Designing a Personal Tutorial Questionnaire
How to [best] retrieve feedback from 1st Year Students in relation to their Personal Tutorial, focusing on its impact on their academic experience, well-being and sense of belongingwhen transitioning into higher education.
by Ben Hirt
REFLECTION ON SURVEY RESULTS
Results that have come in have shown some surprising outcomes. Keeping in mind that only 51% of first year students have participated in the survey, the result still provides a first step of understanding student’s perspective when entering into higher education.
The questionnaire and questions need to be revisited and possibly adapted in content and structure. As I’ve chosen an Agree to Disagree Scale in conjunction to statements as questions, the clarity and conciseness of certain statements might not have been given. Free text indicates, that students might have not been entirely clear on the context and framework of the questionnaire in relation to their personal tutorial only. Some students have commented on the overall Uni experience, influenced by departments outside of our course. At this stage, it is unclear to me how to possibly calibrate the questionnaire and space in order to achieve more specific feedback in relation to our BA Animation Course and Year 1.
The implementation and structure of the questions themselves (the psychology of questions) possibly leaves room for improvement. By choosing statements in relation to answers provided on a scale, an “acquiescence bias” could have an effect on students responding taking the survey. The survey itself could be possible expanded thematically in order to retrieve more specific feedback on a student’s comfort and sense of belonging when transitioning into higher education. My hope would be for students to ultimately feel “home” in our program and at University, influencing their work and learning outcome whilst at University.
Reflecting on positionally and inclusivity: Although I have offered to conduct all personal tutorials myself (and have become the “to go to” person when in trouble), it is unclear to me if I am the right fit as Year 1 Lead. My role, ethnicity and gender could be preventing students from feeling comfortable to feel comfortable and share their struggles (intersectionality). Although my experience and impression conducting all persona tutorials has been only positive, trusting and inclusive, my opinion is obviously biased and cannot be taken as a reference. Hence, it would be ideal to expand the personal tutorial team in order to offer more diverse tutor body, allowing students to choose a tutor and person of confidence themselves. The main challenge constitutes in keeping an accurate, calibrated track record of all conversations and content of the meeting in order to promptly assist students in need.
Overall, my research project and questionnaire does feel like a first step and at the very beginning of understanding the implications of Personal Tutorials in Year 1.
When researching possible fields of implications when conducting personal tutorials with students transitioning into higher education, the following topics and subjects came up:
Academic Support and Guidance:
Social and Emotional Well-being:
Effective personal tutorials hinge on a few key factors:
Although all of the topics and subcategories are in general relevant to students transitioning into higher education, I am in need of a more custom approach when trying to distinguish potential themes for my questionnaire. As my questionnaire is solely revolving around a first year student’s personal tutorial experience and its impact, themes and subcategories have to be redefined/adjusted.
Doing some preliminary research around questionnaires, the following topics have been suggested when conceiving an online questionnaire in relation to students transitioning into higher education.
Academic Involvement:
Social Integration and Well-being:
Belonging and Connection:
Challenges and Opportunities:
TOPICS AND QUESTIONS TO BE INCLUDED IN THE ONLINE QUESTIONNAIRE ON THE IMPACT OF PERSONAL TUTORIALS CONDUCET IN YEAR 1
When analysing the CSS Student Survey 2021/22, the following survey categories received the lowest ratings:
Following this lead and further examining all of the 3 categories [student voice, organisation & management, Welfare Resources & Facilities (Mental Wellbeing Services 2023)], all questions will be in service of all 3 categories in relation to the personal tutorial when investigating the student experience.
When thinking about conceiving an online questionnaire [pilot] for 1st Year students transitioning into higher education and the BA Animation Program at LCC, it has been brought to my attention throughout various conversations with colleagues in my department, that the questionnaire has to be brief and concise. As the average attention span amongst students (but society enlarge) is getting shorter, considering factors such as age, language, disability, learning styles and other various challenges, the online questionnaire is estimated to take a maximum of 10 minutes to complete. However, this time frame limits the amount of questions to be asked within the survey and shifts the focus on the quality of questions asked.
Voluntary
Participation in this questionnaire is completely voluntary.
