24045288's blog

References

Bayeck, R. (2022) Positionality: The Interplay of Space, Context and Identity. International Journal of Qualitative Methods Volume 21: 1–9.

Bhambra, G, Gebrial, D and Nişancıolu, K. (2018) Decolonising the University. Pluto Press.

British Educational Research Association [BERA]. (2024). Ethical Guidelines for Educational Research (5th ed.). www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-2024

Converse, J, Presser, S. (2011) Survey Questions. Sage Research Methods.

Jones, L, Holmes, R, Macrae, C and Maclure, M. (2010) Documenting classroom life: how can I write about what I am seeing? Manchester Metropolitan University.

Oldenburg, R. (1989) The Great Good Place. Cambridge: Da Capo Press.

National Student Survey and Course Student Survey (Online, accessed 16/11/2025).

https://dashboards.arts.ac.uk/dashboard/ActiveDashboards/DashboardPage.aspx?dashboardid=cb332ce6-830c-452d-a1c1-5aca5c1828a2&dashcontextid=637169217954162575

UAL Canvas https://www.arts.ac.uk/colleges/london-college-of-fashion/visit-us (online, accessed 02/12/2025).

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Reflections on the completed survey.

The survey was successful with 9 out of 14 students responding – a 64.28% response rate.

It was good to see in the student feedback that they commented on the success of the survey itself and that they were excited to see the next steps, which I wasn’t expecting.

I found that having to send several emails to the students to both complete the survey and to send me the completed consent forms did take more time than I had anticipated.

Therefore, in hindsight, it might have been more effective to embed the consent form into the survey,. So that, for example, there could have been some text stating that if the student completes the survey, they are also consenting to be in the project.

However, one potential issue that could have arisen with this would be that I would not be able to know which individual students had consented and which had not. Having their names on the consent forms is important, as when it comes to co-creating the breakout space, I will need to be able to contact the students that have consented to be part of the co-creation stage.

Quantitative data:

In terms of those students who took part in the survey, there was an 81% response rate to the questions. While there was a 5 out of 5 star rating for how engaging the participants felt the survey was.

The survey results indicated that the student’s were on the whole in favour of the project, with all but 8 out of 9 students supporting the project’s implementation.

100% of the students who were in favour of the breakout space expressed that they would like to take part in the co-creation of the space.

There was a mixed response regarding course specific access to the space. With the majority of responses stating that they would like to have the space exclusively for FSP students. However, the responses also indicated that just under half of the participants would be in favour of the space being shared by students from different courses.

On reflection, I think that this could be a strong case for seeking to initiate further breakout spaces at different locations within the east Bank building, if, of course, this project goes ahead and is deemed to be a success.

Qualitative data:

All the responses were helpful in allowing me to understand the student’s perspectives on the proposal, particularly in the key areas of wellbeing and belonging.

The free text commentary was particularly useful, in allowing me to understand the participant’s ideas, needs and suggestions.

I had not previuosly appreciated the value of a survey with open ended questions, to allow the researcher insight into the opinions and perspectives of those who participate.

I have added a PDF of the completed survey below. A link is also available here, however this may have expired by the time that this blog is assessed, this is the nature of Mentimeter links unfortunately.

Designing the survey & Formative Assessment Reflection

I wanted the questionnaire to be successful, in terms of the richness of the responses gathered, and to be visually inviting. I did not know how to do this at first, however following a discussion with a member of the Digital Learning team at LCF, I decided to utilise the Mentimeter platform. I discovered that it has recently been offered to UAL staff and students as a free UAL subscription.

I met with the digital learning member of staff to go through the different designs and template options that Mentimeter offers. I learned that this platform allows the responses to be analysed very effectively, it is also highly accessible, offering a variety of questions that can generate options such as polls and graphs, as well as free text responses to questions.

I have added examples showing the different types of slides that I have used to create what I hope will be an engaging and useful questionnaire for analysing the student’s responses:

Formative Assessment Reflection:

Feedback summary – The feedback from my formative presentation was very helpful, in terms of streamlining the presentation and outlining the key research approaches and terminology.

