Dissemination Strategy Discussed on Jones et al. (2020) Research Project
The word length of TMA 04 is 2000 words (excluding your title and list of references). Before starting work for this TMA, you should:
• remind yourself about word length in Section 5.2 of the Assessment Guide
• refer to the general guidance on assignments in the Assessment Guide
• consider the assessment criteria that will be used for marking your assignment.
• pay particular attention to the section on good academic practice. You may find it useful to work through the library activities ‘Introduction to ejournals’ and ‘Find a journal article from a reference’.
This assignment is based on EK313 Block 4.
During your study of Block 4 you have considered various approaches to disseminating research findings and the approaches taken by different researchers. In Unit 22 you worked through a number of activities relating to designing a dissemination strategy. In this assignment you will build on the work you did in Block 4 in order to design and critically evaluate an appropriate dissemination strategy for a specific research project. This assignment will also help you when you write the third part of your EMA.
Design and critically evaluate an appropriate dissemination strategy for the research project discussed in Jones et al. (2020).
Main sources
You will need to refer to:
Jones, L. et al. (2020) ‘“We are the same as everyone else just with a different and unique backstory”: identity, belonging and “othering” within education for young people who are “looked after”’, Children and Society, 34(6), pp. 492–506.
And a minimum of two sources from the module material.
Below is a list of module material that you may find useful in completing this TMA; you are not required to use all the material in this list. You must refer to the research article by Jones et al. (2020).
• Block 4 Units 18–22
• Module Reader Chapter 15 by Robb – cite as (Robb, 2014) in your assignment
• Module Reader Chapter 16 by Ruxton – cite as (Ruxton, 2014) in your assignment
• Module Reader Chapter 17 by Pascal and Bertram – cite as (Pascal and Bertram, 2014) in your assignment
• Module Reader Chapter 18 by Mann, Liley and Kellett – cite as (Mann, Liley and Kellett, 2014) in your assignment.
You may also refer to material studied earlier in the module, either other chapters in the Module Reader or online sources. All sources must be referenced using the Cite Them Right referencing system (as specified in Section 5.6 of the Assessment Guide).
Suggested approach
In this assignment you will focus on both designing and critically evaluating a dissemination strategy for a study examining the educational experiences of ‘looked after’ young people. The qualitative research used participatory methods to explore the challenges faced by the young people and the barriers that inhibited their sense of belonging within their schooling.
You are provided with a reference to an external source reporting this research: Jones et al. (2020) and you need to use this article which you can locate and access using the search skills you developed in TMA 03. Use the OU Library search facility to first find the journal title, then use the information in the reference to navigate to the correct volume and issue to locate the article. Once you have located the article, download a copy to your own computer and read it.
The TMA task asks you to design and critically evaluate an appropriate dissemination strategy for the research project by Jones et al. (2020). As you read the article, make a note of aspects of the research and research findings you consider should be disseminated to the research community and also to others who might be interested in this research study. You should pay particular attention to dissemination strategies for the young people who took part in the research and how you might present the data to them in an informative, useful and ethical way. As you read, note other factors that you think may be of interest or relevance, for example, you may wish to read the research findings and recommendations in some detail and consider whether these are specific to the location, or the age group, where and with whom the research was undertaken or whether they might have relevance elsewhere. Ask yourself:
• Why does research matter? (Be clear about how and why a particular piece of research is significant.)
• Who are the audiences for the research? (Be clear the research can be important and relevant in all kinds of different ways to a range of different audiences.)
• Who would be interested in the research findings and how they might be made aware of them? Here it is important to consider the role of the young people who took part in the research and how (or if) the findings should be disseminated to them.
• You should also keep in mind the ethics of dissemination. If you are disseminating widely, how will you ensure anonymity? If you are disseminating to a small part (such as those who took part in the research), how would you ensure confidentiality?
Before starting your TMA, you are advised to review your notes from Section 2 of Unit 22. Take time to consider who the potential audiences are for this study, which findings are relevant to which audience(s) and how might each audience be reached.
It is not necessary to find out about the researchers who carried out the project nor the ways in which the results of the actual project were disseminated. You are being asked to think about how the results of this study could potentially be disseminated clearly, efficiently and ethically to the relevant audiences. Your assignment will be marked according to:
• how well you are able to identify suitable audiences for the research – who should hear about the findings of this research?
• how realistic your plans for reaching those audiences are – how might different audiences be engaged?
• how well you think through the practical and ethical problems involved in disseminating the research.
The assignment not only asks you to design an appropriate dissemination strategy but also to critically evaluate it. In order to do this, you will need to refer to at least two sources from the module material in reflecting on your strategy. What are the strengths and limitations of your strategy? How does each part of the dissemination strategy contribute to the whole? Is your strategy appropriate for the different audiences you identify?