Privacy
Your feedback is most valuable when you feel free to express your true opinions without fear of judgment.
Security
Your responses will be securely stored in via password protected and encrypted file via Microsoft OneDrive.
Consent
By continuing with this questionnaire, you are indicating your consent to participate in this research study.
ONLINE QUESTIONNAIRE [PILOT]
* The questions above have not yet been sequences correctly and are a work in progress under the survey pilot scheme. As questions prompt an emotional response and reaction, asking for an intuitive selection, questions have to be possibly adapted/changed in the future.
During my research on questionnaire design, I have come across the following resources that were quite useful:
Structure and phrasing:
Content and scope:
Examples of effective questions:
Additional tips:
Since arriving at UAL and taking on the role as a Year 1 Lead in the BA Animation course at LCC, I have tried in various way to foster a sense of community and belonging amongst students and tutors alike. In Spring of 2021, I therefor founded P!nkFlea, a socialiser for all Year 1 Students on our course. P!nkFlea usually takes place on the 14th floor of the tower block and is held on Friday afternoons and into the evening. Students can bring snacks, drinks, games, work, socialise or simply hang out. Since starting the project, more students from different courses and across all years have joined (on and off).
P!nkFlea has helped many 1st Year student to socialise, integrate, find new friend and make new connections (across all years and courses) when transitioning into higher education.
Ever since arriving at UAL and LCC, I’m convinced that a strong sense of community and belonging will make a difference in a student’s commitment and journey in our program. Until today, I have yet to find out and research, if this theory holds true in practice. A first year student’s life at University is complex, filled with many challenges such as academic performance, time management as well as balancing life outside University. London is a attractive destination, especially for a student in their 20’s. Every student brings their unique perspective, story, voice and motivations to the program. It is therefor extremely difficult to form any conclusive opinions on the impact and efforts of socialising venues.
Reduces Feelings of Isolation and Loneliness:
Leaving familiar surroundings and social circles can be isolating for first-year students. A strong sense of community provides a support system and helps them combat loneliness and homesickness. They find belonging, acceptance, and opportunities to build new friendships with like-minded individuals.
Enhances Academic Performance:
Feeling connected to peers and faculty can motivate students to engage more actively in their studies. They receive academic support, study tips, and encouragement from peers, and feel more comfortable seeking help from professors within a supportive environment. This leads to better academic performance and higher retention rates.
Improves Mental and Emotional Wellbeing:
Belonging to a community fosters a sense of security and belonging, which reduces stress and anxiety associated with adjusting to a new environment. Students feel valued and accepted, providing them with emotional support and helping them cope with academic pressures and personal challenges.
Promotes Personal Growth and Development:
Engaging with diverse individuals from different backgrounds and perspectives expands students’ worldviews and challenges their own beliefs. This fosters personal growth, builds self-confidence, and allows them to develop valuable social and communication skills.
Increases Engagement and Satisfaction:
Feeling connected to the university community through clubs, organizations, and social events makes first-year students feel more engaged with their college experience. They’re more likely to participate in campus life, embrace new opportunities, and develop a stronger sense of pride and belonging to their institution.
Universities and colleges can actively foster a sense of community by:
Ever since the post-covid area and starting my position as Year 1 Lead in the BA Animation Course at London College of Communication, I have prioritised personal tutorials (former pastoral tutorials) with 1st year students during Block 1 and 2.
Transitioning into higher education comes with many challenges for students. Almost 95% of students in Year 1 are usually coming from outside of London or abroad. Out of the remaining 5% of home students, very few call London their home. Meaning, most of all students in Year 1 are foreign visitors at best when first arriving in London or the UK.
Struggles such as finding work (a job to finance their studies), finding accommodation, figuring out their student finances, getting their student status sorted or simply adjusting to the academic environment. Assisting students in the first few month of their transition into university life and classes seems crucial in order for them to feel comfortable in their new environment.
Taking a proactive approach in contacting students and ask them (on a voluntary basis) to participate in a one on one, personal tutorial, has helped our course in many ways. Having a better understanding of each student’s situation and circumstances helps orient both, the course team and student.