While the 10-minute time frame was also helpful, in gauging a stronger sense of what can be achieved in this time.

Key takeaway points were as follows:

Text heavy slides, use bullet points. Or highlight key words. Less text.

Include the number of responses and the % rate that this is.

Include rationale of why I did the research images, as a research methodology (image based research).

Do thematic analysis – so focussing on thematic responses, ‘sense of belonging’ & ‘wellbeing’ – so it aligns with what I am hoping the project will achieve.

Analyse the responses, you can use them as direct quotes.

Outline challenges, such as leaving the room and not coming back.

Outline the success of the questionnaire, as mentioned in feedback.

Add to blog, reflections on Consent forms, as in the future, it might have been better to embed the consent form in the questionnaire. Also, the admin time it takes to chase students to complete the consent forms.

To save time in presentation – Use research images as a background image, with bullet pointed key text in front.

On blog, separate quantitative and qualitative data. – Reflect on this, in terms of the implications of the responses.

Pretesting the questionnaire.

As my project’s viability relies heavily on a questionnaire, I did research into the questionnaire as a tool. This is a new process to me, and I was initially struck by the importance of the design and testing of a questionnaire in the early stages of it’s development. I began to understand that as a researcher, you are either an ‘insider’ or an ‘outsider’ (Bayeck, R. 2022), while also operating as a designer of sorts, and that the questionnaire goes through a series of iterations, to see how it looks and sounds, see how people react to it, and then cut again, and try again. (Converse, Presser. 2011)

In order to enhance the effectiveness of the questionnaire, I carried out a series of iterative ‘pretests’, by approaching participants who are aware that they are participating in a pretest, so in effect testing the effectiveness of the questionnaire, and feeding back on areas that may not be as effective as I had hoped.

I decided to approach colleagues that I work with and a family member, as opposed to students, as I wanted to ensure that there would not be any pressure to conform to the perceived intentions behind the questions. I am aware that it is possible that students can perform to the perceived expectations when completing such a task.

Furthermore, non students, I understand that this approach could produce more useful responses due to their level of confidence, and their interest in the activity itself, thereby resulting in a willingness to give up some time to help with my research. “Narrowed down to this subset, investigators may find themselves relying on that familiar source of forced labour – colleagues, friend and family.” (Converse, Presser. 2011)

The pretests were communicated to the initial participants as a way to test:

• Effectiveness of the questions

• Clarity of the questions

• Balance of the question, in terms of allowing a broad range of responses.

• Neutrality of the questions, in order to allow the participants to respond freely and not feel that they are being directed to a desired response.

The resulting feedback from the pretest participants were helpful in allowing me to edit the questionnaire. Examples of feedback comments are:

I think it would work better if you had both prompt for ‘yes’ and ‘no’ in the same slide, like: If your answered yes, what do you think the benefits of the breakout space could be? If no, please explain why. This would streamlined the process and also would avoid students having to respond to a question that does not apply to their previous answer. 

A few questions could be more specific to help participants understand what kind of response you’re looking for. For example, instead of asking “Would a breakout space be useful?”, you could ask “In what ways might a breakout space support your learning or wellbeing?” This gives participants a clearer frame of reference.

Some questions might unintentionally suggest a preferred answer. For example, “Would a breakout space improve your wellbeing?” could be rephrased to “What impact, if any, do you think a breakout space could have on your wellbeing?” This keeps the question neutral and open-ended.

I would like to thank Marysa Dowling, Kirsten Leigh Zullo and Giacomo Occhipinti for their constructive feedback in responding to the pretest questions.

References:

Converse, J, Presser, S. (2011) Survey Questions. Sage Research Methods.

In order to gauge the practical and ethical implications of my project, I scheduled two meetings, one with the Dean of the School of Media and Communication (SMC), and one with a disability advisor at London College of Fashion (LCF).

Meeting with Dean of SMC 29.10.2025

I introduced the project to Jessica Bugg, Dean of SMC at LCF, this was a helpful way to frame and outline the intentions of the project, through the lens of social purpose.

