My initial expectation for ARP was to organise a student group to collaboratively diversify the Fine Art Subject Guide Bibliography, a ‘dynamic community… [in] co-production’ as evoked by Aparna and Kramsch (2018, p.106). Similar projects at UAL and other institutions had run with student collaborative involvement (Crilly et al., 2020, Clarke, 2020, Arshad et al., 2021).
Encountering Lenette’s (2022) exhortation to consider ‘the impact of activities from participants’ perspectives‘, alongside the timing and timescale of the project, encouraged me limit the time burden on participants and myself. Recognising my positionality as a white researcher, with librarians often perceived as academic gatekeepers (Bell, 2017), I felt hesitant to request significant student commitment and input; creating ‘risks of emotional and cultural harm’ (Lenette, 2022), particularly expectations that minoritised students drive resource diversification.
I had also assumed I should interview colleague stakeholders, specifically those with more experience. Again, partly due to the need for a manageable scale, but primarily due to UAL’s institutional commitments (2021, 2024), I decided interviews would be unlikely to add value beyond validation at this stage. I will collaborate on the execution stages.
Part of the evidence base is my observations of emerging student research topic trends. Concern that I could not use supporting data from previous 1:1 tutorials without having secured participant consent has been allayed by using anonymised secondary data, as outlined in BERA (2024, 14). I generated a simplified thematic table of research topic keyword lists, collated from post-tutorial emails.
I selected a short, anonymous survey by Qualtrics questionnaire as the primary research vehicle for the project. During group tutorial discussions I refined my research question and survey flow; leaning on the ‘differing perspectives’ (Converse & Presser, 1986) of my tutor group colleagues to develop what had been an initially shallow, operational research question, to be more focused on student perspective and engagement.
With survey data in hand I still felt that my research came up short on presence of, and emphasis on, student voice. I was inspired by a PGCert colleague describing some more incidental data collection methods. This prompted me to explore the use of library systems data as a further research channel; interpreting popularity of resources (defined by most-borrowed) as a criteria for inclusion in new versions of the Bibliography; adding to the ‘unfolding story’ (Coghlan, 2011) of the research.
Braun and Clarke’s explanation of reflexive thematic analysis as suitable for ‘many different types of data…[including] smaller datasets of ‘information rich’’ data points (n/d), reflects this drawing together of disparate granular sources to form a coherent plan. Koshy et al. (2010, p.2-3) describe the multiple and varying skills needed for action research as ‘careful planning, sharpened observation and listening, evaluation, and critical reflection’, an approach that shifts my process from my usual more quick-fix, solution-oriented working style.
The model action research model that most resonates with my project is Kemmis and McTaggart’s below; forming a spiral of ongoing iterations and improvements (reproduced in Koshy, et al., 2010, p.5). McNiff cites ‘the need for justice and democracy’ as a key principle of action research, reaffirming the social justice basis for the project.
In addition to these methodology reflections a positionality review formed part of my planning process, in an unassessed blog post linked here.
References
Aparna, K. and Kramsch, O. (2018) ‘Asylum university: re-situating knowledge exchange along cross-border positionalities’ in G. K. Bhambra et al. (eds) Decolonising the university. Pluto Press, 2018, pp 95-256.
Arshad, M., Dada, R., Elliott, C., Kalinowska, I., Khan, M., Lipiński, R., Vassanth, V., Bhandal, J., de Quinto Schneider, M., Georgis, I., & Shilston, F. (2021) ‘Diversity or decolonization? Searching for the tools to dismantle the ‘master’s house’’, London review of education, 19 (1).
doi: doi.org/10.14324/lre.19.1.19
Bell, S. (2017) ‘From gatekeepers to gate-openers: Designing meaningful library experiences’, American libraries, 40 (8/9), pp. 51–53.
doi: doi.org/10.17613/M6VB6M
BERA, British Educational Research Association (2024) Guidelines, responsibilities to participants, 14. Available at: https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-fifth-edition-2024-online#responsibilities-participants (accessed on 29/12/2025).
Braun, V. and Clarke, V. (no date) Designing for reflexive TA. Available at: www.thematicanalysis.net/designing-for-reflexive-ta/ (accessed on 29/12/2025).
Clarke, M. (2020) ‘Liberate our library: doing decolonisation work at Goldsmiths library’, Art Libraries Journal, 45 (4), pp. 148–154.
doi: doi.org/10.1017/alj.2020.23
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.
Converse, J. M., and Presser, S. (1986) ‘The tools at hand’, in Sage research methods. SAGE Publications, Inc.
doi: doi.org/10.4135/9781412986045.n3
Crilly, J., Panesar, L., and Suka-Bill, Z. (2020) ‘Co-constructing a liberated / decolonised arts curriculum’, Journal of university teaching & learning practice, 17 (2), article 9.
Koshy, E., Koshy, V., & Waterman, H. (2010). ‘What is action research?’ in E. Koshy, V. Koshy & H. Waterman (eds) Action research in healthcare. SAGE Publications Ltd. pp. 1-24.
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
McNiff, J. (2002) Action research for professional development: Concise advice for new action researchers.
UAL (2021) UAL anti-racism action plan summary. Available at www.arts.ac.uk/about-ual/strategy-and-governance/anti-racism-strategy (accessed on 29/12/2025).
UAL (2024) UAL Voices of social purpose. Available at : https://www.arts.ac.uk/about-ual/social-purpose (accessed on 29/12/2025).