Findings – the headlines
Focus Group – Reported
- Students reported to prefer visual sustainable suppliers posters or displays that they can take photos of, over physical handouts or digital downloads of sustainable suppliers lists via Moodle.
- Students reported to lack of confidence in their own skills and abilities, which may prevent them from entering the space, and/or accessing technical support in sustainable costume realisation processes
- Students reported interest in and enthusiasm for practical sustainability skills workshops
- Students reported a lack of interested in visual poster displays of sustainable costume realisation processes
Poster Display of Sustainable Suppliers – Evidenced
- Students actively interacted with poster displays of sustainable suppliers more readily than physical handouts or digital downloads of sustainable suppliers lists via Moodle.
Workshops – Evidenced
- Student attendance/active interaction with sustainable practices workshops was poor
- Students who did attended the workshops expressed positive engagement with the content of the workshop, and sustainable costuming practices
Combined Findings
- Students are more likely to engage with a sustainable suppliers poster or display than physical handouts or digital downloads of sustainable suppliers lists.
- Students reported interest in and enthusiasm for practical sustainability skills workshops
- Students who attended sustainable practices workshops expressed positive engagement with sustainable costuming practices
- Students reported a lack of confidence in their own skills and abilities, which may prevent them from entering the space, and/or accessing technical support in sustainable costume realisation processes
Reflections
- The reported preferences of the students for a poster display of sustainable suppliers was evidenced in later data collection.
- Displaying the interactive poster, and collecting data on the provision of physcial handouts for a longer period – ideally a whole term, would have produced better quality data, which could have been collected cumulatively, and cross referenced with curricular activity.
- the students who stuck green dots of the interactive display poster are likely to have looked at the resource multiple times since first photographing it, but I have not collected data on this – nor have I collected data on the number of times a student has used a handout. This would be a useful next step.
- Very small resulting qualitative data sets
- Different workshops could be trialled at different time, on different days, at different points in the academic term. Different ways of advertising them (different wording, etc, use of images, placement of posters, could be trialled to improve engagement,
- Discarding of data
- Use of qualitative and quantitive data