The Dean’s responses were very positive, while there were some helpful comments about the importance of considering the wider implications of my project.

We discussed that the project could benefit from being realised as a pilot project, to assess if it can have a positive impact of the student’s use of space and the LCF East Bank building. While we discussed that the project can be viewed as an ‘open access’ intervention, which would potentially aid in it’s perception and benefits by the wider teams at East Bank. I am drawn to the term open access, as defining what or where is ‘open’ in the institution is very relevant and important, particularly in decolonising practices. (Bhambra, G, Gebrial, D and Nişancıolu, K. 2018).

The Dean suggested that I speak with James Montgomery, the Technical Manager for Media, Communication & Performance. I did this, and James was supportive of the initiative. I discussed the potential of co-creating the space with a group of students. He offered his support in providing me with information regarding the sourcing of building materials, should these be required, depending on the initial outcome of the research phase of the project.

Meeting with Disability Advisor 05.11.2025

I met with Hannah Leddy, Disability Advisor at LCF. We focussed on the ethical implications surrounding approaching student who have an Individual Support Agreement (ISA) in place. While Hannah was very supportive of the project’s aims and intentions. We both agreed that the manner in which the questions are framed would need to be considered, to ensure that they were not explicitly aimed only at students with an ISA, so to avoid the potential danger make those students feel under review.

Hannah went as far as providing detailed feedback via email:

“As a disability adviser through talking with students it is clear that having a space where they can go to rest in a quiet space close to where their classes are taught if they are feeling overwhelmed would be very beneficial to their wellbeing.  Being able to take short breaks from class and access to a quiet space are commonly requested reasonable adjustments.  At LCF students have often told me that they feel they would benefit from having a space that they can complete group projects in a quiet environment away from the hustle and bustle of the heart space. At present there is no designated space at LCF for group study. Creating a flexible breakout space where students have more influence over the function of this space would support students to be able to build their own inclusive communities within our college building in line with UAL’s commitment to embedding social purpose into our academic and environmental design.” Leddy, H. 05/11/2025

I Have added my completed ethical action plan, this has been edited in accordance with the feedback suggested by Mallika Kanyal.

This document is a chance for you to begin shaping your project while thinking through its ethical considerations, implications, and responsibilities. We know this might feel early in your action research journey, but this short plan is here to help pin down your ideas and work-in-progress.

Use whatever writing format that suits you – lists, bullet points, statements or paragraphs – and follow the suggested links stated alongside some of the questions for guidance.

A good starting point is the BERA Guidelines for Educational Research, fifth edition (2024) alongside the ‘Ethics Files and Resources’ on Moodle.

When you’re ready, email your draft to your allocated tutor 48 hours in advance of you first group tutorial in the week commencing 6 October 2025, so it can help guide the focus of discussions and support your project development.

Name: Danny Treacy

Tutor: Mallika Kanyal

Date: 03.10.2025

What is the working title of your project? Also write a few sentences about the focus of your project.   ‘Making Space’   One of the project’s focuses is to discover if there is a need for a space that is designated as a ‘breakout space’ external to our teaching spaces. This space would function on one hand as a workspace, where projects that could not be undertaken in the classrooms can happen. Another function of the space, would be a place to sit, think, gather thoughts, as an antidote to the busy teaching space where classes happen.   The other project’s focus is to discover, via participant feedback, if the existence and accessibility of the space will be of value to the students who have an ISA in place, and whose learning requirements specify that they require to leave classes intermittently. I want the space to function, unofficially, as a place for students with ISA’s to be able to go to, when they feel that they need to leave the class.   There is currently provision in many student’s ISA’s that they may leave class frequently, but there is never any designated space to go. I feel that this is an issue, as there is little thought or concern to the lack of belonging that one may feel when leaving a teaching area temporarily, but without a sense of direction or purpose. Of course, this is speculation, and would need to be researched further, by asking questions.   Therefore, it is my hope that the project will both result in creating a space that students utilise to be able to make, create, and discover a sense of ownership and belonging in the spaces where they study.