Creating Through a Personal Lens:
Animation courses often encourage students to develop their own artistic styles and tell stories that resonate with them. This allows students to inject their personal identities and unique perspectives into their work, feeling seen and heard through their creative expression.
Celebrating Diverse Voices:
Instructors who actively promote and celebrate the diversity of backgrounds, experiences, and identities within the classroom create a welcoming space for students to express themselves authentically. Encouraging open dialogue and respecting different points of view fosters inclusivity and allows students to feel valued for who they are.
Individualized Approaches:
Recognizing that each student learns and works differently is crucial. Providing personalized feedback, offering flexible options for completing projects, and respecting individual learning styles allow students to feel acknowledged for their unique ways of approaching the craft.
Building Community and Support:
Creating a strong sense of community within the animation program can be transformative. Fostering collaboration, peer support, and open communication allows students to connect with others who share their passion but may come from different backgrounds or have different perspectives. This sense of belonging and mutual respect empowers individuals to feel comfortable expressing their authentic selves.
Beyond Animation Skills:
Recognizing and valuing students’ contributions beyond their technical skills is important. Appreciating their humor, empathy, storytelling abilities, and unique perspectives shows that they are valued not just as animators but as individuals with something valuable to offer.
Open Communication and Mentorship:
Creating open channels for communication with instructors and mentors allows students to voice their concerns, seek guidance, and feel heard. Mentorship programs can provide personalized support and help students navigate challenges while staying true to their individual identities.
Living a Feminist Life; Sara Ahmed
As sara Ahmed states in her writing and page 8, the word theory implies a certain significance, importance and weight in and around academia. As she states in her article, some theory becomes theory due to the fact that it is citing another theory. Basing theories on theories runs the risk of becoming a citational chain, narrowing down content and context throughout the process.
A citational chain is created around theory: you become a theorist by citing other theorists that cite other theorists
Sara Ahmed
The distinction within theory between theory and politicks when doing research can be quite difficult. For one, both are inevitably intertwined and not easily separated. If separated, they might be drawn out of context and possibly lead to wrongful conclusions. A new theory is born without consideration of important context and citations that should have informed the overall conclusion.
Ahmed further states that whilst being recruited at the women’s studies, her theories were often framed as “feminist theory” unnecessarily labelling and categorising her work. She further states that critical theory can be learned similar to a language, as it is simply a space to move around in. However, acquiring the tools to allow to orient oneself in this space is more challenging than possibly anticipated.
Critical theory is like any language; you can learn it, and when you learn it, you begin to move around in it.
Sara Ahmed
However, what constitutes the bigger challenge is to challenge the phenomena of racism, sexism or any form of discrimination and its reproduction. Noticing and counteracting these cycles are not a simple as learning a new language. It takes effort to break out of familiarity and repetition in order to investigate and further explain. It is therefor quite likely that there will not be an adequate resolution that could be summarised and stated in theary, even though its existence and presence is undeniable. Addressing issues at hand can quickly lead to the assumption of identity politics, especially if (wrongfully) associated with any particular form of discrimination.
You are assumed to be doing identity politics as if you speak about racism because you are a person of color or as if you speak about sexism because you are a woman.
Nirmal Puwar (2004)
Ahmed points to the problematic of “space invaders” and their wrongful texts and interpretations by asking the wrong questions. She further expands on the problematic of spaces we at times reside in that are not intended for us.
In her writing, Ahmed eludes to the violence at stake not being recognisable as a certain kind of woman (Page 15 – 16). As the word human is still being associated with man, women are fighting for women. Yet, feminism ans an instrument has to be maintained in order to challenge the status quo.
Feminism goes wherever we go. If not, we are not.
Sara Ahmed
Yet, feminism is often interpreted and implied in context to how feminists relate to academia. As references are often following repetitive patterns that are historically gender biased, an extra effort is required when citing work in order to not repeat old patterns. Referencing also takes place during conversations and in dialogue, where subliminal but unwanted associations can be drawn, discriminating gender.
My citation policy has given me more room to attend to those feminists who came before me.
Sara Ahmed
Deviating from old paths academia required to follow seems the key to create new ones. New paths support and re-emphasise a space that otherwise will be lost and not be occupied any longer. Unbiased citations can lay a new foundation and contribute to new theories that free themselves of repetitive yet wrongful associations and refferencing.
