Methodologies in work-based research: finding the right fit

This editorial article introduces a practical toolkit to support researchers in selecting appropriate methodologies for work-based inquiry. Emphasising the importance of aligning research methods with research aims, the article explores key methodological paradigms - qualitative, quantitative, interpretivist, ethnographic, case study, action research, and positivist approaches - highlighting their relevance and application in workplace contexts. The toolkit uses visual aids and practical examples to help practitioners conceptualise research designs that reflect real-world complexities, including change management scenarios. It also stresses the value of reflective practice and adaptability in the research process, particularly within collaborative, iterative frameworks such as action research. Methodological choices are made simple and thoughtful selection is encouraged, based on context, purpose, and desired output. This resource ultimately equips vocational and professional researchers with accessible guidance for effective research design and data collection, offering a foundation for deeper insight and meaningful organisational improvement through tailored research strategies

Frequencies: Sound together in the live learning experience

Frequencies: Sound together in the live learning experience Roshni Bhagotra, University of the Arts London, [email protected]

Ambassador programme: a reflective analysis of a work-based project (example submission)

This paper explores the creation and impact of an Ambassadors Programme within the youth development charity Seas Your Future. Triggered by sector pressures, the programme aimed to boost brand visibility, stakeholder engagement, and organisational resilience amid economic uncertainty. After an initial unsuccessful ambassador recruitment in 2021, a renewed approach in 2023, informed by motivational theories such as Maslow’s Hierarchy of Needs and Herzberg’s Two-Factor Theory, successfully recruited 28 diverse ambassadors across the UK and internationally. Despite organisational challenges including voluntary liquidation and structural changes, ambassador commitment remained strong, underscoring the programme’s effectiveness in fostering shared values and community alignment. The project enhanced the author’s leadership, communication, and strategic skills while highlighting the importance of authenticity, transparency, and value alignment in sustaining engagement. Lessons learned emphasise the need for clearer long-term structures and risk management. This case illustrates how mission-driven ambassador initiatives can strengthen small charities’ resilience and growth

Factors driving achievement and retention rates of apprentices in the casual dining sector (example submission)

This study investigates factors influencing achievement and retention rates among apprentices within an employer-provider in the casual dining sector. Using a mixed-methods approach, data was collected from company records and a learner survey to identify challenges and enablers of success across 150 sites. Four key factors were identified: workplace support, completion of functional skills, method of employment, and access to off-the-job training. Findings revealed that learners with strong managerial support and pre-apprenticeship recruitment were more likely to complete their programmes, while inadequate time for functional skills and limited access to resources hindered progress. Six targeted recommendations were implemented, including improved induction packs, enhanced recruitment screening, and IT upgrades. One year post-implementation, the organisation reported a 14% increase in achievement rates and significant improvements in learner satisfaction and progression. These results support the organisation’s ambition to expand its training provision and reinforce the importance of structured support in vocational education

Embody your Intention: Using Somatic Practices to Enhance Student and Teachers’ Creativity and Engagement

In contemporary higher education, there is a critical need to reimagine pedagogical practices through holistic mind-body approaches. The author explores the transformative potential of integrating mindfulness, yogic principles, and somatic practices into academic teaching methodologies. By focusing on lecturers\u27 intentional reconnection with both their pedagogical purpose and their own personal intention, this work examines how targeted physiological interventions—including vestibulo-ocular reflex (VOR) stimulation, proprioceptive exercises, and coherent breathing techniques—can serve as powerful intro to a vast array of creative classes. Somatic practices, such as visual detoxification and mindful breathing, and embodied learning strategies can be proposed in the classroom through a series of practical exercises and act as a resource to help improving educators\u27 cognitive presence and students\u27 engagement. The author proposes a comprehensive approach to turning traditional lecture formats into meaningful, transformative learning experiences, promoting a paradigm shift in curriculum design that prioritizes holistic well-being and intentional teaching

See saws and sandboxes: enabling meaningful reflective practice in art and design teaching

This paper tackles the ‘wicked problem’ of reflective teaching in the creative arts.  Rittel and Webber (1973) characterise ‘wicked problems’ as problems that include a large number of complex variables, all of which are dynamic, contextually bound, and interdependent. Whilst ‘reflection, the arts and education go hand in hand’ (Burnard and Hennessey, 2006: ix) with students routinely expected to critically reflect, art and design lecturers may not practise meaningful reflection in their own teaching. This phenomenon is further complicated by differences in disciplinary contexts and generic institution-wide intervention. Academic development literature on this topic may be viewed as unconvincing and irrelevant, introducing models of reflection which lecturers may perceive as a ‘right way to reflect’ (James, 2007). Exposing this disconnect between reflective academic development theory and creative arts practice, the paper draws on the insights from a small scale EdD research exploration of how creative arts lecturers talk about reflecting on their teaching (McKie, 2022). The findings offer some new methodologies for stimulating reflection, particularly amongst dual professionals in art and design, which acknowledge the importance of understanding disciplinary social and cultural contexts influencing the take up of reflective pedagogy

Teaching Illustration in the Age of Generative AI

According to Klaus Schwab, the Fourth Industrial Revolution is characterised in part by AI and machine learning (Schwab, 2017). Importantly, he proposes ‘4IR’ as distinct from previous industrial revolutions due to its “velocity”. This paper chronicles the introduction of AI into teaching and learning on an illustration degree programme from 2020 to 2024. During this time, AI developed rapidly and some students who were unaware of its potential in 2020 now express concerns about its impact. Some used AI in their projects, while others regard it with scepticism. This paper explains the selection process used to evaluate the AI tools and recounts how students responded to its inclusion in teaching and learning. Based on experience gained from the study, it proposes an AI monitoring and implementation process that can be used by other courses, and outlines the challenges and opportunities faced by higher education at a time of rapid change

Rebranding Learning & Teaching at the University of Salford: Building a creative community to support academic practice.

Rebranding Learning & Teaching at the University of Salford: Building a creative community to support academic practice. Prof Jess Power, Learning & Teaching Enhancement Centre, University of Salford, [email protected]               Dr Calum Thomson, Learning & Teaching Enhancement Centre, University of Salford, [email protected]                Davina Whitnall, Learning & Teaching Enhancement Centre, University of Salford, [email protected]   Contact: [email protected]

Welcome to JVRP: introducing the journal and its mission

This first editorial article introduces the Journal of Vocational Research and Practice (JVRP), a new platform dedicated to bridging the gap between academic research and industry practice. Stemming from research conducted at the University of Staffordshire, the journal responds to the need for accessible, practitioner-informed dissemination of work-based learning outcomes, particularly those from Higher and Degree Level Apprenticeships. The paper explores the evolving scope of vocational research, emphasising its potential to inform policy and address productivity challenges within the UK and beyond. JVRP advocates for interdisciplinary collaboration, and values contributions from all vocational levels and sectors, including apprentices, degree students, and professionals undertaking practice-based qualifications. This article sets the scene for the editorial issue, which introduces the diverse editorial board, outlines article submission formats, and includes guidance to support first-time authors. Ultimately, JVRP aims to create a community of inquiry where practitioners can share innovations with academic and industry audiences

Collaborative Classrooms: Enhancing Resilience and Adaptability in PGCE Art and Design Educators

Collaborative Classrooms:  Enhancing Resilience and Adaptability in PGCE Art and Design Educators. Franz Hoeritzauer, Ulster University, [email protected]