What sources will you read or reference? Share 5 to 10.   Oldenburg, R. (1989) The Great Good Place. Cambridge: Da Capo Press.   Bayeck, R. (2022) Positionality: The Interplay of Space, Context and Identity. International Journal of Qualitative Methods Volume 21: 1–9.   Bhambra, G, Gebrial, D and Nişancıolu, K. (2018) Decolonising the University. Pluto Press. National Student Survey and Course Student Survey (Online).   https://dashboards.arts.ac.uk/dashboard/ActiveDashboards/DashboardPage.aspx?dashboardid=cb332ce6-830c-452d-a1c1-5aca5c1828a2&dashcontextid=637169217954162575   (Accessed 15.10.2025).   Jones, L, Holmes, R, Macrae, C and Maclure, M. (2010) Documenting classroom life: how can I write about what I am seeing? Manchester Metropolitan University.   Converse, J, Presser, S. (2011) Survey Questions. Sage Research Methods.   British Educational Research Association [BERA]. (2024). Ethical Guidelines for Educational Research (5th ed.). www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-2024

What action(s) are you planning to take, and are they realistic in the time you have (Sept-Dec)?   I will create a focus group of students, to ask them if they would like to option of a breakout space/making space.I will also use an existing case study from a previous student’s requests and outcomes, that were benefitted by the creation of a workspace external to teaching spaces. I will be presenting the above cases to present to the Dean, in attempting to be granted permission to develop the space.I will then propose to the Dean that there is a requirement for the space and request our course creates a designated space to respond to student needs.I will also frame this to respond to student’s need in accessing a quiet space, for the students who need time out from class, as in agreement with their ISA.I envisage that the space will be quite simple, with the provision of desk space, a supply of simple mark making and sketching materials as a free resource for students to access.  I will co-create this space with the students who formed the focus group.   I do think that these plans are realistic in the given timeframe. They have changed since my previous intervention proposal. This was largely due to my previous proposal feeling slightly over ambitious and unrealistic in terms of space and staff allocation, and time as a resource. I would like to complete the project proposal within the timeframe; however I understand that this may be limited to the student consultation and data collection. The second phase which comes after the ARP, could be the creation of the space, as well as gathering feedback and reflections on the space’s usage.

Who will be involved, and in what way? (e.g. colleagues, students, local community…). Note, if any of your participants will be under the age years of 18yrs, please seek further advice from your tutor.   Students, in providing feedback via the National and course student surveys. Also in questionnaires or as a focus group, when I seek to investigate if my proposed intervention would be required, utilised, or helpful.   Colleagues, in providing feedback and collating their experiences and observations as to whether a there is a perceived benefit to my proposed intervention, and if it is a sustainable plan, in terms of resource allocation and maintenance.   Dean of School, in seeking permission to carry out my proposed intervention, as it requires a small amount of space designation and usage. Though I feel that this will have a positive benefit to student experience.

What are the health & safety concerns, and how will you prepare for them? https://canvas.arts.ac.uk/sites/explore/SitePage/42587/health-and-safety-hub https://canvas.arts.ac.uk/sites/explore/SitePage/45761/health-and-safety-policieRs-and-standards   After reviewing the UAL guidance, there are very little health and safety concerns, particularly as the project does not include the introduction of any dangerous materials or machinery.   However, I will complete a risk assessment form, if the project gets approved by the Dean.   I will also position in the space a list of the numbers of the support services at LCF, so that if required by student, it is on hand and readily available. However, it is important to stress at this stage that the intention of the space is to allay any feelings of distress, not increase them.

How will you manage and protect any physical and / or digital data you collect, including the data of people involved? https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-fifth-edition-2024-online#consenthttps://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-fifth-edition-2024-online#privacy-data-storage     I have created a participant consent form. The gathered data will only be used for the purpose of the project. I will anonymise the data gathered.

