WBPIR Topic4

FDA/BA Management
Work Based Project Impact and Review

MOD000956
Topic 4 - The Analysis of Feedback about your Project

from your Dissemination Audience
Cambridge Campus
East Road, Cambridge, CB1 1PT
Chelmsford Campus
Bishop Hall Lane, Chelmsford, CM1 1SQ
Website : http://www.anglia.ac.uk
MOD000956 Work Based Project Impact and Review.
Topic 4 – The Analysis of Feedback about your Project from your Dissemination Audience
Theme 2 – Evaluating the Project and Analysing Feedback
During weeks 3-4 you will be focusing on the theme Evaluating the Project and Analysing
Feedback, which will enable you to achieve Intended Learning Outcome 3:
• Evaluate the strengths and weaknesses of the major project through critical reflection
and the analysis of the systematically collected feedback from the dissemination
audience.
This will be achieved by covering the following topics:
• Topic 3: Self-Evaluation of the Project Strengths and Weaknesses.

• Topic 4: The Analysis of Feedback about your Project from your Dissemination
Audience.
You will be carrying out an evaluation of your major project, which draws from two
sources:
1. A Self-evaluation of the project strengths and weaknesses: What do you think about
your project?
2. The analysis of feedback about your project from your dissemination audience: What
do others say about your project?
In essence, the audience feedback provides an external validating perspective on your

project which can be compared to your own Self-evaluation.
This will be presented in patch 2 which will include your Self-evaluation, an analysis of the
feedback from the dissemination audience and a critical reflection, which discusses the
strengths and weaknesses of your project
In completing these activities you will be drafting the second patch of the assignment:
Patch 2: Evaluation of Work Based Major Project (WBMP) and dissemination feedback
(1200 words or equivalent).
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On completion of this theme you should have achieved:
• A Self-evaluation of your WBMP strengths and weaknesses;

• An analysis of the audience feedback related to the WBMP;
• A Critical reflection on the strengths and weaknesses of the WBMP.

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Topic 4 – The Analysis of Feedback from the Dissemination Audience
Contents
Theme 2 – Evaluating the Project and Analysing Feedback ................................................. 2
Topic 4 – The Analysis of Feedback from the Dissemination Audience .............................. 4
4.1 Analysis of Feedback from the Dissemination Audience ................................................. 5
4.2 Activity: Collating and Presenting the Analysis ................................................................ 7
4.3 Critical Reflection .............................................................................................................. 8
4.4 Activity: Draft of Patch 2................................................................................................. 10
References for Topic 4 .......................................................................................................... 11

30/09/2019 - 4
4.1 Analysis of Feedback from the Dissemination Audience
Firstly, we need to remind ourselves that in this topic we are concerned with the feedback
from your dissemination audience that is related to the WBMP findings and
recommendations. You also collected feedback about impact but this will be used in the
next theme.
Think about how you will analyse the feedback that you collected from the dissemination
audience. How will you make sense of the different types of information in a way that is
systematic?
Likert scale and multi choice responses can be quite easily collated and the main issue will
have been the care taken over the original phrasing of the questions on the form so that
the responses are useful to you. Whilst statistical analysis (e.g. percentages and
calculating mean figures) of these responses is unlikely to be appropriate, you will be able
to say for example “X number of people thought….” and “Of X number of responses, Y
number of people were positive about…..”
Free text responses will potentially reveal rich information but the analysis of this can be
more involved. Making sense of free text involves looking for the patterns and themes
contained within it. Broadly, this type of content analysis is called ‘coding’ (Denscombe,
2010, p.281), which is for example used to analyse text responses and interview
transcripts.
A practical and straightforward way to approach this is to use different coloured

highlighter pens or the highlight function in a word processor to categorise sections of
text into common themes. Having some categories pre-defined will help you do this e.g.
here are some categories to consider using:
• Plausibility (comments that refer to justification of findings by evidence).

• Relevance (comments that refer to the relevance of the project to practice).
• Clarity (comments that refer to the clarity of the presentation).

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• Methodology/Methods (comments that refer to how the project was carried out).
• Impact (comments that refer to how the project findings may influence individual
and/or organisational practice NB – this information will be used in your impact
study).
• Miscellaneous (comments that do not fit into a category but which are interesting
and relevant to your project).

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4.2 Activity: Collating and Presenting the Analysis
Having analysed the feedback from the audience, the next stage is to concisely present
the results.
Likert scale responses/Multi choice responses: How many responses are in each
category? Are there any patterns?
Free text responses: Which themes were identified? Show some extracts of free text
responses that exemplify themes.
A way of doing this is by using a grid:

