Having designed my research to make the project manageable in the timeframe and safely positioned (Lenette, 2022) I now see exciting possibilities to scale up at the outcomes stage. These broadened outcomes are supported by the CRT framework review.
My initial project idea developed for the Inclusive Practice Intervention unit was based on evidence from teaching observations and awarding gap analysis. This limited the assumed output to expansion of the existing Fine Art Subject Guide Bibliography. Unexpected survey responses, and learnings from library activities undertaken in the interim period, ‘the successful performance of daily tasks’ (Coghlan, citing Lonergan, 2011), added to a more expansive plan. On reflection the original proposal was narrow; akin to ”traditional equity research’ which disaggregates student populations’ (Nichols & Stahl, 2019) rather than a more holistic and intersectional approach.
Survey feedback indicates that a significant proportion of students are not aware of the Bibliography, or don’t use it. This may stem from reluctance among academics and librarians to recommend it, due to outdated format and content. Graves Wolf et al. (2025) note the ‘broad range of characteristics’ we need to take into account in H.E. diversity work, including disability. These insights prompted me to look more closely at format and communication aspects of the resource, in addition to content deficits.
I am now planning to create more visual and accessible curated resource pages as start points for early researchers, such as BA students tackling contextual assignments; the majority of our library-guide users. This will better recognise intersectional and compound needs; employing ‘critical pedagogy’ to dismantle some of the power withheld by retaining such an in-accessible resource (Nichols & Stahl, 2019). A new research support page, formatted with book-cover carousels, will be welcomingly titled ‘Starting Research’; mirroring course-organised sessions. This page will facilitate more visually navigable research; much like popular curated event tables introduced at the front of the library. The updated Bibliography will remain in place for guided tutorials or a reading list approach.
This brought me back to learnings from the Theories and Practice term about syncing resource and teaching provision with Learning Outcomes and assessments, giving students more control of their learning journey (Davies, 2012). I now plan to provide better signposted library research signposting for Moodle pages; ensuring introductory, unit-relevant, and accessible links are available to students in-unit; not hidden on the library website, requiring prior knowledge and navigation skills.
Kember, D. et al. note the utility of drawing together strands of smaller action research projects under an ‘umbrella’ as a method that ’empowers and enthuses multiple participants to strive to improve their own teaching’ (2019). In addition to expanding project outcomes I am re-framing my perspective on the need to collaborate on action plans with other sites as opportunity to grow the research, rather than as a hurdle to be overcome. Promotion of the improved resources to sites and academic teams also contributes to citational justice at UAL (Kwon, 2022).
An updated project plan and briefing materials for the resource changes are attached below as appendices.
Appendices
Appendix 1. Revised outcome project plan
Appendix 2. Fine Art Subject Guide updates proposal / brief
References
Coghlan, D. (2011) ‘Action research: exploring perspectives on a philosophy of practical knowing’, Academy of management annals, 5 (1), pp. 53–87.
doi: doi.org/10.5465/19416520.2011.571520.
Davies, A. (2012) ‘Learning outcomes and assessment criteria in art and design. What’s the recurring problem?’, Networks (18), University of Brighton Faculty of Arts.
Graves Wolf, L., Hyland, S., & O’Neill, G. (2025) Embracing uncertainty: action research and the collaborative development of an assessment for inclusion framework, Educational Action Research, pp. 1–17.
doi: doi.org/10.1080/09650792.2025.2535722.
Kember, D., Douglas, T., Muir, T., & Salter, S. (2019) ‘Umbrella action research projects as a mechanism for learning and teaching quality enhancement’, Higher education research & development, 38 (6), pp 1285–1298.
doi: doi.org/10.1080/07294360.2019.1638350.
Kwon, D. (2022) The rise of citational justice: how scholars are making references fairer, Nature 603, pp. 568-571.
doi: doi.org/10.1038/d41586-022-00793-1.
Lenette, C. (2022) ‘Cultural safety in participatory arts-based research: how can we do better?’, Journal of participatory research methods, 3 (1).
doi: doi.org/10.35844/001c.32606.
Nichols, S. and Stahl, G. (2019) ‘Intersectionality in higher education
research: a systematic literature review’, Higher education research & development, 38 (6), pp. 1255-1268.
doi: doi.org/10.1080/07294360.2019.1638348.