How will you take ethics into account in your project for participants and / or yourself? https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-fifth-edition-2024-online#responsibilities-participants https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-fifth-edition-2024-online#responsibilities-sponsors https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-fifth-edition-2024-online#responsibilities-wellbeing See Emotionally Demanding Research PDF on Moodle       I will need to consider the ethics of contacting students who have ISA’s in place, to ask if they think it is something of benefit. I have scheduled a meeting to speak with the student disability advisor to discuss this issue.

* The form itself is around 300 words, so with your additions the total length will come to a maximum of about 1,050 words.

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ARP Action Plan & Research into spaces

I often find that I need to put things into lists, as a way to try to create a plan and to structure my thinking around a subject.

Enquiry:

Is there a need for such a space?

Contact FSP alum, ask her for her insights into the benefits that the temporary FSP project space gave her.

Look at CSS/NSS feedback, to review comments on east Bank/facilities/spaces.

Student feedback from current cohorts.

Hannah Leddy feedback?

Research:

Existing spaces that function in a similar way.

LCC library.

V&A Storehouse

3^rd place theory

Lack of such places at East Bank – ‘wellness room’ …

The project as social purpose, embedding social purpose in the course philosophy.

Intervention:

Resources bid – paper, pens, whiteboard, markers, signage – all provided and maintained by FSP.

Put a notice about student services with QR code and email, to be pinned to the wall, as a form of support.

Approach Dean to see if it is possible.

Co-created with students.

Reflection:

Conversations with students who have used the space.

Observations on the space usage, record of the marks made/words.

Research into existing spaces.

Following the conversations in the first workshop of the unit, I would like to acknowledge and thank fellow PGCert student Gem Smith for suggesting that I should look at the LCC Library, and in particular the whiteboard installed there in an attempt to generate a better sense of belonging for students.

Gem also kindly emailed me some pictures that she took, two examples below:

Gem’s suggestion inspired me to research the LCC library. This then inspired me to research other spaces that attempted to create a welcoming environment in the use of architecture, objects, signage, and space.

Some of the images are below.

I then conducted further research into institutions that attempt to foster a sense of belonging. I was particularly impressed by the V&A Storehouse, a new museum that has recently opened in Stratford, London.

The use of spaces to generate a sense of belonging has been informed by my research into ‘Third Place theory’. A theory first posited by Ray Oldenburg.

Oldenburg’s text inspired me to research the existing spaces that exist in the LCF East Bank building that are designed to generate a sense of wellbeing. This led me to the ‘wellbeing Room’.

I found the wellbeing room to be quite depressing.

The image below is of the space that I propose to utilise in my action research project. As you can see in the image, it does not currently have a use, other than an unofficial storage space for rails. There is a sink and desk space in this area which are not used and which I believe have great potential.

The first workshop session in the unit was highly valuable as we were able to discuss our evolving ideas for our interventions. On reflection, I found that my original idea for the intervention was problematic. This was due in part to an unrealistic timescale, as I did not previously realise just how short we all were on time in order to complete the intervention. Furthermore, I came to realise that my intervention idea was going to be too resource heavy, with time and budget as very limited resources available to both myself and my teaching team.

During the course of the workshop, I reviewed and edited my ideas for the intervention, and subsequently for the entire action research project. As we discussed our ideas in groups, I explained that my intervention had evolved into a response that considers belonging as an aspect of social purpose in the teaching spaces at LCF. In particular, I have observed that there is a lack of spaces on the course that I lead for students to go to if they feel overwhelmed or if they want to work in a space that requires that ability to make a ‘mess’. Anecdotally, students have commented in class that while East Bank functions well as a building, it can at times feel sterile or soulless.

With the above in mind, I am using the action research project as a means to investigate student’s sense of belonging, and whether this can be improved by a small intervention in our teaching spaces, by designating a ‘breakout space’ for students to occupy at times when they may feel overwhelmed, or need a space to sit and think, with the added option of making work that cannot be made in the usual teaching spaces.

As a result of conversation with tutors and peers, I left the session feeling in a much more positive and knowing place when visualising the project’s intentions and reach.

1645 Words

Introduction:

This report reflects my position as course leader on the Fashion Styling and Production (FSP) course at London College of Fashion.