Semiotic Analysis – Studying Signs and Meanings
Semiotic analysis is the study of signs and their meaning relating to the social world and social processes.
In this article, the primary focus lies on semiotic analysis and the collection o data in the form o a sign or a series of signs. The article questions the nature and use o eclectic data collection through visual means.
Semiotic analysis takes as a case-centric approach. Meaning: Only a few cases (odd numbers) including many variables are being analysed, it the hopes to find various sets of values or variables in a limited number of cases. Taking a photo and post on social media as an example, various visual qualities such as person, environment, correlating visual information, context, time and frequency of post etc. are forming an overall picture of descriptive properties that can be analysed. However, do the nature of data collection and analysis as well as starting point, this process is qualified as “naïve research”. It’s outcomes are best visualised as a spiral expanding outwards incuding moments of new knowledge and theories.
A broad, heterogeneous orientation within semiotics, straddling many other areas of inquiry concerned, in some way, with the social dimensions of meaning in any media of communication, its production, interpretation and circulation, and its implications in social processes, as cause or effect.
Hodge, 2008: 1
Specific analytical tools need to be understood, calibrated and then implemented in a targeted fashion when conducting semiotic analysis. Having a solid understanding of all methods available in relation to their application when researching is a rather challenging undertaking. The study of grammar and rules of language form an integral part when conducting semiotic research, further calibrating and specifying technical parameters to the best of the researcher’s ability.
According to the article and study, it is best to reverse engeniere semiotic research by defining all visual parameter (signifiers) prior to matching any analytical tools.
As semioticians assume that a sign carries meaning due to the combination of two elements (signifier and signified), the combination of both elements form a third value of form and content. All three values combined further form and imply meaning.
A signifier can stand for a range of different signifieds and can therefore be a number of different signs. For example, the signifier ‘fast’ can be associated with concepts of moving quickly, adhering to something, standing true, fixing dye, not eating or being sexually promiscuous.
Bruce Curtis and Cate Curtis 2011
I originally planned on using visual clues such as symbols and signs in my Personal Tutorial Questionnaire in order to provide an extra level of accessibility for 1st Year Students. However, the added level of ambiguity when conducting an online questionnaire seemed to complicate the survey’s intention unnecessarily.
However, one might argue that any element of text, even as functional design elements of an online survey, still evokes fabricated and imagined imagery in the reader’s mind. Although text attempts to technically clarify and set parameters when phrased “correctly”, the reader’s mind and imagination will always be part of the equation, deviating from the text’s original intent.
Interpreting the map: methods of evaluation and analysis
This text stresses the importance of piloting research methods in order to fine tune and further calibrate the approach. It all boils down to research quality and its four corner stones of objectivity, repylicatabiltiy, validity and reliability in data collection and interpretation. This allows research to be understood by other scientists (consensible) and possible lead to a general agreement overall (consensual).
However, the article eludes to the fact that human inquiries and real world scenarios often differ when conducting research in practice, collecting and interpreting data. In fact, qualitative research is highly relatable to various art forms, as its reduction process relies on values of recognitions, identification and acceptance of result by others. A successful reduction and simplification gets to the essences of the research question, allowing for a more accurate perception of results.
The result of the analysis is, in fact, a representation in the same sense that an artist can, with a few strokes of the pen, create an image of a face that we would recognise if we saw the original in a crowd.
Tesch, 1990, p. 304
Other parallels between art/design work and research constitures proposed form, critique, analysis, redesign/remodelling and resolve at last. As the article states further, piloting and trial and error are crucial in order hone in on a more appropriate research method and methodology. As analysis is not the last phase in rhe research process, cyclic trail runs are important to achieve a sense of the whole.
Analysis is not about adhering to any one correct approach or set of right techniques; it is imaginative, artful, flexible and reflexive. It should also be methodical, scholarly, and intellectually rigorous.
