Link to online Word document of the Ethical Action Plan
Link to download a copy:
Ethical Action Plan (500-750 words)*
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: Eden Chahal
Tutor: Carys Kennedy
Date: 16.12.25
| What is the working title of your project? Also write a few sentences about the focus of your project. Embedding digital design and fabrication support within studio tutorials in BA Interior and Spatial Design. In the courses I support as a technician, digital design and fabrication teaching is currently delivered asynchronously from academic studio teaching. The aim of this project is to gather insight from Year 1 and Year 2 tutors in order to map when, where, and how technical support is most relevant across the two years in which students are introduced to these skills, and to support tutors in helping students engage with digital and fabrication tools. Year 1 integration is scheduled and is being tested during the current academic year. This project will reinforce and reflect on the Year 1 studio-based integration. Through the Action Research Project, I will test a limited integration within one Year 2 studio context. Year 3 is not included at this stage of the research, as the project focuses on the two years in which students are introduced to and expected to develop their core technical skills. |
| What sources will you read or reference? Share 5 to 10. Methodology Martin, B. and Hanington, B. (2019) Universal Methods of Design: 125 Ways to Research Complex Problems, Develop Innovative Ideas, and Design Effective Solutions. Beverly, MA: Rockport Publishers. Creswell, J. W. and Plano Clark, V. L. (2018) Designing and Conducting Mixed Methods Research. 3rd edn. London: SAGE Publications. Whyte, W. H. (1980) The Social Life of Small Urban Spaces. Washington, DC: Conservation Foundation. Technical integration in studio contexts Wenger, E. (1998) Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press. Droste, M. (2002) Bauhaus, 1919–1933. Cologne: Taschen. Sams, C. (2016) How do art and design technicians conceive of their role in higher education? Spark: UAL Creative Teaching and Learning Journal, 1(2), pp. 62–69. Available at: https://sparkjournal.arts.ac.uk/index.php/spark/article/view/18 Ethical considerations: wellbeing and mental health BERA (2024). Ethical Guidelines for Educational Research, Fifth Edition. British Mental health and wellbeing guidance for staff. London: University of the Arts London. |
| What action(s) are you planning to take, and are they realistic in the time you have (Sept-Dec)? This project builds on existing, timetabled studio integration planned of term. This includes four Fridays of wood workshop shadowing at the start of term to ensure safe fabrication support. In Year 1 BA Interior and Spatial Design, I am timetabled in studio teaching for 11 full days between September and December, covering physical making, fabrication, digital support, and portfolio preparation. For Year 2, the action is specifically planned for the ARP. A single studio support session on 27 November, just before portfolio submission and focused on graphic and portfolio support. The outcome of these actions is to map when, where, and what type of technical support is most relevant, based primarily on tutor questionnaire responses and supported by observation. As it is not realistic for technical staff to support all years, at all times, and across all areas, this mapping provides a grounded basis for identifying key moments, forms of support, and appropriate expertise across Years 1 and 2. The project is realistic within the timeframe, as Year 1 activity is already embedded and Year 2 activity is deliberately limited. |
| 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. The primary participants are Year 1 and Year 2 tutors on the BA Interior and Spatial Design course. These are the two years in which students are introduced to and develop core digital design and fabrication skills. Data will be collected from tutors through an online questionnaire allowing reflective input on how technical support aligns with studio teaching. Given the diversity of tutors’ backgrounds and levels of technical expertise, the project aims to map existing practices and identify where targeted technical support can best complement studio teaching. My analysis will be informed by my own reflections of being in the space. |
| What are the health & safety concerns, and how will you prepare for them? Student wellbeing and access This project aims to improve access to technical support for students who may be less likely to use existing forms of additional help. Embedding support within studio time allows engagement to remain informal and non-intrusive. I have completed mental health awareness training to help recognise when additional care may be needed and respond appropriately. Fabrication safety As part of my role, I support fabrication processes, including work in the wood workshop. In preparation for this integration, I completed four weeks of training in the wood workshop (one day per week), ensuring safe practice in line with UAL health and safety procedures. Role boundaries Studio tutors work within limited timeframes and often need to standardise delivery. My role is to offer an additional technical perspective or alternative entry point for students, not to replace tutoring or academic feedback. I will provide technical guidance only and will not take on responsibilities that overlap with or replace those of academic staff or Hourly Paid Lecturers. |
| 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#consent https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-fifth-edition-2024-online#privacy-data-storage This project will collect data from tutors, supported by non-intrusive observation of student engagement within studio settings. Data will include: Qualitative data from a questionnaire completed by tutors, exploring pedagogical approaches, technical expectations, and perceived points of support. Descriptive counts as secondary data related to student booking of current resources, used to contextualise tutor responses rather than for statistical analysis. No names or identifiable details will be recorded. Students are not research participants and will not be individually identified. Any quotations or reflections from tutors will be anonymised. All data will be stored securely on UAL-approved systems, with access limited to myself and, if required, my tutor, in line with BERA guidance on consent, privacy, and data storage. The questionnaire will be via Microsoft Forms, which is a secure platform used by UAL. |
| 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 This project is informed by the BERA Ethical Guidelines (2024), particularly guidance on participant wellbeing and power relationships. At the core of the project is an ethical concern around role boundaries: how to offer meaningful technical support without replacing academic teaching. The project is intended to map how technical support can help tutors better support students, rather than to duplicate or absorb tutoring roles. Embedding support within studio time is also an ethical response to inequalities of access, particularly for students who may avoid optional support due to anxiety, mental health difficulties, or external commitments. Engagement remains informal and voluntary. Students are not treated as research participants or individually identified. |
The consent form is included at the top of the Microsoft Form, followed by a prompt to consent to participate in the research. Due to the limited number of participants, a deductive disclosure note has been included.
