Researching your own institution with Dr Duna Sabri

My first teaching session began by Duna asking us to take part in a simple YES/NO poll asking the question:

Is it a good idea to conduct research in your own institution?

 I answered NO to this question and was very much in the minority. My immediate reaction was that conducting research in my own institution would be difficult because being a staff member I would not be impartial. This impartiality would be heightened if my research was conducted in my own programme of textiles. I imagine it would be difficult to gather candid opinions and responses from staff and students I already have a relationship with. Interviewees may feel pressure to tell me what they think I want to hear or give responses that they know are official university policy rather than what they really think. The role of a technician could be regarded by students as insider and outsider because although technicians are staff members they don’t asses or grade student work, students may feel they can respond more freely to questions.

 I have asked students to tell me what they think has been positive and negative about a taught session or induction and been surprised at how reluctant they are to be critical. I have found that international students find it difficult to be critical of teachers and what they are being taught. I think that my programme would benefit from more international staff members eg a Chinese speaker to explain cultural differences and to act as a spokesperson for students. International students sometimes find it almost impossible to address me by my first name and not sir.

Later in the session we were put into smaller groups and asked to consider a question.

Question2: In your focus groups with students there is frequent praise for one particular member of staff. Is this a problem? What is your response.

As my group began to discuss this question it became clear that most speakers felt that students  frequently praising a staff member is generally positive and not a problem. There was some discussion around the fact that the staff member maybe overworked and that there maybe some feelings of jealousy from other team members working alongside the frequently praised staff member. I agreed with the speakers in my team that on initial reading of the question you might conclude that there is no problem or even that it’s a good thing that a staff member is being praised.

I began to think of situations where I have worked with staff members who have cultivated an image of popularity with students and why this perceived popularity was praised by managers. Students like most people are drawn to and excited by what they see as a maverick or rule breaker. Insecure or misguided staff members might draw in a clique of students by bending or breaking rules for them or allowing them to access facilities or processes that are not part of the agreed curriculum. This group of students will often be home students who tend to be confidant and articulate (the type of students who participate in focus groups) These students may tell management that the frequently praised staff member is a dedicated teacher who really cares about them and their development. Less vocal or marginalised students may not have a good relationship with the frequently praised staff member and may even be intimidated by them.

 It can be difficult to work in a team with a frequently praised staff member if you do not also encourage cliques and don’t bend rules you may be perceived as less engaging or charismatic by students and staff. It may become difficult to work in a team or job share with a frequently praised staff member if you adhere to university guidance and follow agreed working methods and they do not.

This question has led me to consider who gets heard and who does not in the University. A maverick staff member and a clique of high achieving articulate students will always have more influence and be praised whereas a rule following staff member and a group of marginalized or less high achieving students will tend to be less influential and not heard by university management. I am interested in finding out if this inequality around being heard is University wide or just a situation that I personally have encountered and how it can be addressed to improve student experience for all students.