The online Methodology Module supported the bachelor and master students in their research-learning journey, and facilitated a platform for students and faculty to engage as a learning community. The Module provided foundational knowledge and skills for preparation, implementation and assessment. The themes and concepts students was introduced to in the online module was further addressed in future sessions where students and faculty met “face to face” to deepen and develop knowledge and skills.
The four online sessions included:
- A welcome session mainly focussing on informing the students about the project, and for everyone to meet another.
- An introduction to socio-cultural learning to enable the students to understand how we would co-create learning with the team and the young people they interview.
- An introduction to the education system in each country, notions of equality and equity and the Equality Literacy Framework which underpins the project.
- An introduction to the Indirect Approach theoretically and practically.
Teams including staff from all three institutions taught each online session to ensure language support for all students. The online module was interactive, using digital platforms. Canvas, Omnijoin and Padlet were all effective in promoting socio-cultural learning and co-creation. All the online sessions were recorded and uploaded as a resource for the students to access at a later date. The course can be adapted to any other platform without difficulty. Institutions wanting to adopt the course can use their own digital platforms.
We have developed two pathways, one for bachelor students and one for master students. The pathways are mostly co-taught with differentiation occurring in the classroom. There are also additional “break out” sessions to ensure that the students understand the expectations of them at their bachelor or master level.
Each institution worked to integrate the MaCE project within existing validated programmes ensuring that it would be possible for other HEI’s to adopt the approach without having to validate new modules. One Research Module was made for each pathway and are shared by all partners.
Elements of Innovation:
- The indirect approach methodology itself is highly original and transforms qualitative research approaches.
- The module is underpinned by a theoretical base (Equality Literacy) which helps to equip researchers to work with marginalised young people.
- To offer methodological training to marginalised students/co-researchers who will generate data interviewing current ESL/NEET young people.
- Creating a transnational, virtual classroom to enable students to share their experiences and draw contextual parallels.
Elements of Impact:
- Enhancing student employability by learning research skills and by working with vulnerable young people ‘in the field’.
- Amplifying the voices and experiences of marginalised young people through this methodological approach.
- Enhancing ICT skills by accessing virtual learning environments, using recording devices and online software for coding and analysis.
- Developing transnational student and educator communities through online teaching and research.
- Drawing cross-cultural, transnational parallels to widen knowledge of disadvantage in EU contexts.
- Supporting the submission of journal articles to report findings, which will replace traditional Dissertation Theses.
- Research findings will also be used to inform the development of 'Relationship Models' for working with marginalised young people.
- Research findings will be disseminated through intellectual outputs and at multiplier events.
- The Module can be utilised across multiple bachelor and master programmes who offer Research Modules for qualitative research involving young people and children.
- The way in which young people are engaged within the research approach can be used to inform practitioners working with marginalised young people, both within higher education and beyond.
- The Research Module can also be utilised by other universities and 3rd sector organisations who undertake research with marginalised young people.