Monthly Archives: January 2026

Please see link below for the project presentation slides: Presentation slides [link]

Quoted literature Alvesson, M. (2012) ‘Views on interviews: A skeptical review’, in Interpreting Interviews. London: SAGE Publications. Blair B. (2011) ‘At the end of a huge crit in the summer, it was “crap” – I’d worked really hard but all … Continue reading →

I’ve divided the report into two parts to address the dual themes and resultant interventions in the crit session. The first part will discuss formality in practice: considering results of both the scaffolding template and the peer-to-peer feedback design. The … Continue reading →

I have chosen reflexive Thematic Analysis (Braun & Clarke, 2022). Therefore, I will use my own positionality, as practitioner/educator, in the process of meaning-making from the data. As this study is rooted in pedagogy, hence a theory-based approach, I will … Continue reading →

In the development of this intervention, I have relied on analysis of statistics and pedagogical theories as well as my own personal experience of design interventions in the structuring of crit sessions. In applying action research (McNiff & Whitehead, 2010), … Continue reading →

Rationale for introducing professional readiness in the crit session In my recent experience of the composition of cohorts, with regards to socio-economic background, I felt that familiarity with industry provided an advantage for some more privileged students. The Sutton Report … Continue reading →

Completing the Ethical Action Plan was a challenging process as this was new territory for me. I was grateful for Frederico’s input and below is my final version: Ethical Action Plan [link]

Rethinking the Crit – Fostering a professional mindset as a way to promote inclusivity (Research question: What practice-based interventions can make crit sessions more inclusive, while fostering professional readiness?) Situating my progress Focusing on the issues examined in my Case … Continue reading →