Table AI Program component focus group... | Emerald Publishing

Table AI

Program component focus group evaluation

Program component	Focus group evaluations (code: T=tutor, S=student)
Problem diagnosis	“[…] they needed the panel because […] it seemed to me that they were kind of all over the place, they weren’t as well focused as they should have been” [T3] “[…] the panel worked very well because you had people there with different backgrounds, with different skill sets […] I thought it worked really well […] you were able to match students to supervisors” [T2] “[…] coming in earlier gives the opportunity to craft the project more and make more ownership but what I enjoyed about it was that I met the student with a fully formed idea and I could be much be more purposeful and tactical with my interventions […] a lot of my dissatisfaction with supervision comes from the faffing around at the start in terms of ‘what I’m doing’ it’s quite unproductively done. You know – It’s great when they really try an idea and bring them to the proposal” [T5]
Data collection residential	“[…] up to that point my dealings with those students were in a very academic focus […] I found that session particularly useful for giving us a kind of a collegial mentality which makes us very useful thereafter” [T3] “The students wouldn’t be having that class interaction I think it was hugely important in that sense to give them a sense of a cohort, of being part of something beyond themselves, and to know that there was support there for them as well” [T4] “It [the Residential] was an excellent idea […] it worked very well in terms of building their confidence as well” [T2] “I think that worked very well because we had been missing each other because we were not in a classroom anymore we were on our own and I thought that was very good because it was very hard during the summer to keep focused, trying to get something drafted and I just found that that perked me up” [S8] “We were getting validation for what we had already done and telling you, you were on the right road now and I thought that was very good, giving you the kick up for the next stage” [S4] “The lady who gave us a talk [keynote speaker] […] I thought that was brilliant and to me it made it very clear because up to that point I wasn’t really sure what was action research and what is a thesis” [S9]
Initial findings network evening	“The poster forced the student to abstract from all the materials that they had and I thought that was a good skill. It also required them to be able to communicate orally” [T1] “I think it was a great event and thought it was brilliant from a learning perspective for all of them, and a confidence booster […] he thought his findings were rubbish until I saw them when he presented them verbally and […] on the poster and I said ‘well, they’re not rubbish’” [T3] “The posters really did help him […] there was a logic there on that poster and that really got him onto a track from there on” [T2] “[…] it brought them back to life and it gave them a structure for the final document […] I’m pretty sure that the thesis wouldn’t have landed […] to have […] this navigation structure […]” [T5] “It was great to get them there to see actual findings I think that was great. I have findings” [S8] “By presenting it to other people you do get more confidence in what you have done” [S5] “[…] they ask you questions that make you think around it a bit more and it gets you into another level” [S2] “I think the key moment of that was the poster event and it was something that for me anyway […] that became the basis for the rest of it after that because I thought it went through everything together up to that point whereas the presentations during the residential was important I thought the poster event was the key because if you couldn’t get to the poster event you couldn’t finish” [S12]
Reflective practice	“[…] his reflective piece was very impressive. He gained enormously from that and I think the Action Research approach is very effective, because to an extent it is more meaningful to them” [T2] “The time that I took on the course got me in the process of reflection critically important to me and critically important to how we changed the business the process of reading of experiences of other companies” [T1] “Anything in the log that was an event or an incident it made you try and instead of reacting to the incident at the time it made you actually understand […] you question things more than just reacting I think that was the benefit from that point of view for me anyway” [S12] “It did make you think about what you are doing what you are looking at, can relate it to work. It is hard not to but I think if you do take time out to reflect not to sort of, you look at everything in the context of what you are dealing with that day or that week so. I thought it was very, very useful and I could have made more use of it” [S10] “[…] emotional response on behalf of my team to a change that they were not part of and that ended up being my core focus when it came to the thesis and that was right through the log” [S1]
Project write-up and submission	“The guidelines were a huge help and also the notes being so well organised when you are doing it and although you can have access to your tutor and you can bounce things off your tutor there is a lot of time to be spent, a lot of time spent on your own, scratching your head” [S12] “When I (sic) doing the dissertation or the thesis in the end a lot of things only clicked in place for me then I didn’t realise the DCP and aspects of it and taken parts of it fell so nicely into the dissertation” [S7]
Reflections on faculty experience	“I’m not sure to what extent additional intervention would have assisted their struggle because the nature of their struggle to a large extent were issues outside of the institution and the programme [T1] […] was my experience as well” [T3] “[…] very thoughtful programme, very strong reflection. We got a lot of development in it as well as the students” [T2] “I think out of the last year or two it was probably the most interesting programme I was involved in and I think that came from the innovative use of methods, work standard, the collegial engagement that happened, and the kind of collective sense making at each stage and process” [T5] “[…] one of the most worthwhile experiences I partook in over the two and a half years I have been here. I could see the benefit, like Tutor 2 said, for myself – certainly I learned a lot from it and that was mainly garnered through the collegial aspect to it” [T4] “I think the programme has been incredibly effective with engaging with executives” [T2] “In terms of changing it, I would give more interventions along the way” [T5] “I would be a little bit more prescriptive in terms of what the students are required to present, because in one case the student wasn’t as on top of the whole project early enough” [T1]