The TMA builds on key material discussed in Block 4. These brief notes may be useful as you consider which module sources to use in your TMA. In Chapter 15 of the Module Reader, Robb focuses on the different types of discourse within childhood and youth research that reflect the different approaches researchers employ to share their work with a range of audiences across academic, policy and practice arenas. Robb highlights how research dissemination is an important consideration for researchers during the planning stages of their research. Getting research into policy and practice, however, is not a straightforward task. In Chapter 16 of the Module Reader, Ruxton, and in Chapter 17, Pascal and Bertram, provide detailed examples of the complex process of linking research with policy and practice and the different strategies that can be used for engagement and dissemination.
Although this study may appear somewhat removed from the small-scale study you will design in your EMA project, similar principles apply and you will be able to use understanding developed here in Part 3 of your EMA.
Suggested structure
There are many ways of structuring this assignment, including choosing whether to write an essay or a planning document, utilising sub-headings, tables, bullet points and other formatting devices. These suggestions do not have to be followed, but may be helpful if you are unsure how to approach writing this assignment.
Remember – An essay begins with careful and efficient planning. An essay plan helps you organise your ideas and design a strategy that communicates appropriate information to the relevant audiences.
• In your introduction you could briefly describe the study described by Jones et al. (2020) and explain the main aims of your suggested dissemination strategy.
• You could then explain the significance of the research and identify the audiences to whom the research findings are relevant. How and why is the research significant to different groups of research users? Who else may be interested in these research findings? What are the potential barriers to reaching particular audiences? Are there other potential difficulties to overcome?
• You could then set out your suggested dissemination strategy. What will you be communicating to each of the audiences you have identified? How will you reach those audiences? Do not simply list and describe each element within the broader strategy, but provide details of how and why the different elements of the strategy will enable the results of the research to be communicated effectively and usefully to the different audiences. Consider the use of varied channels to engage with an audience and to facilitate communication and impact.
• You also need to critically evaluate each of the elements in your strategy. You might do this either when discussing the different elements of the strategy or in a separate section of your TMA. Think about the practical and ethical problems involved in implementing the strategy, and show that you are aware of the limits of what researchers can achieve.
• Finally, in a short conclusion, summarise the aims of your dissemination strategy and reflect on how effective you think it would be in meeting those aims.
• Note that this TMA asks you to critically evaluate your dissemination strategy. If you are unsure what ‘critically’ means in this context, you may find it useful to refer to the Open University Study Skills booklet ‘Thinking critically’ (available from the OU study skills website).
• Add a list of references, drawing on the Cite Them Right referencing system (as specified in the Section 5.6 of the Assessment Guide). The reference list must contain a correct reference to the specified journal article.
• The assignment title and list of references are not counted in the 2000-word length of this assignment.
• Give your word count at the end of your essay, before your reference list.
DISSEMINATION STRATEGY FOR JONES ET AL. (2020) RESEARCH PROJECT
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DISSEMINATION STRATEGY FOR JONES ET AL. (2020) RESEARCH PROJECT
Introduction
The research project conducted by Jones et al. (2020) was a qualitative study that explored the educational challenges experienced by young people labelled as ‘looked after’. The study highlights how identifying and consequently labelling young people as ‘looked after’ may negatively affect their sense of belonging in the learning context. Much research focused on educational attainment, including the relative attainment gap between young people perceived as ‘looked after’ and their non-looked peers. The Participants aged between 11 and 18 came from the Children in Care Council (CiCC) and local authorities in Northern England (Jones et al., 2020, p. 495). Participatory approaches such as interviews, surveys and discussions with young people were utilized to draw upon their voices. All discussions were audio-recorded and transcribed. Semi-structured group interviews were also administered to seven adults supporting the young people (Jones et al., 2020, p. 495). The study results discovered several educational disadvantages experienced by children and young people in the ‘look after’ system. They include high rates of exclusion from school, lower achievement rates in standardized tests, and poor progression rates into higher education or further studies (Jones et al., 2020, p. 503). The study also found that being labelled as ‘looked after’ lowers an individual’s sense of belonging and emotional well-being (Jones et al., 2020, p. 503). There are numerous dissemination strategies applicable to this research. Some include conferences and assemblies, academic journal articles, and blogs. The most appropriate dissemination strategy for the selected audience is conferences and class assemblies. This strategy aims to allow researchers to present their results and gain feedback from the audience (Harmsworth & Turpin, 2000, p. 13). It also seeks to increase the reach of evidence to teachers and parents. Additionally, conferences and assemblies aim to offer an opportunity for parents, teachers, and young people to connect and work together toward addressing the challenges experienced by young people labelled as ‘looked after’. This essay begins by identifying the audience to whom Jones et al. (2020) research findings are relevant. It then sets out and evaluates a suitable dissemination strategy related to the research. Next, the paper critically evaluates each part of the selected dissemination strategy and highlights practical and ethical problems in implementing the initiative. Lastly, the report assesses the ethics around the design.
