In my research project, I’ve been exploring ways to analyse data and derive meaningful solutions for improving engagement and learning outcomes in digital design classes. I deeply resonate with the ideas discussed in the podcast An Eye for Detail – The Tyranny of the Transcript. In the episode, Rick Harris challenges the traditional emphasis on recorded transcripts, arguing that non-verbal and contextual cues offer critical insights that can be lost in rigidly documented data. This perspective aligns closely with my own research approach.
My Research Methodology
I chose not to record interviews but instead to interpret and document responses in real time. This method relies heavily on my ability to actively listen, process information, and capture the essence of participants’ answers during our interactions. However, I am fully aware that this approach is influenced by my positionality—my biases, experiences, and personal perspective inevitably shape the data I collect and how I interpret it.
My interpretations are not purely objective; they are filtered through my worldview. For instance, I may unconsciously prioritize themes that align with my own beliefs or overlook contradictory ideas. While this subjectivity introduces potential limitations, it also adds depth. My research becomes a co-constructed process, shaped by my interaction with the participants, the context of the conversations, and my analytical lens.
To ensure transparency, I incorporate reflexivity into my analysis. I continuously question why I highlight certain points, reflect on how my background may influence my choices, and document these reflections. This process not only enhances the rigor of my research but also provides insights into my own values and biases.
Using Thematic Analysis
To analyze last year’s questionnaire responses, I applied the six-phase framework of Thematic Analysis by Virginia Braun and Victoria Clarke:
- Familiarization with Data:
I reviewed all responses carefully, immersing myself in the content to identify recurring ideas and issues. This process included reading and re-reading the feedback forms to get a holistic sense of the data. - Generating Initial Codes:
I coded the data systematically, breaking down student responses into smaller units of meaning. For instance, phrases like “not enough emphasis on digital sessions” or “no time to use the knowledge” were identified as initial codes. - Searching for Themes:
The codes were grouped into broader themes based on patterns in the data. For example:- Challenges with Organization: commute issues, busy schedules, lack of time to apply skills.
- Support Preferences: smaller groups, one-to-one tutorials, access to recordings.
- Practical Skill Application: lack of opportunities to use digital skills in real-world contexts.
- Reviewing Themes:
I reviewed these themes to ensure they were coherent, consistent, and representative of the data. Some themes were combined or redefined as necessary. - Defining and Naming Themes:
Each theme was clearly defined to reflect its meaning and relevance to the research question. For example, Practical Skill Application focuses on the gap between digital theory and real-world design practice. - Writing the Report:
Finally, I synthesized the findings into actionable insights, which are now guiding the development of solutions for my research project.
Key Findings and Student Feedback
The thematic analysis revealed several recurring issues:
- Challenges with Digital Design Classes
- Students feel digital sessions lack emphasis and integration into the overall studio culture.
- There’s a perception that theoretical units do not connect effectively with practical design applications.
- Limited Opportunities for Skill Application
- Many students expressed frustration that they have no time or opportunities to apply the digital skills they learn.
- The curriculum doesn’t adequately prepare them for professional practice, leaving their portfolios underdeveloped and their job prospects limited.
- Support Preferences
- Students appreciate smaller teaching groups and one-to-one tutorials, which make them feel supported.
- They want access to recorded sessions so they can revisit the material at their own pace.
Reflections and Actions
These insights suggest students want both flexibility and practical application of their learning. Recording digital classes, for example, seems like a simple solution to provide students with access to content after sessions. However, I’m cautious about the unintended consequences of this approach. In my previous research on Closing the Attainment Gap, I observed that providing recordings can sometimes reduce engagement and attendance in live sessions.
The lack of connection between theory and design application presents a significant opportunity. I propose developing live projects outside the curriculum that allow students to work on real-world design challenges. Inspired by the University of Sheffield’s Live Projects, this concept integrates client-driven tasks and stakeholder collaboration into the learning process. Sheffield’s model demonstrates the value of combining academic learning with practical experience, fostering professional skills such as project management, negotiation, and team collaboration. These experiences also help students build confidence and understand the societal impact of their work.
As a facilitator, I could guide students through these projects, demonstrating how the skills taught in digital classes are essential in professional settings. This approach not only addresses their concerns but also bridges the gap between academic learning and industry expectations.
Conclusion
This research has deepened my understanding of how my own positionality and interpretation shape the data and insights I generate. By reflecting on these influences, I aim to create actionable solutions that address both student feedback and the broader challenges of teaching digital design. My goal is to foster a learning environment where students feel supported, their skills are applicable to real-world scenarios, and they graduate prepared for the demands of the professional world.
This journey is as much about improving student outcomes as it is about developing innovative teaching methods that align with professional practices and empower students to thrive in their future careers.
Bibliography
- Braun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3(2), 77–101.
- Braun, V., & Clarke, V. (2013). Successful Qualitative Research: A Practical Guide for Beginners. London: Sage.
- Harris, R. (2023). An Eye for Detail – The Tyranny of the Transcript [Podcast Episode].
- University of Sheffield’s Live Projects program. Live Project Handbook. Available at: https://liveprojects.ssoa.info/about/
- Leeds Beckett University – Live Projects Pedagogy