Program component	Focus group evaluations (code: T=tutor, S=student)
Problem diagnosis	“[…] they needed the panel because […] it seemed to me that they were kind of all over the place, they weren’t as well focused as they should have been” [T3]“[…] the panel worked very well because you had people there with different backgrounds, with different skill sets […] I thought it worked really well […] you were able to match students to supervisors” [T2]“[…] coming in earlier gives the opportunity to craft the project more and make more ownership but what I enjoyed about it was that I met the student with a fully formed idea and I could be much be more purposeful and tactical with my interventions […] a lot of my dissatisfaction with supervision comes from the faffing around at the start in terms of ‘what I’m doing’ it’s quite unproductively done. You know – It’s great when they really try an idea and bring them to the proposal” [T5]
Data collection residential	“[…] up to that point my dealings with those students were in a very academic focus […] I found that session particularly useful for giving us a kind of a collegial mentality which makes us very useful thereafter” [T3]“The students wouldn’t be having that class interaction I think it was hugely important in that sense to give them a sense of a cohort, of being part of something beyond themselves, and to know that there was support there for them as well” [T4]“It [the Residential] was an excellent idea […] it worked very well in terms of building their confidence as well” [T2]“I think that worked very well because we had been missing each other because we were not in a classroom anymore we were on our own and I thought that was very good because it was very hard during the summer to keep focused, trying to get something drafted and I just found that that perked me up” [S8]“We were getting validation for what we had already done and telling you, you were on the right road now and I thought that was very good, giving you the kick up for the next stage” [S4]“The lady who gave us a talk [keynote speaker] […] I thought that was brilliant and to me it made it very clear because up to that point I wasn’t really sure what was action research and what is a thesis” [S9]
Initial findings network evening	“The poster forced the student to abstract from all the materials that they had and I thought that was a good skill. It also required them to be able to communicate orally” [T1]“I think it was a great event and thought it was brilliant from a learning perspective for all of them, and a confidence booster […] he thought his findings were rubbish until I saw them when he presented them verbally and […] on the poster and I said ‘well, they’re not rubbish’” [T3]“The posters really did help him […] there was a logic there on that poster and that really got him onto a track from there on” [T2]“[…] it brought them back to life and it gave them a structure for the final document […] I’m pretty sure that the thesis wouldn’t have landed […] to have […] this navigation structure […]” [T5]“It was great to get them there to see actual findings I think that was great. I have findings” [S8]“By presenting it to other people you do get more confidence in what you have done” [S5]“[…] they ask you questions that make you think around it a bit more and it gets you into another level” [S2]“I think the key moment of that was the poster event and it was something that for me anyway […] that became the basis for the rest of it after that because I thought it went through everything together up to that point whereas the presentations during the residential was important I thought the poster event was the key because if you couldn’t get to the poster event you couldn’t finish” [S12]
Reflective practice	“[…] his reflective piece was very impressive. He gained enormously from that and I think the Action Research approach is very effective, because to an extent it is more meaningful to them” [T2]“The time that I took on the course got me in the process of reflection critically important to me and critically important to how we changed the business the process of reading of experiences of other companies” [T1]“Anything in the log that was an event or an incident it made you try and instead of reacting to the incident at the time it made you actually understand […] you question things more than just reacting I think that was the benefit from that point of view for me anyway” [S12]“It did make you think about what you are doing what you are looking at, can relate it to work. It is hard not to but I think if you do take time out to reflect not to sort of, you look at everything in the context of what you are dealing with that day or that week so. I thought it was very, very useful and I could have made more use of it” [S10]“[…] emotional response on behalf of my team to a change that they were not part of and that ended up being my core focus when it came to the thesis and that was right through the log” [S1]
Project write-up and submission	“The guidelines were a huge help and also the notes being so well organised when you are doing it and although you can have access to your tutor and you can bounce things off your tutor there is a lot of time to be spent, a lot of time spent on your own, scratching your head” [S12]“When I (sic) doing the dissertation or the thesis in the end a lot of things only clicked in place for me then I didn’t realise the DCP and aspects of it and taken parts of it fell so nicely into the dissertation” [S7]
Reflections on faculty experience	“I’m not sure to what extent additional intervention would have assisted their struggle because the nature of their struggle to a large extent were issues outside of the institution and the programme [T1] […] was my experience as well” [T3]“[…] very thoughtful programme, very strong reflection. We got a lot of development in it as well as the students” [T2]“I think out of the last year or two it was probably the most interesting programme I was involved in and I think that came from the innovative use of methods, work standard, the collegial engagement that happened, and the kind of collective sense making at each stage and process” [T5]“[…] one of the most worthwhile experiences I partook in over the two and a half years I have been here. I could see the benefit, like Tutor 2 said, for myself – certainly I learned a lot from it and that was mainly garnered through the collegial aspect to it” [T4]“I think the programme has been incredibly effective with engaging with executives” [T2]“In terms of changing it, I would give more interventions along the way” [T5]“I would be a little bit more prescriptive in terms of what the students are required to present, because in one case the student wasn’t as on top of the whole project early enough” [T1]

Note: While findings are presented together above, the student and tutor focus groups were carried out separately