busy reacting to reflect!’

Initial reactions

Initially it would be fair to say that feelings were pretty mixed about the research projects. I had hoped that the £3,000 LSDA award would prove an incentive for their involvement. This was a somewhat naïve presumption because, as will be appreciated, monies coming into a large organisation do not necessarily reach the area intended – as was firmly pointed out to me by my prospective fellow researchers.

I could appreciate their reticence about taking on work, about which they felt vulnerable. For me too the LSDA projects were a major challenge. These projects meant I would be losing control of the research process and sharing it with others, who had priorities other than the research. I was conscious of the need to step back, release control and share ownership of the research process and that was not easy.

The following section sets the scene for the research and develops the saga of the novice researchers and their initiation process.

Section B: The Action Research Project

Background

Prior to 2003, Riverford College had informal links with its key local schools which had been developed by staff on a personal basis. This enabled a small number of pre-16 students who were identified with particular educational and/or social needs to access college provision. In 2002 I carried out some research for the college, which focused upon the provision for the 14-16 year old students attending the college. This took place at the time of the government’s Green Paper: 14-19 Extending Opportunities, Raising Standards. The research raised several issues, which were acknowledged but not resolved.

With the 14-16 student numbers increasing to more than 250 in 2003, these issues rose to prominence. For example, the person, who had the initial responsibility of coordinating the 14-16 provision was actually employed as a full-time lecturer. Clearly with such an increase in numbers it would not be possible for him to continue coordinating the programme - hence the imperative to appoint a new 14-16 manager, which was speedily acted upon by college management.

It was at this time that the LSDA advertised their action research awards. To me it was serendipity in action. These research projects were a timely opportunity for the newly appointed manager of the 14-16 IFP to systematically identify issues and set solutions in place. Once the hesitant research recruits were persuaded to join the



project, a team of staff committed to the ideals of the IFP and the pastoral welfare of the participating students was drawn together. They started to follow an action plan approach, whereby they could see the potential of the project for making a real difference to their students’ experience at Riverford College.

Following Denscombe’s Action Research Cycle (2000)

Denscombe (2000) sets out five stages for a cyclical approach to action research and I have utilised these as the framework for this paper. As far as the action research projects were concerned, the LSDA actually provided a comprehensive package with step-by-step instructions and advice for the award holders to follow. Having such a clear and self-explanatory framework encouraged the new researchers to take ownership of the process rather than waiting for instructions from me as ‘the professional’.

1. Professional practice

Responding ad hoc to issues as they arose without recourse to a systematic approach was clearly not conducive to professional practice. The newly created IFP 14-16 Team realised that they needed to address the move from an informal pastoral care programme with small numbers of students to a more structured approach capable of responding to the demands such increased numbers of students would entail. The team identified the aim of the project, namely to achieve greater customer satisfaction with the 14-16 programme with the emphasis on the pastoral provision provided within the IFP.

2. Critical Reflection: the identification of problems

As previously mentioned, research completed in 2002 identified several areas for improvement, which could no longer be ignored in the light of the massive increase in student numbers in 2003. The following extract offers some insight into the issues facing the new 14-16 action research team.

The informal ad hoc nature of the college/school links to date has led to a disjointed process. For example, sometimes Post 16 Student Services would pick cases up; other times matters might be discussed at curriculum level. This led to fragmentation and a loss of focus and purpose, not to mention the difficulties, which arose for the schools and curriculum staff. The latter would sometimes find students turning up, about whom they had heard nothing.

(Le Gallais 2002:15)

Now the rationale for the LSDA awards was that practitioners would share their case study experiences with other award holders and that the completed projects would be available on the LSDA s4s website for all interested parties to access. The staff were naturally concerned about such a procedure, faced as they were with so many areas highlighted for improvement.



This was the first challenge. Would the new researchers stay on board when that meant their acceptance of problems being shared not only with the college management but also with other colleges and on the web?

This prospect proved so daunting to the researchers that I was informed they had decided to stop the project and return any monies to LSDA. Fortunately, following the excellent advice of the LSDA advisors we had a senior manager on side and he was superb in his encouragement:

I want to know what’s wrong. It’s good to get the issues out in the open. If others can learn from them too, that’s great!

Removing the fear of failure enabled us to get the show back on the rails. The team reviewed the recommendations of the earlier research and identified the key factors of the excellent pastoral care available to post-16 students at Riverford College. This was also the stage at which best practice at other colleges involved with IFP was explored. The regular seminars set up by LSDA helped break down the barriers further such that problems were shared willingly and possible solutions discussed.