The report’s intentions are:

1. To address the awarding gap that is ongoing on the course, particularly in level 6.

2. To encourage a greater sense of belonging on the course.

1. The course currently has an awarding gap of 21% between Home White students and Home Black, Asian and Minority Ethnic (B.A.M.E) students who are awarded first or 2:1 degrees. The Ethnic Representation Index 2023, found that average the nationwide average was 12.3%. One its key aims is to drive change in addressing this institutional and structural issue at UAL, stating all students must “feel a sense of belonging”. (Mba, Lloyd-Barsley, Weigel, Longville, 2023)

2. Students have previously responded via the National Student Survey, that their sense of belonging on the course and in the college is low. This creates a series of challenges such as low attendance and attainment, which exacerbates the awarding gap.

Positionality:

The intervention I propose reflects my position as a British white male, I am aware that my position has the potential to unintentionally negatively impact the intervention. Therefore, I have attempted to ensure that my position does not impede the intervention design. I have conducted research and liaised with colleagues at LCF, to reduce any negative influence that my own position or preconceptions may have on the intervention proposal.

In my academic practice, I bring my values of inclusion and equity wherever possible. I come from a working-class background, as a result, I do not take my privilege as a course leader for granted. I am aware that education for many students is an incredibly difficult space to navigate, with the rising costs of education and living. This is further impacted by the pressures of finding employment, both during university education and immediately after graduation.

Context:

I propose a mixer event for students across all years of the course that I lead. The intervention will have gaming at its core, gaming as a form of community building and to foster a sense of belonging for all students on the course. I have previously co-designed two mixer events between the FSP and Creative Direction for Fashion (CDFF) course. While the previous mixer events were moderately successful, I feel that there is much more that can be done. It is with the added experience on this PgCert, and the Inclusive Practices unit, that I now feel empowered to enact positive change. I see the intervention, with its focus on belonging, as a form of social justice, with the aim of the mixer to address the two points raised in the report’s intentions. 

Reflection:

I had a tutorial with Amberlee Green, where we discussed the aims and intentions of the intervention. Of particular use was the discussion around how structured the mixer should be. I had originally planned that there would be an element of structure. However, on discussing the intention behind the event, to encourage the students to view the teaching spaces differently, and to see them as ‘their’ spaces, we decided that as limited a structure as possible was beneficial. The title ‘Teaching out, Social in’ came up as a potential, I like this a lot.

When discussing the intervention in our group presentations, I found helpful feedback from my peer group. When discussing structure and the previous mixers, I mentioned that they typically had an ‘ice breaker’ activity, but that this too felt like too much of a structured teaching type aspect of the event. One peer stated that they “live in fear of the ice breaker.” I think that ice breakers can be unhelpful and perhaps produce awkward situations. This is particularly relevant when we think about language.

A key aspect of my reflection is language. I lead a course that has a large international student cohort. I am aware from previous experience that activities with a social emphasis can rely on language, the ‘ice breaker’ for example. Therefore, I propose the use of gaming to circumvent the focus on language as a means of communication and socialising. During one of the previous mixers, I noticed that when one student brought out a pack of cards, there was an instant shift in the group dynamic: The space became more relaxed with the focus on the card game itself; the initial explaining of rules, playing the game, and conversation during the game. To summarise, interaction took place during the game that achieved the desired outcome of the mixer: socialising.

What I found particularly powerful, was that during the game play, the student who had brought out the pack of cards discussed their home and the fact that card games and different forms of gambling were part of their family dynamic, as they all worked in or owned bars and clubs in Los Angeles. So, in effect, the game initialised a wider conversation about heritage, family, place, and culture.

The emphasis on gaming in my intervention is something new to me. Therefore, I wanted to understand more about the social aspect and value of games and gaming.