30/09/2019 - 7
4.3 Critical Reflection
The critical reflection is the final section of Patch 2. In this section, you will discuss the
results of your self-evaluation and the analysis of the dissemination feedback.
Critical reflection is a used at several points in this module and in the other module that
you are studying, Reflections on Practice and Career Progression (RPCP). In RPCP you have
considered what is meant by critical reflection.
If you are not studying RPCP, then firstly, read the following article, which considers how
reflection enables us to learn from our experiences. This is the learning process involved
in Work Based Learning (WBL), which is what we are doing in the degree:
Findlay, L., 2008. Reflecting on 'reflective practice'. PBPL paper 52 [online] Practice Based
Professional Learning centre, Open University. Available at: ‘Reflective Practice’ (accessed
1 June 2017).
This discussion paper discusses reflective practice and notions of critical reflection.
Findlay’s paper notes that whilst reflection might be considered the process by which
experiential learning takes place, it is arguably an ill-defined term. Furthermore, when
considering what is meant by critical reflection there are similarly wide interpretations
ranging from qualitative notions of it being a deeper form of ‘standard’ reflection to a
politically empowering process that challenges existing power structures.
Here is a reminder of the suggested characteristics of critical reflection from Topic 4 of

RPCP:
• Questioning our own assumptions: Sometimes called reflexivity (Denscombe, 2010,

p.303) - thinking about why we think about things in the way that we do. This involves
asking ourselves some deep questions about our influences and experiences. In the
context of your report findings for example this might be questioning if we are
coming to conclusions based on prior assumptions.

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• Questioning the underlying variables of a situation: Looking for fundamental causes

rather than seeking short term solutions. Sometimes called double loop learning
(Argyris and Schön, 1978 cited in Smith, 2001).
• Considering other perspectives and interpretations: Would other people see the
world in the same way as we do? Can we see more than one explanation? Discussing
our ideas with others can help us do this (So a very good reason for the dissemination
event!).
• Analysis: Seeking understanding by investigating situations and considering evidence
rather than jumping to conclusions. Establishing a plausible rationale for our decisions
and conclusions.
The aims of the critical reflection are to:
• Compare the results of the self-evaluation and the analysis of the feedback: Where
did they match and where did they differ?
• Come to some conclusions: What are the strengths and weaknesses of your major
project?

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4.4 Activity: Draft of Patch 2
You are now ready to draft Patch 2.
When you have drafted your patch, post it in the Topic 4 discussion forum for peer
feedback. A reminder that the draft may be at an early stage. This is an opportunity to
discuss your drafts and refine them in the light of feedback.
The structure of patch two should include the following:

30/09/2019 - 10
References for Topic 4
• Denscombe, M., 2010. The Good Research Guide for Small-Scale Social Research
Projects. [e-book] Maidenhead: OUP. Available through: Anglia Ruskin University
Library website, (accessed 1 September 2017).
• Smith, M. K., 2001. Chris Argyris: theories of action, double-loop learning and
organisational learning [online] The Encyclopaedia of Informal Education. Available at:
http://infed.org/mobi/chris-argyris-theories-of-action-double-loop-learning-and-
organizational-learning/ (accessed 1 September 2017).

30/09/2019 - 11

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FDA/BA Management

Work Based Project Impact and Review

Topic 4 - The Analysis of Feedback about your Project

East Road, Cambridge, CB1 1PT

Bishop Hall Lane, Chelmsford, CM1 1SQ

Theme 2 – Evaluating the Project and Analysing Feedback

This will be achieved by covering the following topics:

• Topic 3: Self-Evaluation of the Project Strengths and Weaknesses.

In essence, the audience feedback provides an external validating perspective on your

All content is Copyright Anglia Ruskin University unless otherwise stated.

On completion of this theme you should have achieved:

• A Self-evaluation of your WBMP strengths and weaknesses;

All content is Copyright Anglia Ruskin University unless otherwise stated.

Topic 4 – The Analysis of Feedback from the Dissemination Audience

Topic 4 – The Analysis of Feedback from the Dissemination Audience .............................. 4

4.1 Analysis of Feedback from the Dissemination Audience ................................................. 5

4.2 Activity: Collating and Presenting the Analysis ................................................................ 7

4.3 Critical Reflection .............................................................................................................. 8

4.4 Activity: Draft of Patch 2................................................................................................. 10

References for Topic 4 .......................................................................................................... 11

All content is Copyright Anglia Ruskin University unless otherwise stated.

4.1 Analysis of Feedback from the Dissemination Audience

A practical and straightforward way to approach this is to use different coloured

• Plausibility (comments that refer to justification of findings by evidence).

All content is Copyright Anglia Ruskin University unless otherwise stated.

All content is Copyright Anglia Ruskin University unless otherwise stated.

4.2 Activity: Collating and Presenting the Analysis

A way of doing this is by using a grid:

All content is Copyright Anglia Ruskin University unless otherwise stated.

4.3 Critical Reflection

Here is a reminder of the suggested characteristics of critical reflection from Topic 4 of

• Questioning our own assumptions: Sometimes called reflexivity (Denscombe, 2010,

All content is Copyright Anglia Ruskin University unless otherwise stated.

• Questioning the underlying variables of a situation: Looking for fundamental causes

The aims of the critical reflection are to:

All content is Copyright Anglia Ruskin University unless otherwise stated.

4.4 Activity: Draft of Patch 2

You are now ready to draft Patch 2.

The structure of patch two should include the following:

All content is Copyright Anglia Ruskin University unless otherwise stated.

References for Topic 4

All content is Copyright Anglia Ruskin University unless otherwise stated.

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