3. Research: systematic and rigorous inquiry

The detailed research completed in 2002 formed the foundation for further research into the 14-16 provision at Riverford College. This involved questionnaires and interviews with students, school staff and college lecturers. The findings from this research are contained within the college’s final document forwarded to the LSDA on the completion of the project. 1

4. Strategic Planning: translate findings into action plan

The above research data was used to draw up an action plan to introduce, test, evaluate and adapt the procedures appertaining to the pastoral care of this cohort of students. The new researchers commented that the systematic approach had really helped them to reflect and work proactively rather than responding to critical situations.

5. Action: instigate change

There were many areas addressed during the course of this project, such as:

unclear lines of communication insufficient information about some students limited induction for students identified gaps in staff training and knowledge with regard to teaching

the 14-16 age range.

1 For reasons of confidentiality I am not able to provide more details in this paper but will negotiate access with the college should any readers wish to request further details.



The team identified several interventions in response to the above issues, however, for the purposes of this paper I am going to concentrate on just one.2 The intervention I have selected for more detailed discussion is that of the lesson reports.

Whilst the MVS lecturer found it all to easy to identify students who were inattentive, he was concerned that others were not achieving in tests even though they appeared to be on task during the lessons. It was decided to set up lesson reports, where a student liaison worker would observe the lessons and seek to identify the dynamics of the group and how the lecturer and students might be supported.

Once the lesson reports were up and running, evidence was being fed back to the team on a regular basis. Issues were discussed and tactics for dealing with poor behaviour were trialled. It was agreed that the 14-16 manager should seek out appropriate training for the teaching staff to support them in working with this new age group, who posed many different problems for the lecturers, not least the legal aspects of working with minors and acting ‘in loco parentis’.

It was also evident that the team needed to increase their ‘pastoral’ expertise and to this end the 14-16 manager requested attendance on an advice and guidance course. The cost of this £500 course would normally have proved prohibitive but the team was able to nibble into the £3,000 carrot.

This intervention also enabled the liaison worker to identify those students who appeared to be working well but who were failing in examinations. One student in particular was found to have serious learning difficulties, about which the college had not been informed. Academic support mechanisms were put in place and the student began to succeed. The project really made a difference for this student.

Clearly this intervention served to highlight the problem of insufficient information being shared between some feeder schools and the college, which led to the planning of the next intervention, namely the setting up of school/student/parent and college contracts and regular meetings to increase inter-sector understanding and the flow of information, etc.

The end of the LSDA project

In July 2004 the 14-16 team of ‘no longer so new’ researchers was asked to draw the project to a close and to share the benefits of their action research. These were many and varied and included

addressing staff professional development needs enhancing the quality of the pastoral expertise available to the students improving communication and liaison processes to serve all stakeholders creating procedures for identifying individual student needs improving the flow of information through regular newsletters addressing issues of low self-esteem amongst the students through recognition

and award schemes

2 Should readers be interested, the full details of this action research project and many others are available on the LSDA s4s website.



The end of the research?

Now of course was the day of reckoning. Had I made any inroads on increasing the research capacity of the college? Did the end of the research project herald the end of research for my new researchers or were they eager to develop their research skills further?

Well, in the summer of 2004, when the next call came from LSDA for applications, the 14-16 manager was first in line with ideas for her application. This was particularly exciting to hear because I had by this time moved to UCE and was no longer there to encourage, in my so called ‘irresistible’ fashion, future participation.

Section C: Researching the new researchers’ views about researching!

I was keen to understand what had made the difference for these novice researchers. Why had they stayed the course? And why were they inspired to carry on researching? It seemed useful for research purposes to open this exploration up and to involve as many of the researchers participating in the LSDA projects in the West Midlands as possible.

The regional LSRN helped with publicising my request for data and several fledgling researchers responded.

Motivation for involvement in the LSDA action research projects

My initial question concerned the motivation behind their involvement in the research. Were they volunteers or were they pushed? The general response to this question indicated a mixture of interest in the research area and gentle cajoling from management to become involved. One or two intimated there might have been a little arm-twisting but most seem to have submitted willingly.

Researchers’ initial concerns

I felt it was important to understand what their initial anxieties about carrying out the research had been in the hope that addressing such fears in the future might encourage greater participation. The biggest area of concern was time. Few researchers had been offered any time remission in terms of teaching load or other commitments. Many were justifiably concerned about taking on the research while carrying out their usual job role.

