Sudthasiri Siriviriyakul (YLTA), The York Management School, University of York
This paper examines how the research technique of participant-produced drawing (Kearney and Hyle, 2004) can be implemented in the classroom context. In the participant-produced drawing, participants are asked to draw freely regarding particular topic or question and then discuss their images afterwards with the researcher (Ward and Shortt, 2012). By applying this research technique to teaching and learning, it is argued that participant-produced drawing helps to engage students in learning contents involving abstract, complicated, or tacit knowledge and conceptions which may be difficult to put into words.
Based on the author’s teaching experience of using this technique in the Qualitative Research Methods Module in the Management School, it is proposed that participant-produced drawing can help to stimulate ideas in a group discussion, assist the process of reflexivity (Bryans and Mavin, 2006), and provide a qualitative way to evaluate the teaching and learning in Higher Education (Munoz C., Mosey and Blinks, 2011; Ward and Shortt, 2012). Moreover, participant-produced drawing can help to transcend a language barrier for international students and equip students with transferable skills such as the visual research method skills or the practical skills of being innovative and creative which are useful for business leaders (Nissley, 2010)