At the end of last term my research question was “How can aspects of gaming inspire teaching and learning?”
But a recent conversation with a friend about Imposter Syndrome inspired me to change my research question. I realised that throughout my time at university as a young adult I experienced Imposter Syndrome without any awareness of what it was and continue to experience it in my working life, and especially now while I’ve been doing my PG cert.
My interest in the topic prompted me to have conversations about Imposter Syndrome with friends and colleagues who work in the field of graphic design and I discovered that they all seemed to experience it at some stage in their careers.
Clance and Imes (1978) witnessed Imposter Syndrome when researching high achieving women who felt that their success was due more to luck than ability. It is a phenomenon that is well-researched in education (Heinrich 1997; Studdard 2002; Wilans and Seary 2011), affecting not only undergraduates but also doctoral students (Coryell et al. 2013; Gardner and Holley 2011) and academic staff (Knights and Clarke 2014). It is typical of mature students who feel they do not deserve to be in higher education and constantly need to prove themselves (O’Donnell and Tobbell 2007). Their confidence in their ability may be tested by unfamiliar academic practices making them feel vulnerable and marginalised (Housee and Richards 2011).
Using the assessment process to overcome
Imposter Syndrome in mature students – Amanda Chapman (2017)
Some questions:
To what extent does Imposter Syndrome effect those who work in creative industries?
I mainly teach first year students and in my experience many have come straight from secondary school. Can addressing Imposter Syndrome and how to handle it help to ease student anxiety – at university and then in their future careers? Can acknowledging it help to improve their sense of belonging at university and beyond?
For the group session I read Writing small discoveries: an exploration of fresh observers’ observations by AKSEL H. TJORA
The article discusses the many different ways one can perform a field observation. I found it initially quite difficult to get into but found it interesting that there were so many ways to conduct an observation – the sample observation of a flatmate’s hangover was particularly amusing.
Here are the combined notes from our mini group discussion on the article:
Based on the comments on the Miro board for the article by Vaughan et al (2013) on focus groups I decided to read this also as I feel this this method of research could be one that I might use for my project.
The goals are to conduct an interactive discussion that can elicit a greater, more in-depth understanding of perceptions, beliefs, attitudes, and experiences from multiple points of view and to document the context from which those understandings were derived.
If conducted properly, the researcher can elicit substantive information about participants’ thoughts and feelings on the topic of interest in relatively little time.
Researchers can gain insights through listening to participants use their words and expressions to communicate their experiences.
Another assumption is that people can describe their perceptions and behaviors (Lederman, 1990). With the guidance of a moderator, individuals are capable of reporting on their own cognitions, feelings, and behaviors in an accurate and forthright manner. Unlike most structured interviews or surveys, participants in focus group interviews have the opportunity to clarify, extend, and provide examples. Moreover, astute moderators can use probes to help participants further direct or amplify their comments.
One of the major advantages of focus group interviews is their “loosening effect.” In a relaxed group setting where participants sense that their opinions and experiences are valued, participants are more likely to express their opinions and perceptions openly (Byers & Wilcox, 1988).
Why Use Focus Group Interviews in
Educational and Psychological Research? – Vaughan et al (2013)