Coffey and Atkinson, 1996, p. 10
Similar to the art- and design process, systematic analysis requires discipline and perseverance. In this sense, data collection and organising systems take on an organic process and approach overall. Analysis can be an eclectic activity, playing with sets of data that can evoke a creative sense of exploration. However, being attentive, observant, as well as skeptical and analytical remains part of the process. Most importantly: The process and results of analysis are never exhaustive and never really finished.
On Activist Research
Rethinking activist educational research: definitions, methodologies, and ethics
This research paper and study by Nicole Nguyen (Department of Educational Policies Studies, University of Illinois-Chicago, Chicago, IL, USA) I’ve discovered online when researching Activist Research.
The article provides a case study relating to a controversial law past by the Obama administration in the U.S. (2015) regarding a “community driven approach” when fighting homegrown terrorism. As the article and case study examines, multiple aspects and insights discovered when analisying could apply to social- and educational systems across the globe.
Although focused on the US context, this work is especially important to critical education scholars across the globe who mobilize academic research to support struggles for educational justice.
Nicole Nguyen (2021) Rethinking activist educational research: definitions, methodologies, and ethics, Critical Studies in Education, 62:2, 258-273, DOI: 10.1080/17508487.2019.1630458
As Nguyen states in her writing, the transformation of social norms and structures is crucial in order to make changes in social (in)equities and progress into the future.
Although conventional academic research has sought to document social problems and social change, activist research intentionally seeks to transform the social structures that reinforce social inequities.
Nicole Nguyen (2021) Rethinking activist educational research: definitions, methodologies, and ethics, Critical Studies in Education, 62:2, 258-273, DOI: 10.1080/17508487.2019.1630458
Nguyen also states that awareness around the relevance of “action research” dates as far back as to 1994, where the terminology and practice first occurred in educational critical studies.
In fact, Robin McTaggart (1994) reported almost thirty years ago that ‘the term “action research” is now one of the CRITICAL STUDIES IN EDUCATION 259 common places of professional education,’marking a ‘significant shift in both the kinds of relationships researchers from the academy have with others and in the locus of knowledge production about professional practice’(p. 313).
Nicole Nguyen (2021) Rethinking activist educational research: definitions, methodologies, and ethics, Critical Studies in Education, 62:2, 258-273, DOI: 10.1080/17508487.2019.1630458
However, the question does remain as to if researchers themselves are being reflective, objective and (or) neutral enough in order to further the cause. Nguyen states that a set amount of (at times) unintended biases remain, effectively rendering reseachers and their findings innefective, as both are subjected to biases and preconceived but unavoidable perspectives and notions.
These scholars therefore encourage researchers to reflect on their impact along ideological, material, and scalar dimensions: does their research challenge oppressive ideologies, result in material change for participants, and affect a significant number of lives?
Nicole Nguyen (2021) Rethinking activist educational research: definitions, methodologies, and ethics, Critical Studies in Education, 62:2, 258-273, DOI: 10.1080/17508487.2019.1630458
When researching and reading accademic texts and studies, we often forget that humans, communities and stories can’t be quantified and simply summarised by numbers. Moe often than not, a more organic and intuitive approach is required alongside research and statistics. As Nguyen states in the below, communities and their respective struggles are complex, intricate and require a customised approach.
The purpose is not to mathematically measure impact but to provide a way to be reflexive about how and to what extent an activist research project makes an impact on communities and their political struggles (DeMeulenaere & Cann,2013).
Nicole Nguyen (2021) Rethinking activist educational research: definitions, methodologies, and ethics, Critical Studies in Education, 62:2, 258-273, DOI: 10.1080/17508487.2019.1630458
During my research, it will be important to differentiate between objectivity and neutrality. I’ve learned that objectivity effectively involves positionality. Neutrality, on the other hand, more so shifts the focus to reflexivity, including emotional states when researching and engaging. Being aware of an emotional state at any given time will provide a big challenge by itself when conducting research, both theoretically but also practically. As my Action Research Project revolves around a Personal Tutorial Frame Work, most of my research, documentation and data will derive from personal, real life expriences of the past and present when actively engaging with the student body in the field. Hence, it will be crucial to not only understand but more so include on the perspective of the other side. Ideally, my research could be kept, both neutral and objective by creating a safe space for all parties to freely participate.
