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.