Reposted from Tactile Academia with the kind permission of the Dr Groppel-Wegener & Helen Tracey. First appeared online: 19th November 2018.
As soon as I saw the workshop, “Make Your Own Sociological Research Game” featured in the pre-conference materials, I immediately signed up. All of the conference workshops were innovative but this one in particular stood out to me. Aside from it being something different, it’s difficult for me to pinpoint why the workshop attracted me so much, as I didn’t really enjoy playing board games as a child. However, as an academic working in a Business School, the opportunity to do something so creative is rare. I also enjoy playing board games much more with my own children than I ever did myself at their age; Carcassonne, Labyrinth and Cluedo being my top favourites.
Before attending the workshop, some people I spoke to about it were actually quite skeptical about how useful it would be. However, attendance was well oversubscribed and therefore I felt lucky to get a place; they were even turning away people at the door! I certainly found it very useful to map out my research method as a process. At the time I had almost completed my data collection, but I could see that it would be good to undertake this activity at the start of a research project, particularly to determine any potential pitfalls. It was also interesting to see the other attendees’ board games and how they had designed them around their own research. Unfortunately I didn’t have time to finish (or play) my board game in the workshop, and despite my best intentions it is still not complete!
Not long after the conference I attended a workshop about Transforming Assessment and Learning at the university where I’m employed as a Lecturer (Northumbria). We were split into small groups (preferably aligned to module teams) and asked to consider module assessments against a range of criteria, including whether it was fair but stretching and whether it had real-world relevance. I am Module Tutor for a level 6 (final year undergraduate) module called ‘HR Resourcing and Development’. This module had just been reviewed and the Assessment word count had been increased from 2,000 to 3,000 words. So, something needed to change but I was conscious that I didn’t just want to lengthen the existing Assessment essay.
During this workshop I was paired with another tutor from the module. As we are both visual researchers, we quickly decided that the Assessment should have a visual element, and that this would be a way to ask the students to reflect on all the topics covered by the module and thereby encourage engagement. I knew that I wanted to somehow use my learning from the Board Game workshop, but at this stage I wasn’t sure how.
It was only later that several factors led me to incorporate a two hour Board Game workshop into the Teaching and Learning Plan. I had a gap to fill, and I felt that my anticipation of the students’ need for support in producing the Assessment diagram aligned with Northumbria’s new Assessment foci. A key aim of this workshop was that it would provide students with a chance to develop or improve the skills they would need to develop their Assessment diagram. It would also be the opportunity for them to test out these skills as part of a group, and obtain feedback from tutors on what they produced, before they needed to work on their own individual diagram for the Assessment.
I am hoping to run the workshop again when the module re-runs next September, particularly if it receives good feedback in the module survey. I will, however, need to make a few tweaks to the format. First of all, I will need to have more materials available; students asked for many things I hadn’t anticipated such as scissors and sticky tape. I would also prepare small cards to be incorporated into games (e.g. Monopoly style), as these were very popular with the students – I think because the task required them to incorporate a lot of module topics. I am probably stuck with a timescale of two hours. Really this was too short, and the onus was on students to finish their games outside the workshop to present back. However, next time I will certainly try and merge two sessions into one. Finally, the students were required to base their game on an organisation, and a central HR process (e.g. Recruitment at Ikea). Some students struggled with incorporating an organisation, although those who did accomplished this very well. For example, the group that based their game on Recruitment at Marks and Spencer (see photo) thoroughly researched the organisation in order to develop a series of question cards which they incorporated into the game. On the other hand, the majority of groups picked the same HR process, which was recruitment. In both these cases I feel like with more guidance and examples next time, a wider range of topics can be encouraged which are based on organisations.
In general the students appeared to enjoy and value the activity – it has certainly been a topic of conversation! And although we didn’t have time for it in the workshop, I have heard back that students enjoyed playing the completed games in their seminar classes.
Here the details of two games produced by the students and how they are played:
M&S Recruitment Board Game
Progress around the Ludo style board, collecting coins by answering questions correctly. Land on a ‘Q’ space and you pick up a question card. Land on a ‘C’ space and pick up a chance card. You need to get your counters safe with 7 coins to win. The question cards cover all of the module topics.
A Year’s Placement at River Island Board Game
Progression around this Monopoly style Board takes you through a placement year at the clothing company River Island. Pick up the cards when instructed to by the squares; these provide you with dilemmas to solve based on the module topics.
Helen Tracey is a Lecturer in Organisation and Human Resource Management and a doctoral researcher on ageing, identity and labour market exclusion at Northumbria University. She tweets @HRpotential.