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Live Gender Project Developing Contacts with Non-academic Organisations Integrating Theory, Fieldwork and Assessment

Contact details

Linda Price
School of Geography
Elmwood Avenue
Queen’s University
Belfast
Tel: 02890973394
Email: L.Price@qub.ac.uk

Classification Category

• Developing student appreciation of research/consultancy in the discipline
• Development of student research/consultancy skills (explicitly, in addition to other disciplinary and generic skills)
• Using teaching and learning processes, which simulate research, processes (e.g. project-based modules, dissertation modules, inquiry-based learning etc.)
• Using assignments which involve elements of research processes (e.g. literature reviews, bidding for grants, drafting bids or project outlines, analysing existing project data, presenting at a ‘conference’)

Context

• Course/unit/module title: Gender and Geography
• Course title: BSc Geography Pathway (Research)
• Level: 3

What does the teacher do?

Contacts are developed with a body outside of academia conducting ‘research’ thus widening the appreciation of how linking theory and practice can be applicable to a range of jobs outside of completing a degree.  Often students find it difficult to think about how the theories they are being presented with will be of relevance to them in the future.

In this instance contacts with individuals involved in designing and running a Gender initiative funded by Belfast City Council (using funds released from the EU EQUAL funding stream) was developed by lecturing staff and an interim research report was provided by Belfast City Council (WINS – Women in non-traditional sectors) for the students to read.  The City Council is working with a range of partner employers to address the predominance of men in entry-level jobs such as street cleansing, bus driving, parks maintenance.  The aim of the project was to talk to both present employees and potential project beneficiaries to find out what measures employers could take to achieve a more diverse and representative workforce.  The project staff intend to use this research to develop future strategies aimed at achieving greater gender representativeness from entry level – to senior management staff.   It is also intended that future research will be conducted to address the under-representation of men in ‘non-traditional’ jobs.  Thus the students are engaged in a piece of on-going research, links are developed outside of the University and both researchers and students become engaged in the ongoing research process and policy development – thus a ‘stake’ in research is developed.

The first four weeks of the module were spent developing theoretical and methodological understanding with the students from a range of gender perspectives utilising enquiry-based learning.  Feedback indicates that having a ‘real live’ document on which to apply critique utilising the theories made the theoretical content of the course have a relevance that the students felt would be lacking otherwise.

A field visit was organised with the commissioning body – prior to which the students were asked to reflect on the document (field work booklet attached).  Students were able to deal with issues such as epistemology, research issues of power and collaboration and the extent to which the document exhibited evidence of relevant theoretical approaches.  This enabled students to familiarise themselves with the document and develop confidence in their abilities and understanding.

Stage two of the fieldwork – involved going to the Commissioners - in this case Belfast City Hall, meeting with the project staff, engaging in round-table discussions and question and answer sessions and completion of Stage B of the field sheet.  The students appreciate being out of a lecture hall setting where a different dynamic between lecturer/student can develop with the involvement of the researchers.

The processional qualities of the assessment are then completed in Section C – providing a reflection on the research process and students engagement with it and influence upon it.  This provokes interesting comments and allows the students to feel unrestrained in saying what they think.  Indeed they appreciate being asked why they think and knowing that their responses will be fed back to the researchers.

Students appreciate being treated as ‘grown ups’ and are able to analyse the extent to which they are part of the research process – thus widening out the concept of ‘research’ and the applicability of university courses. They were able to critique the report using a variety of standpoints and to appreciate some of the ‘issues’ embedded in research.  Further, they felt they had something to offer and were ‘listened’ to.  This exercise increased their engagement in the course; broke down the power relationship between lecturer and student and allowed the students to realise that they are the researchers of the future and that their views matter.

Further, the practicalities and constraints of conducting research such as funding, political agendas, participant engagement, dissemination were appreciated thus providing a ‘joined up’ way of integrating research and teaching.

Finally, all three parts of the field-work report are marked and feedback provided to the students.

Feedback from the research commissioners also indicates that they gain substantially from this exercise.  Not only are the students consumers of knowledge but they also contribute to its production. Part of section C of the fieldwork exercise focussed on whether the students considered themselves ‘part’ of the research. It was also noted that the round-table discussions were ‘lively’ and raised issues and questions that Belfast City Council confirm will now be built into their future research agenda.  The Commissioners also gain from being able to disseminate and ‘advertise’ their project to employees of the future. This aids in the fulfilment of their funding criteria; allows them to draw on expertise of academic staff and instigates ongoing research connections.

This project is sustainable as it can run with any number of students and can be adapted to any module topic.  Overall, issues of theory and practice can be applied to any module.  Key to the project, however, is developing links with research Commissioners; finding out if/why they are willing to take part and to recognise the benefits that can be gained by commissioners, academics and students.

Hot tips and things to look out for

• Develop links outside of Universities.
• Provide students with documents upon which assessment will be based.
• Provide an opportunity for students outside of the lecture theatre to engage with research in its widest sense.
• Take a staged approach integrating theory and practice.
• Provide sufficient feedback.
• Feedback evaluation from the researchers.

Does it work?

Yes – students realise they have increased knowledge; that their views are important; that there are restrictions to carrying out research; appreciate assessment based on ‘live’ research.

What problems/issues have arisen?

Students who were unable to attend – set alternative text-based assignement

Researchers may be unwilling to be challenged/critiqued by students (but no evidence of this to date)

Details of support material/course work/assessment methods

Fieldwork pack (172kb Word file)

Relevant references

Link to pdf of WINS interim report