Audience and Dissemination Strategy
Audience
Jones et al. (2020) focus on young people due to their likelihood of being looked after by adults. This makes children and young people the primary target audience for the dissemination strategy in the study. Jones et al. (2020) research is significant to young people as it is about their voice. According to Bucknall (2014, p. 71), listening to young people's voices helps achieve democratic practices during research. As seen throughout this study, young people are predominantly a part of participatory research which acknowledges as principal collaborators within the study. Participatory approaches with young people are critical because it allows the children to give their opinions, concerns and feelings (Pascal, 2014, p. 269) after being labelled as ‘looked after’.
Using children in this dissemination can create more possibilities that young people could reveal something different to adults. It puts them at the centre of the research by giving them a voice (Bucknall, 2014, p. 71). Jones et al. (2020) also give young people authority as they are in charge of the study. In research, the power given to young people gives them independence and allows them to express themselves (Mann et al., 2014, p. 289). As observed in Jones et al. (2020) study, all the young people were interviewed and surveyed to determine their experiences with the ‘looked after’ system. It indicates that chat young people played a significant role in the study as they controlled the entire process. Their responses were vital in establishing the damaging consequences of publically identifying and consequently labelling the participants as ‘looked after’ in the context of schooling.
Dissemination Strategy
Conferences and class assemblies are an ideal way to feed new research findings related to Jones et al. (2020) study. As previously noted, this dissemination strategy provides an early opportunity for researchers to present their findings and gain feedback from the audience. Policymakers, academic researchers, and practitioners are beneficiaries that conferences and class assemblies could attract. Other stakeholders include parents and teachers due to their direct engagement with the young people. The strategy allows for insightful debate and discussion within a short period (Robb, 2014, p. 242). Since Jones et al. (2020) study was small-scale, a conference presentation would be the most effective and achievable. The conference brings together all the stakeholders to reason and address the issue.
Teachers and parents, for instance, would learn how to approach young people labelled as ‘looked after’ to avoid negative impacts on their emotional well-being and education. They would also gain an insight into what matters to their children due to their engagement with supporting the young people. Academic researchers would aim to publish journal articles about the relationship between young people's 'looked after' labelling and their experiences. Simply, conferences and class assemblies give stakeholders a platform to advocate for the rights of young people as they strive to improve their academic achievements by reducing the negative impacts of the ‘looked after’ system.
Issues around organization, location and budgeting of this dissemination strategy would be considered to improve the beneficiaries' attendance (Cooper, 2014, p.58). The primary goal of conferences and class assemblies is to bring together different stakeholders with a common goal. This strategy provides efficient peer-to-peer communications to boost audience engagement, morale and satisfaction (Robb, 2014, p. 238). This can be achieved by facilitating effective communication in conferences and class assemblies. According to García–Sánchez et al. (2011), effective communication allows cohesive group engagement and networking among participants.
Through systematic planning and implementing reliable methods, researchers can improve engagement by involving representatives throughout the conferences and assemblies (Ashcraft et al., 2020). In other words, this dissemination strategy will engage an audience and facilitates communication and impact by offering a common ground for understanding educational disadvantages faced by young people are ‘looked after’ and addressing them. The attracted audience will share their ideas and experiences regarding the issue at hand as they focus on improving the emotional well-being of children and young people.
Parts of the Dissemination Strategy and Ethical Problems
Parts of the Strategy
In their research, Jones et al. (2020) used young people to ensure that their findings were disseminated to as broad an audience as possible. The study planned to involve participants in dissemination through conferences and class assemblies. This dissemination strategy has five essential parts: Establishing the objective of the event, audience selection, structured learning sessions, networking opportunities and final report generation (Clark et al., 2014). At the most basic level, the strategy focuses on establishing the objectives. Each dissemination strategy has a primary goal, which measures success. Understanding the strategy's objective helps researchers choose their target audience wisely and ensure the information reaches the desired audience (Robb, 2014, p. 242). It also helps the researchers to concentrate on the discussion to achieve the study's aims.
The next element is the target audience. The target audience plays a significant role in conferences and class assemblies. They enable the researchers to think about what is important to them for effective dissemination (Mann et al., 2014, p.287 ). Understanding the target audience begins with their demographics, personalities, interests, and motivations. Once this information is known, researchers can quickly generate conference ideas and create content that suits them. The other part of this dissemination strategy is structured learning sessions. Conferences and class assemblies bring together interested parties to learn and find solutions to emerging problems. In Jones et al. (2020) study, the stakeholders would work toward exploring and solving the challenges experienced by young people and the barriers that inhibited their sense of belonging withi...