Having to investigate each element of the project delivery from an ethical perspective was instrumental in refining the methodology for my ARP. Class discussion and literature on ethics in research (Kara, 2015) helped me to identify my values as a researcher. A blending of deontological and consequentialist theories, particularly an ethics of care, resonated closely to my ethical approach. I reviewed each section of the EE form with the tenets of transparency, privacy and consequences for the survey participants foremost in my mind.

My tutor only had a few questions regarding the methodology of the ARP which I addressed by expanding the open ended, qualitative questions. He had an initial prompt which, as he read through my EE, he felt I had shown to have considered in the design of my questionnaire.

Comment from Section 2 – “Echoing the premise of this compelling project itself, how might the forms be inviting for students who don’t feel confident in written English?”

Comment from Section 3 – “The simplicity of these resolves my earlier comment, maybe there is still an opportunity to think about the last open question.”

(O’Reilly, 2023)

We also discussed ethical considerations around my methodology, as I was conscious of the power dynamics between myself as the teacher and my participants, the students.

“I’m thinking that I don’t want to draw too much attention to the ‘teaching’ as many students, especially Asian ones, culturally are brought up to respect teachers. I don’t want a fear of being disrespectful to create any barriers to returning a completed questionnaire. Do you think I’m over thinking this?”

(Soong, 2023)

Insights from my critical friends and tutor, especially having to rationalise the social justice aspects of my project, helped me to narrow my research question into a more cohesive form. It was then easier for me to make a final review of the EE form, identifying extraneous elements like the photographing of student samples which did not align with the focus of the research question.

The idea of transparency led me to email my line managers with an outline of my project, information sheet and the questionnaire to seek approval for use of the studio spaces and access to students during teaching time. I also spoke to all my colleagues to let them know about my project and to seek support for any interruption to their teaching spaces.

The information sheet which I designed to accompany my questionnaires, also benefitted from a rigorous examination at the EE stage, especially as it explained to the participant what they would be giving consent to, in returning a questionnaire. I included a tick box on my questionnaire so it would be clear that the participant had read and understood the information sheet, while still allowing for their anonymity.

References

Kara, H. (2015), Creative Research Methods in the Social Sciences: A Practical Guide. Bristol: Policy Press.

O’Reilly, J. (2023) Comment on Word Document to E-Sinn Soong, 10 October.

Soong, E. (2023) Email to John O’Reilly, 19 October.