Ethical considerations

3.8.1 Ethical codes and ethical competence

As an insider researcher the main ethical consideration that arises is from my position as the researcher in the workplace. It is important for me to identify and reflect on my personal role as a Departmental Head, with a particular focus on the political sensitivities that surrounds this both in terms of macro- and micro ethical levels. The students in my department may not be

comfortable sharing their views and information with me, considering my position. Consequently, it may be more appropriate for the interviews to be conducted by staff from other departments of GAU, who will sign an agreement that no names of participants will be shared with me. I will also ask for the results to be transcribed in such a way as to ensure that I will not be able to see who made what comment. Students and staff will, however, be asked in advance if they would volunteer for the focus group on the evaluation of the new programme, and those who are willing will be invited. In order to maintain the ethical codes of the university, I must first of all gain approval from the GAU management. Another issue is that the external stakeholders within the sector may use potential apprentices as cheap labour. To prevent this and/or to avoid any problems, I must make it clear to the sector from the start that this is not the objective of this research.

3.8.2 Formulating an ethical project

First, I must consider who is being researched, by whom and for whom (Costley, Elliott and Gibbs, 2010), and for what purpose:

All respondents:

1) who are approached should participate on their own initiative, willingly

2) will be invited in advance to participate in the research through written documents. This will allow time for the participants to decide, and it is ethical in being transparent about the overall purpose of the research

3) who give feedback will be treated with confidentiality

4) will be selected to represent different groups in the sector or, if students, chosen randomly. All accrediting bodies’ research will be used.

The final decision on what to include in the programme will be made by myself, as the various stakeholders may have contradictory values and intentions for the professional programme. Consequently, although the developed professional programme should be a reflection of the views and experiences of all stakeholders, I must reflect so that the common themes are fair to all, and therefore ethical.

3.8.3 Assessing the purpose of my project

Social Implications: in order for the professional learning programme to be beneficial for the future of each representative stakeholder, I must communicate all outcomes, and consider any persons (or organisations/institutions) that have a potentially detrimental effect, such as GAU’s competitors.

Economic implications: the project will not have any cost, risk or general negative economic impact on stakeholders or society. The benefits outlined for the sector will be of equal value, which means that the results from the respondents should be equitably embedded in the programme so as to ensure that graduates will be of equal value to all sector representatives. Consequently, the project outlines that part of the structure for the programme will be a blend of placement, online and classroom teaching meaning that the student will be working, and

some form of financial reward will be made that is in accordance with North Cyprus’ laws, and communicated to the sector in advance of the research.

Environmental implications: No implications for the physical environment are regarded here.

Personal implications: This research has five main objectives, and although the above research will be conducted ethically, it is important to remember that is has a personal value for myself.

3.8.4 Issues within the project:

Obtaining approval: Approval must be obtained from all the stakeholders (APPENDIX I).

Potential conflict of interest: As mentioned above, the views of all participants must be embedded in the curriculum as equitably as possible, and I will take into consideration common themes.

Issues relating to dual or multiple roles within the project: The purpose of this research is to show an equal representation through the stakeholders; I believe the wide variety of stakeholders will make this a fair study that concludes with an overall view. My responsibility is to ensure a representative share of results. As an example, the fact that the sector would welcome cheaper labour could result in representatives proposing a programme with an unreasonable proportion of practical training for apprentices; I must use my position to negotiate a balance. My main role is to transmit the various views, recommendations and perceptions, whilst maintaining my own research proposal to students in an ethical fashion.

Other issues relating to power relations: The conditions must be consistent for all participants, with comfortable informal settings for the interviews, clearly set-out interviews and a focus group invitation that outlines the purpose of my research in advance. I will also be transparent about the outcomes of the professional learning programme.

3.8.5 Ethics of managing different stakeholders

Taking the above from a general perspective, it is important for me to identify and reflect on my role as a Department Head, with particular regard to the political sensitivities surrounding these at both the macro- and micro-level. The students in my department may not be comfortable sharing their views and information with me, considering my position. As discussed, it may be more suitable for interviews to be conducted by someone from outside – such as staff from other departments of GAU –who sign an agreement not to divulge names to me. The results are to be transcribed to ensure that I cannot see who has made what comments. However, graduates will be invited to participate in the focus group to evaluate the new programme in advance, to avoid dilemmas in due course. In order to be ethical in line with the requirements of the university, I must first gain approval from GAU management. As mentioned, outside stakeholders (hoteliers for example) may want to use potential apprentices as cheap labour, so to avoid problems later I must make this clear to the sector from the start that this is not the objective of the programme.