Fieldwork

Objectives

On the completion of this module you will learn:

• What fieldwork is and the various forms it can take at University College
• The purpose of doing fieldwork
• The types of data collected during fieldwork
• How to plan fieldwork including data management and use
• The University of Tasmania's work, health and safety policies and guidelines, the work integrated learning policies and procedures, and the minimum standards for fieldwork (also applicable to projects, simulations, work placements, internships, and practicums or site visits)

Fieldwork at the University College

What is Fieldwork?

In anthropology, fieldwork traditionally involves participant observation (i.e. watching how people behave) usually in exotic locations, and collecting artefacts and stories (in an attempt to understand culture, or aspects of culture). Yet, in sociology, psychology, and modern day anthropology; fieldwork can include any number of activities, be in any place or environment and have no component of participant observation at all (see Faubion & Marcus, 2009; Hockey & Forsey, 2012; Madden, 1999; UCLA, 2017). Outside of these fields of study, and within a work integrated learning (WIL) context, fieldwork can also take multiple forms. Guided by this, and emerging practices in WIL, the University College hold a broad perspective on what fieldwork is (see Curtain University, 2016; UCLA, 2017; UNSW, 2016, Victoria University, 2017).

Examples of Fieldwork at the University College:

• Practical or clinical work placements or activities (e.g. in health organisations, schools, existing workplaces, local businesses, charities, government departments)
• Work experience in therapeutic environments (e.g. rehabilitation or health clinics)
• Industry or site visits (e.g. to businesses such as vineyards, dairies, orchards, whisky distilleries, breweries, aquatic centres, sports stadiums)
• Field trips/excursions (e.g. local, inter-state, national or international trips that are relevant to the student’s study)
• Practicums (e.g. hands-on work in a certain area/field such as education, which might involve teaching a class or business planning, which might involve facilitating a workshop)

The Purpose of Fieldwork

Fieldwork allows students to learn through the application of roles in authentic workplace settings. It includes conducting research whilst engaged in an approved practical experience; that is typically completed outside of the university college environment (see Curtin University). In addition to this, The State University of New Jersey note that field work also provides opportunities to:

• Carry out a project representative of expected work in the field;
• Demonstrate competence in research/practice/ evaluation relevant to the student's field;
• Gain exposure to an organisation's environment, culture and purposes;
• Develop professional judgment and contacts; and
• Help clarify career goals

The above dot points are a Direct Quote, see Rutgers, 2016, p. 3

We encourage students to review the Rutgers (2016) document on completion of this module, along with other materials noted in the references section at the end.

Data Collection and Management

What data will I collect and how?

You will plan fieldwork and projects with your teachers and be guided in this process – including how to collect data, and manage it. Data collection is likely to involve obtaining information from various sources; using methods such as document analysis, statistical analysis, and desktop analysis, for example, or through conducting formal and informal interviews, or doing surveys or questionnaires, or by observing and recording information or behaviour. It could, however, include many other things, especially if the fieldwork is in a laboratory or clinical environment.

The type of data collected during fieldwork at the University College, is likely to include stories, or insider perspectives/points of view from key stakeholders or industry experts. Alternatively, it could be industry survey results, sales and production statistics from a particular workplace, or observations made by students, among various other types of information or material. In some cases, for example, in lab work, the data might be body tissues or blood samples or soils for testing with results recorded in laboratory notes or field notebooks. It will all depend largely on the discipline subject and nature of the fieldwork.

For more on “What is data?” please watch the video below. The video is a 2 minute session that provides an introduction to and examples of qualitative data (e.g. descriptive) and quantitative data (e.g. measurements or statistics).

Data Management and Analysis Considerations

Data management and use is another module in its own right. Great care must be taken in how you store, analyse and use data. For example, consider the following questions:

• Are you interpreting the data correctly/accurately?
• What software, if any, are you using to help you analyse what data you have?
• Are you coding stories from people or analysing field notes?
• What methods are you employing to do this?
• Are they reliable and valid methods?

Before engaging in fieldwork, talk with your teachers and peers about the approach you are taking to storing, exploring, interpreting and reporting on or using data.

If using the data in a presentation, be mindful of issues such as informed consent, privacy, and mis-representation. More legal requirements and moral considerations are detailed in the module on Human Research Ethics. We expect that you will review this module prior to engaging in any fieldwork. For the moment, however, we will continue on talking about data management.

