Collaboration and co-creation in autism research: a reflection on the challenges and benefits of participatory approaches in doctoral research.
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| Title: | Collaboration and co-creation in autism research: a reflection on the challenges and benefits of participatory approaches in doctoral research. |
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| Authors: | Taylor-Bower, Ellen1 (AUTHOR) eat37@cam.ac.uk, Plaisted-Grant, Kate1 (AUTHOR), Archer, Stephanie1 (AUTHOR) |
| Source: | Educational Action Research. Feb2025, Vol. 33 Issue 1, p183-189. 7p. |
| Subject Terms: | *Time management, Researcher positionality, Participant observation, Group work in research, Research teams |
| Abstract: | Drawing upon ongoing research exploring lived experiences of sensory overload, meltdown, and shutdown in autism as a framework, this article reflects on the challenges and benefits of employing participatory methods in doctoral research. In particular, the process of establishing and working with a Research Advisory Group to co-create a multi-stage research project is evaluated and reflected upon. Applying participatory approaches such as this to doctoral research elicits practical challenges beyond those associated with either participatory research or doctoral study alone. In particular, strategic project planning and time management is vital, given the often labour-intensive and time-consuming nature of participatory methods and the time constraints of doctoral research. Similarly, questions around collaborative design and co-creation must be addressed when balancing participatory engagement with the assessment-based requirements of doctoral study. Additional challenges also arise when considering the more specific application of participatory methods to research with marginalised or vulnerable groups, including the need to consciously and critically evaluate researcher positionality, as well as questions of how to meaningfully 'give voice' to communities while still producing high-quality and feasible academic research. However, despite these challenges, the benefits of employing participatory approaches within health and social care doctoral research cannot be overstated, given the capacity for such research to engage with, and respond to, community needs, while promoting positive real-world impact. As such, this article concludes by presenting reflective suggestions for how the use of participatory approaches might be further encouraged and facilitated within the context of PhD research. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Action Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 182438366 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Collaboration and co-creation in autism research: a reflection on the challenges and benefits of participatory approaches in doctoral research. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Taylor-Bower%2C+Ellen%22">Taylor-Bower, Ellen</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> eat37@cam.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Plaisted-Grant%2C+Kate%22">Plaisted-Grant, Kate</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Archer%2C+Stephanie%22">Archer, Stephanie</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Action+Research%22">Educational Action Research</searchLink>. Feb2025, Vol. 33 Issue 1, p183-189. 7p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Time+management%22">Time management</searchLink><br /><searchLink fieldCode="DE" term="%22Researcher+positionality%22">Researcher positionality</searchLink><br /><searchLink fieldCode="DE" term="%22Participant+observation%22">Participant observation</searchLink><br /><searchLink fieldCode="DE" term="%22Group+work+in+research%22">Group work in research</searchLink><br /><searchLink fieldCode="DE" term="%22Research+teams%22">Research teams</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Drawing upon ongoing research exploring lived experiences of sensory overload, meltdown, and shutdown in autism as a framework, this article reflects on the challenges and benefits of employing participatory methods in doctoral research. In particular, the process of establishing and working with a Research Advisory Group to co-create a multi-stage research project is evaluated and reflected upon. Applying participatory approaches such as this to doctoral research elicits practical challenges beyond those associated with either participatory research or doctoral study alone. In particular, strategic project planning and time management is vital, given the often labour-intensive and time-consuming nature of participatory methods and the time constraints of doctoral research. Similarly, questions around collaborative design and co-creation must be addressed when balancing participatory engagement with the assessment-based requirements of doctoral study. Additional challenges also arise when considering the more specific application of participatory methods to research with marginalised or vulnerable groups, including the need to consciously and critically evaluate researcher positionality, as well as questions of how to meaningfully 'give voice' to communities while still producing high-quality and feasible academic research. However, despite these challenges, the benefits of employing participatory approaches within health and social care doctoral research cannot be overstated, given the capacity for such research to engage with, and respond to, community needs, while promoting positive real-world impact. As such, this article concludes by presenting reflective suggestions for how the use of participatory approaches might be further encouraged and facilitated within the context of PhD research. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Action Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=182438366 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/09650792.2024.2329195 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 7 StartPage: 183 Subjects: – SubjectFull: Time management Type: general – SubjectFull: Researcher positionality Type: general – SubjectFull: Participant observation Type: general – SubjectFull: Group work in research Type: general – SubjectFull: Research teams Type: general Titles: – TitleFull: Collaboration and co-creation in autism research: a reflection on the challenges and benefits of participatory approaches in doctoral research. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Taylor-Bower, Ellen – PersonEntity: Name: NameFull: Plaisted-Grant, Kate – PersonEntity: Name: NameFull: Archer, Stephanie IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 09650792 Numbering: – Type: volume Value: 33 – Type: issue Value: 1 Titles: – TitleFull: Educational Action Research Type: main |
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