Added concerns included the worry about having the necessary skills but this was addressed through the LSDA programme of support and our regional LSRN which organised research tool kit sessions. Additionally, for some researchers there was the anxiety that others, who would need to participate in the research might not be willing to do so. One researcher was concerned as to whether opportunities would be made available in her organisation to move the research forward, especially if interim findings were unwelcome.



Solutions identified?

Naturally I hoped that some researchers would be able to share how they and their organisation dealt with their concerns. But sadly there was no magical solution offered. Some respondents left this space blank – presumably an indication that the problems identified had yet to be resolved. Others were pragmatic – one had to become a good juggler! Another researcher commented on the need to win over colleagues by sharing the value of the research and the benefits of participation – yet another skill for the researcher- being an enthusiastic salesperson with charisma!

Ongoing issues

Getting started is one battle and keeping going is yet another. Hence my question to these new researchers about the types of problems they faced during the life of the project. As if the day to day problems were not enough, the researchers at Riverford College had to contend with their college Principal leaving, major changes with regard to the structure of the college and its programmes of study, considerable numbers of staff redundancies and the college researcher – me - leaving. Fortunately for my guilt complex the 14-16 manager researcher took ownership of the research in an admirable way and successfully completed the project on time.

Organisational support

It was important to explore the degree to which staff were supported in their research by their organisations. Most respondents spoke highly of the support from their management with mention made of management giving time, support and showing ongoing interest. Only a couple commented that they had been left to sink or swim by their management.

Support from the LSDA

However, the researchers’ organisations were not their only source of support. It was very clear that the assistance offered by the LSDA played a major role in the success of these research projects. This help included the LSDA consultants/research mentors, the documentation provided and the seminars, which encouraged and facilitated networking amongst the award holders. A flavour of the comments describing such support is shown below:We were given access to an excellent consultant, who has supported us throughout.

My project mentor has been an excellent source of advice and practical support. The sessions with the other researchers were invaluable in terms of gaining other ideas and feeling part of a wider project.

The support provided by the Research Project Mentor and the Steering Group – we had excellent feedback with regards to processes and progress. The support was



given in a very constructive manner and therefore I have learnt considerably from the process; also the staff and students have learnt.

Worthwhile outcomes?

I asked participants to describe the most worthwhile outcomes to have emerged from their research experience. The value of networking as a supportive tool came over strongly in researcher responses. In particular it was the fact that these fellow researchers and practitioners were facing similar problems and could share ideas not only to do with the projects but more generally.

The experience of carrying out an action research project was also valued. The comment below is an excellent example of how these research projects have benefited not only the researchers but also their organisation:

(The most worthwhile outcome was) the experience of managing a project, from concept to completion and ensuring it was completed in the timescale. This project also assisted the whole management team to gain feedback in a structured and analytical manner from participants.

Another researcher cited how the opportunity to focus on one specific area of college provision and develop broader strategies from the findings was a real benefit for her college. The research was also described as supporting participants in informed planning for future work and as facilitating the testing out of methods utilising a focused and analytical approach. Other respondents commented that the research project had enriched their partnerships with employers and other organisations:

We have developed closer ties with a number of organisations and are now able to offer a further funded programme as part of our management portfolio.

Research ambassadors?

Would these new researchers become ambassadors for the value of research? Certainly there were many encouraging responses to my question about the importance of research. The following examples to give a flavour of how these research projects have raised the profile of research for the participants and their organisations:

(Research) is important as it makes you focus on the topic in question and makes you identify strengths and weaknesses.

It’s not what you know to be fact but what you can prove to be fact that commands the attention of the knowledgeable observer.

Too often Research reports state what employers and employees need and when we implement the recommendations we find that not to be truly their needs. This project enabled us to work directly with employers and employees to establish their real needs and use our skills and abilities to provide what was really needed. This work will inform the management curriculum development.



Committed to future research?

Finally I asked these new researchers whether they would continue to use their newfound research skills or had the LSDA experience been enough? I did not receive any negatives in response to this question. I acknowledge that this could have been because those who might have answered ‘no’ had already switched off their research response button.

However, the good news from the research participants, who responded to the questionnaire, was that they were keen to develop research in their institutions. Others mentioned the value of the action research experience for their own continuing professional development. One researcher described how her own research skills have been enhanced and how she and her colleagues:

…intend to utilise the research methods and processes developed through this project to inform our work in management education and business development in the future.

Section D: The impact of the LSDA action research projects

Upon the novice researchers?

