11th December
I had collated pages and pages of Qualitative data from my participatory action research, containing thoughts, opinions, and the experiences & knowledge of both my staff and student participants. I had all of the following documents to analyse.
- 2 staff questionnaire responses
- 2 staff semi structured interviews
- 8 student questionnaire responses
- 8 student drawing responses
- I student focus group semi structured discussion
- 1 student questionnaire response
Examples of data to analyse
Staff response
- I think after the climate emergency in 2018-2019 there was a big push for students to see more projects visibly respond within the curriculum, responding to the climate of urgency and also decolonizing the agenda.
- Reusing resources adds to creativity.
- Being specific about what sustainability means.
- Graphic design can benefit people & communities by limiting its environmental impact.
- Do the right thing.
- Responsibilities for designers, you need to think before designing, during designing and after designing, how it can be the whole process.
- How you make a small thing so that is feels more real, you have a connection to it.
- How is somebody gonna interact with your product or service?
- Student responses
Lego did make you think about the project in a different way. - Fantastic way to present your ideas to your friends because you can just ask them – _do you think this works? Do you know what I’m making? To get like real feedback. Just showing them a 2D page which they might need you to brief some background information at first, so feedback might not be clear.
- Something physical people understand. more of your thought process.
- A lot of projects we tend to talk about our ideas, you have maybe a vision of what you want something to be in your head but until you can actually, physically make it – drawing is one thing, but to physically make the objects helps somebody else understand what it is you’re trying to create.
- Find out where my resources come from, educate myself regularly as research.
- Trying to think about other resources that could be reusable so that they have a longer life.
- Does it make you think about that going into the future and the kind of company you want to work for. (Sustainability – aligned thinking.)
I began by reading everything that I had, highlighting the key points in each piece of copy that I found interesting. I used thematic analysis, following a manual, iterative process to extract the main points from my data, continually editing and reducing version after version of all the text I had collated. I put all the highlighted points from each document into one paper and grouped the text thematically, synthesising and transforming the data firstly into a series of statements under themes that I had extracted from my research. Then editing these to become a series of questions that could become creative prompts in the ideation stage of a design project. Once I had a set of approximately fifty sentences, I put these into a prompt card design I created. I then printed them and having this set to physically hold, I placed each card into one of the four final themes that I selected & wrote. These were Think. Use, Make and Connect. For a final edit of my designs, I considered and made a comparison of card against card, where questions overlapped or had a similar sentiment. I either merged the statements into a single response or removed one of the options from my pack. Finally, I was left with a set of 24 cards in total which I felt posed the most interesting discussion points, concepts to consider and ways of working to implement into individual or group project work for students on creative courses at LCC and hopefully Ual in the future.
My final set of creative prompt cards to embed social purpose into GB&I BA (Hons) contained the following themes and number of questions.
6 prompt cards for Think
5 prompt cards for Use
6 prompt cards for Make
6 prompt cards for Connect
1 card for Instructions
The process in a visual format.
https://miro.com/app/board/uXjVN6jAfvc=/
How it all began…
Process
- For my data analysis I began by collating all my categories of text
- I read through each document highlighting key points of interest
- I then edited these into a new & separate word document
- I took this copy into Miro to categorise it into themes
- I then gave each theme a heading
- I took each point I have highlighted and turned it into a creative question / creative prompt card
- I edit the questions to my final set to add into my designs for production and the final set of wild cards.
Below are the various stages and edits I made of my data, from a series of documents to a single paper. Statements collected by themes, edited again, turned into questions with a final cull to decide what would go to print and be part of my creative prompt cards.
I found some inspiration for my data themes from the following document. – page 5. Long before the categories I finally used developed from analysing the data I collected.
Themes could be;
- Design for Activation
- Design for Imagination
- Design for Recognition
Or from Ual The Exchange
Fostering belonging and compassionate pedagogy
by Vikki Hill, Liz Bunting and Jheni Arboine page 5.
- Belonging online
- De-biasing our course
- Whiteness
- Courageous conversations
- Micro affirmations
- Creating the conditions for compassion