Data for this Action Research Project will be collected after the staff development workshop through a self-administered post-session questionnaire, forming the evaluation phase of the research cycle. Distributed digitally and completed anonymously, the questionnaire combines quantitative Likert-scale items—measuring participants’ confidence, perceived relevance, and usefulness of the session—with qualitative open-ended questions inviting reflection on learning, impact, and future development needs.
Post-workshop questionnaires are widely recognised in educational research as effective tools for capturing immediate, reflective feedback (Gibbs & Coffey, 2004; Killion, 2015). They help identify shifts in awareness, confidence, and intention to apply new practices—key indicators of early impact in Action Research. Effective questionnaire design depends on clarity and relevance (Peterson, 2000), while piloting improves reliability and language accuracy (Smyth, 2016; Wolf, 2016).
The self-administered format allows participants to respond independently, encouraging honesty and reducing social desirability bias—particularly important when exploring sensitive issues such as identity, equity, and belonging. As noted in SAGE’s Encyclopaedia of Survey Research Methods, this approach enables authentic, reflective feedback without the influence of group dynamics or institutional hierarchy.
Beyond measuring satisfaction, the questionnaire functions as a reflective extension of the workshop, prompting participants to articulate shifts in thinking and identify strategies they may apply in their teaching practice. Responses will be analysed thematically and quantitatively to evaluate the workshop’s immediate impact and highlight areas for refinement.
Findings will inform the next iteration of the workshop, supporting its ongoing development into a CSM-wide staff training offer focused on inclusive, equity-driven pedagogy. This cyclical process ensures that the evaluation directly contributes to both practitioner learning and institutional capacity building.
Below there is a copy of the questionnaire.
References
Gibbs, G. and Coffey, M. (2004) ‘The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students’, Active Learning in Higher Education, 5(1), pp. 87–100.
Killion, J. (2015) Assessing impact: Evaluating professional learning. 2nd edn. Oxford, OH: Learning Forward.
Peterson, R.A. (2000) Constructing effective questionnaires. Thousand Oaks, CA: Sage Publications.
Smyth, J.D. (2016) ‘Self-administered surveys and questionnaires’, in The SAGE encyclopedia of social science research methods. Thousand Oaks, CA: Sage Publications.
University of the Arts London (n.d.) Evaluating staff development: Teaching, Learning and Employability Exchange guidance. London: UAL.