7. The Importance of Technicians in the education of UAL Students.

Written in a Spark Journal Vol1 No2 by Clare Sam the role of technicians is investigated to find out how UAL technicians conceive the role in higher education.  One of Sams’ findings show ‘…in art and design direct interaction with staff is paramount to learning. Technicians play an important part in delivering this aspect of student experience.’ (Sams 2016 P65)

The importance of the technicians in the students learning has not always been fully recognized across many subject areas in higher education which can lead to limited development opportunities for the technicians. (Vare 2013) I believe this has started to change within the last 5 years but I would argue has it gone far enough. If the technician’s role in teaching educating our students it fully recogised, then the importance of supporting them in the teaching of students with specific learning requires would be highlighted and they would be provided with more training and tools to teach their students.

Vere, K. (2013) ‘In defence of the university technician’, The Guardian, Higher Education Network, 2 August. Available at: http://www.theguardian.com/higher-education-network/blog/2013/aug/02/university-technician-teaching-research-development(Accessed: 29th Dec 2018).

Sams, C. (2016) ‘How do art and design technicians conceive of their role in higher education?’ Spark: UAL Creative Teaching and Learning Journal. Vol 1 / Issue 2 (2016) pp. 62-69 at: https://sparkjournal.arts.ac.uk/index.php/spark/article/view/18 (Accessed 29th Dec 2018).

 

 

 

6. Analysis Research

The word ‘‘trustworthiness’ (Lincoln and Guba, 1985).’ is used with-in research projects that are derived from real life experiences such as mine.

When analysing the data collected, a researcher must be aware of the limitations of their participant responses. I have done this by evaluating the responses and non-responses that are given in the collection of my data. Questioning the quality and reliability of the response or questioning why there is a none response to particular questions. When analysing Participant 2 responses to the questionnaire I noticed they had only answered the closed or multiple choice questions that did not require written responses. This could have been for multiple reasons, perhaps not understanding the question because of the way the questions have been written, limited teaching experience or limited time restraint for that participant. When developing my finding I must be aware of their these limitations.

‘the use of multiple methods in generating and gathering data offers the opportunity for using triangulation to help get a ‘fix’ on a complex something in order to understand it more fully by examining it from different perspectives.’ (Gray and Malins 2004 P142)

In this project, I have used multiple methods to gather data. In my analysis, I will examine the data on teaching students with specific learning requirements from three different perspectives to gain a ‘trustworthy’  understanding. The perspectives are contextual research via books, papers, and articles, the UAL institutions via an interview with the Disability Service and the teachers experience via a questionnaire.

(Gray and Malins 2004 p 143) This image from Gray and Malins shows you the process of triangulation in analysis. It has helped me to visualise the different perspectives that will be contributing to the information to be evaluated and analysed.

Gray, C. and Malins, J. (2004) Visualizing Research: a guide to the research process in art and design. Ashgate.

Lincoln, Y. and Guba, E. (1985) Naturalistic Inquiry (Thousand Oaks, CA: Sage).