In action research the practitioners are in charge of their own research. They are not research subjects; neither are they passive respondents in someone else’s data gathering process. Hillier & Jameson (2003: xx) describe the empowering potential of research:

It gives power to the investigator over the everyday practices/he engages in. By working with colleagues, a practitioner can engage in advancing the community of practice, and in developing personal and shared understandings of what it is that people do.

These research awards acted as a catalyst, encouraging many staff, whose role had often involved reacting to others’ decisions, to seize the opportunity to play a leading part in analysing their situation and making an input into the findings and recommendations. Moreover the research process brings with it data, which can be analysed to reach a greater understanding of the situation – much more effective than relying on assumptions and ‘sticking to the usual way of doing things around here’3.

Upon their organisations?

These research projects afforded the researchers’ organisations high quality and systematic evaluation of processes and practices with tried and tested solutions to identified problems. As one new researcher commented, their project had ‘assisted the whole management team to gain feedback in a structured and analytical manner’.

3 Comment given by an interviewee in response to a researcher discussing ideas for change.



What about the customer?

In the Riverford College case study the customers were the students. They had been consulted; their views had been requested and their voices had been heard. They too had been empowered through the research process to play a part in identifying the important issues about the 14-16 provision they were experiencing. As a result Riverford's IFP provision has improved considerably since the project started. The improvements are sustainable too because of the research cycle of identification of issues, reflection upon possible causes and solutions, planning improvements, implementing them and reflecting upon the results of each implementation (Denscombe 2000).

Another researcher refers to the problem of assuming one knows other people’s requirements adding that the research project had actually enabled her college to ‘work directly with employers and employees to establish their real needs’.

Section E: Conclusions

This paper sought to identify the benefits of engaging in research for practitioners involved in the LSDA research awards and these are summarised below:

Research as a tool aiding reflective practice: new researchers have spoken of how the research has encouraged reflection both in and on their practice (Schon 1983)

Research as an empowering tool for the researchers: they have taken charge of the research process and they have been the ones to put forward strategies for action.

Research as a tool for change in organisations: having the evidence of systematic reviews of present situations facilitates the introduction of change.

These action research projects offered novice researchers a framework of support, which enabled them to develop their research skills as the projects progressed. I observed the increased confidence with which they identified interventions, backed up with the evidence of their research. They were in charge of the process not reacting to it. Being encouraged through the LSDA seminar structure to set up informal networks between fellow award holders has led to not just professional links but also personal friendships and increased levels of collegiality.

Finally, equipping people with the necessary training and encouragement to assist them in undertaking research not only benefits the practitioner; it can also make a real difference to the student. As Hillier & Jameson (2003: xxi) comment:

…having the knowledge and skills to undertake research enables people to challenge but also to work effectively with initiatives and practices that are increasingly required of them. Such knowledge and skill can therefore improve the practices within the sector but also make a difference to the people at the centre of the sector’s work: the learners.



References

Bassey, M. (1999): ‘Case Study research in Educational Settings.’ Buckingham, O.U. Press.

Denscombe, M. (2000) The Good Research Guide for small-scale social research projects. Buckingham, Open University Press.

DfES Green Paper (2002): 14-19: Extending Opportunities, Raising Standards: consultation document. http://www.dfes.gov.uk/14-19greenpaper/download/raisingstandards.pdf Accessed: 24-06-03

Hillier, Y. & Jameson, J. (2003) Empowering Researchers in Further Education. Stoke on Trent, Trentham Books Ltd.

Increased Flexibility Programmehttp://www.des.gov.uk/qualifications/documents/LEGAL%20ISSUES%20word%20version.doc

Le Gallais, T. (2002) 14-19 Education @ Stourbridge College: A consideration of the programme set up at the college in September 2002 following the Green Paper14-19: extending opportunities, raising standards (2002). Unpublished research paper.

Le Gallais, T. (2001) Research: A tool for change? Presented at the LSDA National Conference: December 2001. Synopsis published in Learning & Skills Research Journal, Volume 5/2/2002: 51-52

LSDA: Support for Successhttp://www.s4s.org.uk/index.php?mod=page&page=home&id=3Accessed: 02-04-04

Schon, D. A. (1983): ‘The Reflective Practitioner: How professionals think in action.’ America, Basic Books Inc.

Senge, P. M. (1998): ‘The Fifth Discipline: The Art & Practice of The Learning Organisation.’ London, Random House UK Ltd.



http://www.s4s.org.uk/index.php?mod=page&page=home&id=3

http://www.des.gov.uk/qualifications/documents/LEGAL%20ISSUES%20word%20version.doc

http://www.des.gov.uk/qualifications/documents/LEGAL%20ISSUES%20word%20version.doc

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