I discovered that much contemporary discourse on gaming considers the idea of ‘communities of play’. On watching a recording of research conducted at Texas University A&M University, the speaker commented on the social value of game play for the audience, as well as the players, which can “support meaningful engagement in smaller groups”. (Hamilton, Garretson, Kerne, 2014) I had not considered the spectator aspect of gaming and found it highly relevant to the intervention. The presenter stated that to have a space to engage in the observation of game play can lead to conversations formed around interests, cultural backgrounds, relationships and social media data, thereby allowing participants to form smaller sub-communities outside of the game play itself.

This is something that we also reflected on in the group presentations, whereby the gaming is in a sense secondary, it is a vehicle that allows the social aspect to take place. As an audience, spectators can observe without the pressures of needing to engage directly, while allowing conversations to evolve.

The emphasis in the intervention will not be about a ‘winner’ or ‘champion’. Rather, it will be about fun, with the intention of breaking down institutional barriers.

Inclusive Learning

I referred to the UAL website Belonging Through Compassion, developed by Liz Bunting and Vikki Hill. This emphasises the value of community building activities as a form of social justice. It suggests that creating spaces for socialising encourages students to “get to know us, each other, themselves and our interconnectedness”. (Bunting, Hill, 2025) I hope that this will result in a greater sense of belonging, thereby improving attendance and attainment.

Furthermore, the concept ‘third place’ is prevalent within gaming contexts as well. Ray Oldenberg coined the term, which he defined as “a great variety of public places that host the regular, voluntary, informal, and happily anticipated gatherings of individuals beyond the realms of home and work.” The key emphasis on third places is that they “promote social equity by their informality, provide a setting for grassroots politics, create habits of public association, and improve well-being.” (Oldenberg, 1989, 2023) In this context, the mixer event can be viewed as an inclusive ‘third place’.

Evaluation & Conclusion:

Returning to language, I am aware of my own blind spot regarding the many student positions and identities. Of relevance here are perceived language barriers, social and cultural norms. To overcome my own blind spots as much as possible, on July 1^st 2025, I met with Dr. Eve Lin and discussed my ideas in relation to their research paper. Eve shared their perspective that how quietness is perceived, usually by white teaching staff, reflects a cultural power imbalance, particularly regarding Mandarin speaking students. Eve mentioned that from an East Asian perspective, education is centred on passive learning. Students in East Asia are taught not to speak out. Therefore, we discussed the importance of not singling out students to encourage them to speak in front of others in the mixer. Eve suggested this would be “actually quite cruel”. In East Asia, to speak out is to be punished, so quietness is not due to shyness, it is rather due to not wanting to make a mistake.

Eve suggested inviting students to bring snacks, to use food a s away to communicate, as food is the central social ritual in East Asia. Food and eating can therefore be viewed as a form of communication. With this in mind, I intend to invite students to bring snacks, something that they like, to go with the games that they like.

We discussed the pressures placed upon international students to achieve high grades, that this can overwhelm the social aspect of university life. However, Eve pointed out that regardless of the student’s priorities, in terms of grades and degree, they need to understand the need for social skills in terms of teamwork, networking and team building to succeed in industry. In this light, the mixer can be framed to develop social skills and networking. We both agreed that this could be a helpful ‘hook’ to encourage all students to attend the mixer event.

While, in tutorial discussion, Amberlee suggested that to invite students to bring a game that reflected their personality or taste would be a good addition to also asking students to bring a game that related to their culture or family, as the word family may be a trigger for some students.

Therefore, I will ensure to make it explicit that the activity is a social context, not education, as then students will not feel they are being observed or tested, so they will hopefully feel more secure and relaxed in the mixer. While I will invite students to bring a game that is not dependant only on family or culture.

References:

Mba, D , Lloyd-Barsley, C,  Weigel, A  , Longville, S. Ethnic Representation Index 2023.

Available at:  arts.ac.uk/ethnicrepresentationindex   

(accessed 01.07.25)

Hamilton, W. Garretson, O. Kerne, A. Streaming on twitch: fostering participatory communities of play within live mixed media. 2014.

CHI ’14: CHI Conference on Human Factors in Computing Systems. Ontario, Canada.

Available at: https://dl.acm.org/doi/abs/10.1145/2556288.2557048

(accessed 27.06.25)

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