Doing Research in Practice

Participants invariably viewed the research project component as an important and valuable learning opportunity. For the most part, they felt that they had increased their capacity to undertake research in practice. In terms of specific learning, no strong themes emerged that reflected a common experience of learning. Participants' accounts suggest learning in three areas: learning related to the research process in general, learning about the stance of the researcher relative to the subject, and learning about the specifics of doing research such as how to design interview questions.

I learned how to take myself out of it—with my eyes, can I be objective? What can I use to back up what I perceive?

I learned that I needed to be less narrowly focused in my research. If I hadn't become more aware, I would have been discounting information that I thought didn't suit what I was doing.

Time is a very important element of research—you need the time to reflect, mull over things.

I learned more about the importance of having a framework or pattern for what you want to do. Structure is important. For me, part of it was getting over the fact that social research or research in practice is not like 'scientific' research. You've got to be willing to be flexible.

2. Personal Growth

Evaluation findings point to profound personal awareness and growth for participants that can be attributed to participation in the VALTA Project. The reflective learning process offered participants new perspectives on their experiences that led to increased self-awareness and understanding. Some participants spoke of the extent to which their involvement had increased their self-esteem and confidence. Others emphasized the importance of VALTA in moving them forward on their personal journeys such that they were able to be comfortable outside the boundaries of their established 'comfort zone.'