Ethics therefore must be collaboratively developed,rather than unilaterally imposed, by institutions
Nicole Nguyen (2021) Rethinking activist educational research: definitions, methodologies, and ethics, Critical Studies in Education, 62:2, 258-273, DOI: 10.1080/17508487.2019.1630458
On My Action Research: Personal Tutorial Survey
As a reminder and beginning to collect some thoughts and ideas around the Personal Tutorial Framework, below the following notes:
THOUGHTS ON RESEARCH AND OBSERVATIONS
REFLECTING ON POTENTIAL CHALLENGES
THOUGHTS ON PLANNING
THOUGHTS ON TAKING THE NEXT STEPS
Writing small discoveries: an exploration of fresh observers’ observations
Reading Group 8
When reading ‘Writing small discoveries: an exploration of fresh observers’ observations‘, the 10 methods of observation (listed below) presented both potential and problems regarding their practical implementation during field work:
01. NAIVELY DESCRIBING: WHAT DID I SEE HAPPEN?
During our group discussion, Kim, Mirjana and I agreed that the challenge of subjective perception supersedes the method at hand. As each human perceives and processes events unfolding in various ways, there is no true way of recording information in an objective manner. There will always be an implicit bias that subliminally influences our perception and how we record information.
02. GENERALIZING: WHAT IS THE INTERACTIVE PATTERN?
Our group discussed the danger and potential issues of generalisations when interpreting information both in past, present or future times. Some problematic points mentioned:
03. INTERPRETING: WHY ARE THE ACTORS DOING THIS?
On suggesting an actor’s thoughts and intentions: We spoke about the power of imagination filling in the blanks and thus creating new, suggested information that and recollection. There’s a great danger in interpolating information, creating artificial connections that are unsubstantiated but mainly informed by our own biases.
04. WONDERING: WHAT IS IN THE ACTORS’ MINDS?
Similar but with a focus on the observers’s imagination into the future: In this case, an actor’s strategy is being implied and might not correlate with their past actions. The future outcome (in projection) might be of arbitrary nature and hence an implied construct of imagination.
05. EXPLAINING: CAN THIS BE THE REASON?
In difference to the field notes mentioned above, this point is focusing on rational explanations of past occurrences. Although connection are being generated artificially, events documented assist in clarifying and contextualising circumstances.
06. QUANTIFYING: HOW MANY ARE THERE?
Using repetitions of similar events to recognise patterns of behaviour seems a crucial when observing, documenting or researching. Repetitions affirm behaviour, occurrences or data and can lead to more predictable outcomes when projecting. However, we all agreed that a single, calibrated space is necessary in order to contextualise and subject all entities to the same values /tasks at hand.
07. DRAMATISING: CAN MY OBSERVATION BE INTERESTING?
Our reading group agreed that simplicity and “dryness” in text is useful and almost integral at times, to not sway the readiner/audience in any particular direction. However, visual analogies and metaphors can at times describe a setting or situation more accurately than any technical descriptions.
08. EXPERIMENTING: IF I DO THIS, WHAT HAPPENS?
What will be and will not be noticed in any set of circumstances can be arbitrary at best. Even if in direct response to a prompted (and intentional) action influencing a setting, participants are biased due to subjective perception. As everyone experiences a single event (or change) in a different fashion, social experiments are challenging to interpret for data collection.
09. REFLECTING AND REACTING: BEING INFLUENCED BY THE FIELD
As observers, we have to remain distant and removed from any action or activity in order to remain objective. The moment we engage personally with/in events unfolding, we compromise our objectivity and no longer an outside entity observing. By actively engaging and interacting, we further alter and influence events unfolding.
10. ASSESSING: EVALUATING PEOPLE’S BEHAVIOUR
We all agreed that it observations can vastly vary depending on our mood, situation or circumstances. Staying objective, emotionally untangled and neutral does not come natural to human beings. We therefor need to constantly remind ourselves of what we do and do not know as well as acknowledge are emotion state prior to recording information.
I tell my students, when you get these jobs that you have been so brilliantly trained for, just remember that your real job is, if you are free, you need to free somebody else. If you have some power then you need to empower somebody else.
(Morrison, 2003)