Research risks and ethical considerations

Before entering the research field, I considered two elements essential to the research process - the risk, to self and others, as well as the ethics of the process.

4.6.1 Research risks

I made every effort to carefully consider the risks before entering the research field (Corbin and Morse 2003) since there were multiple risks to consider. Entering people’s

worlds to gain access to personal and confidential information was one aspect but there were also other aspects to think about. Since I used to carry out risk assessments in my former education manager role, I drew upon this experience to identify the hazards, and the people who potentially could be harmed. Areas of immediate concern were robbery, violence and threatening behaviour towards the researcher, when visiting or carrying out interviews in public places. Also, I needed to consider the possibility of psychological or emotional issues arising out of the interviews, including the disclosure of instances of abuse¹⁷. Procedures for dealing with these risks are outlined in my risk assessment (Appendix 1). Part of the process in assessing risk involves the responsibility to ensure research standards are met, which was my next consideration.

4.6.2 Ethical considerations

An application for approval to conduct the fieldwork was made to the School of Social Science Ethics committee at Cardiff University. In accordance with the university Ethics committee and the Economic Social Research Council (ESRC) Framework for Research Ethics (ESRC 2017), I ensured that all aspects of the study adhered to the agreed code of conduct and research standards.

When working in partnership with organisations, it is important to question who is in control of the study, how power is shared and how decisions are made. As Silka (2009) points out, the initial stage of the research cycle is an important opportunity to gain an all-round understanding of the research objectives since often people have different goals and agendas. In addition, there is the question of research protocols, for example, what kind of data should be collected, from which individuals or groups, and from which areas? Lastly, ethical dilemmas associated with the final stages of the research cycle related to the use of data collected, and how and to whom it should be distributed to all need to be considered (Silka 2009). In this study decisions were made in conjunction with my supervisors, along with help, and in-kind support from WEA Cymru. WEA Cymru advisor, Dr. Jeremy Gass, was especially helpful and supportive. Dr Gass made no demands on how the research study should be carried out, other than requesting I interview a proportion of WEA Cymru learners.

17For children, the duty to report abuse adhered to legislation laid down by the Children Act of 2004, in line with Welsh Government guidelines.

With respect to anonymity and confidentiality all participant information - that includes contact details, audio recordings and transcripts - was stored in a secure, locked cabinet in accordance with university rules and regulations. In addition, all participants were assigned a pseudonym, and reference to other names and places were changed to protect anonymity. However, I did point out to participants before interviews began that in accordance with the Children Act (2004) I had a professional duty to pass on information if I considered that they or anyone else mentioned in the interview were at risk or in danger.

In keeping with ethical guidelines, I informed participants that the results of the study would be written into a report to be submitted to Cardiff University School of Social Sciences, as part of the requirements of PhD study. In addition, participants were informed that a version of the report would be presented at different events, and that findings may be published in academic journals or in a book. Participants were also asked to indicate if they would be happy to release part of the interview audio recording, for use in presentations to other researchers, or to people who work in education. Those that indicated they were not happy to do so were given the opportunity to opt out at this stage. Participants were also notified that the information given would not be used for purposes other than that stated, that they would remain anonymous, and that they were entitled to a summary of the findings, on request. In accordance with university regulations I informed participants that the study data would be retained for no less than five years or at least two years’ post-publication.

All participants were informed prior to the interview commencing that there would be no payment for taking part. However, as a learner and parent myself, I did offer to share my learning background should participants be interested to know more about me.

Despite no recompense (apart from the offer of tea, biscuits and sweets) I explained that agreement to participate would give people a unique opportunity to provide information to services that may find their experiences valuable when planning the delivery of education and learning across Wales.

I wanted participants to feel comfortable talking to me so pointed out at the start that they had the right to refuse to answer any questions, to finish the interview at any time, or to withdraw from the study at any point after the interview. Moreover, conducting research that asks people to talk about private and personal aspects of their life can engender thoughts and feelings that people may find distressing (Corbin and Morse 2003). During

the interviews, a few participants were tearful. When this occurred, I gave participants a moment to compose themselves or, as in some cases, offered to stop or cut short the interview. In the event, no one reported that they wanted to stop or cut short an interview.