Blue sky thinking from a black and white brain

By Fern Mitchell, Lecturer in Psychology and MPhil student

This is my first blog and in its very essence feels as though it goes against the grain of what I had envisioned research to be. Let’s start at the beginning.

My view of research when embarking on my journey as an MPhil candidate was linear; formulate the research question based on the existing literature, gain ethical approval, collect and analyse the data, write up thesis, try to publish from it. I anticipated barriers and diversions to navigate, and I was by no means idealistic about the ease of the process, but as a framework for what to expect, it very much aligned with my methodical, process driven way of thinking and working. When I started the project, opportunities to undertake research training as well as other involvement in the research culture presented themselves and I have taken the time to be involved in that at Wrexham University and beyond. 

I have attended and presented at WU’s Open House and Springboard and Engage conferences. I have also extended awareness of my research presenting at a British Psychological Society conference, a symposium for Research Capacity Building Collaboration (RCBC) Wales, and at Chester Zoo. This was all helpful to me, as an attendee and as a speaker. I find it more natural to articulate my research verbally than write it, and presentations are something I enjoy doing. This still aligned with my idea of how one might disseminate their research journey because I’m still discussing the same work I am in the process of creating. As an attendee I was exposed to the different approaches peers and colleagues took to presenting their research. What I didn’t appreciate prior to this were the ways that creativity can be applied to research, here is where my view of research began to broaden.

I attended the Art of Research workshop and entered a submission for the Visualising Research Competition. I had made a pledge to myself to ‘get comfortable being uncomfortable’ after feeling very inspired from a Women in Leadership webinar I attended and art-based endeavours in academia were a chance for me to step out of my comfort zone and do something that would push me to think in a different way, and perhaps my research would present itself from a different perspective too. 

The Visualising Research competition allowed me to develop a narrative to some of the noteworthy findings, and in turn, enabled me to consider how I may interpret opportunities for further research once this project has concluded. 

The discussion around having research with impact was not something I felt I could remotely relate to, promoting ideas in ways that felt like inflated sales pitches, exaggerated concepts that move away from the crux of the research - surely if the research was meaningful it would speak for itself? Apparently not. My experience has been of an unexpected acceptance and even, encouragement for researchers to create from their research, developing imagery, animation, activities, and narratives to fuel new initiatives can make the research relatable to the public. Whilst reflecting on this it allowed me to see something I knew was always missing from my research. 

My participant pool provided me with really useful data, but the uptake was challenging, and although all the participants met the criteria to take part, one element skewed the data – all were recruited in some capacity via Wrexham University rather than through the Science Discovery Centre itself. This meant that a pool of parents who were utilising the Science Discovery Centre were being missed in the findings I was sharing and more importantly, avoided taking part in the research. My project was part funded by the Science Discovery Centre and I want the work to have meaning that the centre can use to further develop its engagement with parents. With that in mind, I must take my linear, method driven mind into a more creative space and engage with ‘blue sky’ thinking. Something that once translated for me into, ‘making stuff up’ has become an ideological mode of thought, to enable me to think creatively about how I can use my findings to engage the parents who I initially wanted to recruit but who did not come forth. Some ideas I have had from this more creative thinking are:

• Focus groups to share my findings and ask them follow up questions and ask about why they do or do not take part in activities at the centre?
• A podcast, either as follow ups with participants or new parents to discuss their experiences whilst building on the current findings.
• A practical session at the centre where the parents do a workshop on thinking about what science means to them.

Upon reflection this journey is not just about getting the thesis done for a qualification, but how I can give the centre some real data they can use to inform their future, and this has to come from more than just my original findings. The creativity the university encourages around your core research can become a mechanism for facilitating more understanding and real world, community-based impact.