participant then reflected on the event, using the photographs as a tool, followed by thematic analysis conducted on the reflective transcript. Here, photo elicitation was the mechanism employed to evoke the emotions and memories of the lived experience using participant’s this innovative qualitative method. However, despite growing prominence as a research method, it is often overlooked in qualitative research methods curricula. Therefore, the aim of the paper was to introduce such methods as a creative assessment element of a masters programme and bring alive qualitative research through encouraging students to fully engage in the associated reflexive process. Method: Participants: 30 students took part in the project (22 Females and 8 Males; age range 21 58 years). All – participants were undertaking postgraduate study at a UK university. They participated as part of a research methods module which had been approved by a university ethics panel. Participants consented to taking part in the research study and were assured of anonymity and confidentiality regarding the work produced. Furthermore, participants agreed and drew up a signed a contract of conduct around respecting each and maintaining the other’s viewpoints privacy of the information shared. As the work was conducted as part of an assessment, the students retrospectively gave us permission to extracts from their student completed work being included in this paper. Procedure: The participants working in groups of 3-4 undertook a creative analytic project which focussed on photo elicitation. Specifically, the participants were instructed to construct ideas or choose a topic from which they could use photographs as the basis of a reflection. The photographs could either be pre-existing or taken for the specific purpose of the project.
participant then reflected on the event, using the photographs as a tool, followed by thematic analysis conducted on the reflective transcript. Here, photo elicitation was the mechanism employed to evoke the emotions and memories of the participant’s lived experience using this innovative qualitative method. However, despite growing prominence as a research method, it is often overlooked in qualitative research methods curricula. Therefore, the aim of the paper was to introduce such methods as a creative assessment element of a masters programme and bring alive qualitative research through encouraging students to fully engage in the associated reflexive process. Method: Participants: 30 students took part in the project (22 Females and 8 Males; age range 21 – 58 years). All participants were undertaking postgraduate study at a UK university. They participated as part of a research methods module which had been approved by a university ethics panel. Participants consented to taking part in the research study and were assured of anonymity and confidentiality regarding the work produced. Furthermore, participants agreed and drew up a signed a contract of conduct around respecting each other’s viewpoints and maintaining the privacy of the information shared. As the work was conducted as part of an assessment, the students retrospectively gave us permission to extracts from their student completed work being included in this paper. Procedure: The participants working in groups of 3-4 undertook a creative analytic project which focussed on photo elicitation. Specifically, the participants were instructed to construct ideas or choose a topic from which they could use photographs as the basis of a reflection. The photographs could either be pre-existing or taken for the specific purpose of the project.
PLAT%20paper%20Version3.docx