Please watch the data management planning videos below, which provide some great tips. The first is a 5 minute video that talks about the topic in the context of doing research. The second provides links to guides and templates for data management planning and runs for about 4 minutes. The second video is in the context of the United Kingdom and talks about why to have plans for research and applying for grants, but you can take from the video what material you see a useful for you.

Work Health and Safety Considerations

The University of Tasmania Policies, Procedures and Guidelines

The University has in place policies, standards, and guidelines in regards to safety at work. The Work Health and Safety Policy 2013 covers all of the basics and we encourage students to explore this asap if you have not already done so. The policy applies to UTAS employees, students, contractors, visitors and volunteers and provides a framework for minimising onsite risks. It is additionally a framework for some approved off-site environments.

In addition to this, the university has a Work Integrated Learning Policy that students must adhere to. This is certainly the case when engaged in any WIL experience such as during fieldwork, placements, practicums, or internships and when doing projects or in work simulations. In addition there is a Work Integrated Learning Procedure students must be familiar with which is around expectations, roles and responsibilities around WIL.

In terms of fieldwork more specifically, there are also guidelines, forms, and checklists. The university has a Minimum Standards Document for Field Activity that students must comply with. For instance, a risk assessment must be completed and considerations made around transportation, first aid, security, communications and so forth. The university has a Field Trip Risk Identification Checklist and we ask that students complete these. Completed checklists can be used as evidence (an artefact) in your portfolios.

In addition, students are to complete a medical authorisation and disclosure form that provides co-ordinators and teachers with contact details in case of an emergency and insight into any medical conditions you may have (to ensure we minimise risks).

There are other forms that may be relevant to you depending on the nature of the fieldwork. If you are ever in doubt, please check with your teacher, tutor or portfolio coaches or unit coordinators. For instance, there are risk and hazard identification forms or checklists for working in isolated and remote areas, events management and infection control through to bush walking safety.

Conclusion

After completing this module, you should have a sound understanding of what fieldwork is at the university college, including the different forms it can take. It is important that you know the reasons for doing fieldwork and why to plan and complete safety checks and identify potential risks and hazards.

We expect that you will understand the various kinds of data you can collect and analyse, and the importance of being able to explain how and why you collected it, and how you managed and used it. If you completed all of the activities and read the policies, you should understand the minimum Work Health and Safety basics at the University of Tasmania.

If you haven’t already done so, we highly recommend you return to complete the activities.

Also, before you sign out, please complete the engagement quiz below and reflect on your performance in your Portfolio, or use the results to inform areas for further learning.

Engagement Quiz

References and Additional Resources

Faubion, J.D., & Marcus, G.E. (2009). Fieldwork is not what it used to be: Learning anthropology's new method in a time of transition. Ithaca: Cornell University Press.

Hockey, J., & Forsey, M.G. (2012). Ethnography is not participant observation: Perceptions of the interview as participatory qualitative research. In J. Skinner (Ed.), The interview: An ethnographic approach. London, UK: Berg.

Madden, R. (2010). Being Ethnographic: A guide to the theory and practice of ethnography. London: Sage Publications.

Work Integrated Learning, Fieldwork, Curtain University (2016), accessed on 5th July, 2017, from: <http://ctl.curtin.edu.au/wil/fieldwork/index.cfm>.

University Network of WIL Educators, University of NSW (2016), accessed on 5th July, 2017, from:

< https://teaching.unsw.edu.au/wiled>.

Victoria University, Sally Ann Free (2017). College of Health and Biomedicine, Fieldwork Placement Program Guide (Handbook), Psychology, accessed on 5th July, 2017, from: <https://www.vu.edu.au/sites/default/files/psychology-fieldwork-placement-guide%20_0.pdf>.

Rutgers School of Public Health (2016). State University of New Jersey. Fieldwork Handbook for Students, accessed on 6th July from: <http://sph.rutgers.edu/academics/fieldwork/docs/RUSPHFieldworkHandbook_current.pdf>.

University of California, College and Life Sciences Psychology (2017), accessed on 5th July, 2017, from: <https://www.psych.ucla.edu/undergraduate/fieldwork/psychology-195a-fieldwork-in-psychology>.