4. Researching the diploma
Design summary
A collaborative research project to explore why people embark on the diploma pathway at the point they choose to. This document describes the design process, which followed that set out in the permaculture research handbook.
Design framework: SADIMETS
Survey, Analysis, Decisions, Implement, maintain, Evaluate, Tweak, Share
Dates
November 2014 - Autumn 2016
A collaborative research project to explore why people embark on the diploma pathway at the point they choose to. This document describes the design process, which followed that set out in the permaculture research handbook.
Design framework: SADIMETS
Survey, Analysis, Decisions, Implement, maintain, Evaluate, Tweak, Share
Dates
November 2014 - Autumn 2016
Introduction
I did my permaculture design course in 2001, thirteen years before I embarked on my diploma journey. In November 2014, over dinner at the national diploma gathering, I met another apprentice (Barry) who had started his diploma within weeks of his design course. We talked about our different reasons for signing up when we did, and thought how interesting it would be to see why other apprentices made the design that now was the right time. During the gathering, we talked to Chris, the research officer at the Permaculture Association, who agreed that our findings would be useful to the Permaculture Association and the diploma working group, and suggested we trial the use of the permaculture research handbook.
Barry and I worked together to design and implement the project, both in person and using email and Google docs, and we took responsibility for different aspects of the project. We have each written a separate design summary.
This design write up reflects that set out in the Permaculture Association's research handbook.
Barry and I worked together to design and implement the project, both in person and using email and Google docs, and we took responsibility for different aspects of the project. We have each written a separate design summary.
This design write up reflects that set out in the Permaculture Association's research handbook.
Stage 1: Survey
Goals
Our overall research question was:
What prompts people to sign up for the Diploma in Applied Permaculture Design at a particular point in time?
We wanted to feed this information back to the Diploma Working Group, as well as give our feedback about the use of the research handbook.
Our overall research question was:
What prompts people to sign up for the Diploma in Applied Permaculture Design at a particular point in time?
We wanted to feed this information back to the Diploma Working Group, as well as give our feedback about the use of the research handbook.
Resources
We had the support of the Permaculture Association, who offered to give us anonymised data about the length of time between design course and diploma start date, and of the diploma working group, who were very supportive of the research.
At the time of the research I worked as a research fellow in a university, and have extensive experience of qualitative research. Both Barry and I had conducted online surveys and qualitative interviews as part of our jobs. We felt well equipped and supported to do the project.
We had the support of the Permaculture Association, who offered to give us anonymised data about the length of time between design course and diploma start date, and of the diploma working group, who were very supportive of the research.
At the time of the research I worked as a research fellow in a university, and have extensive experience of qualitative research. Both Barry and I had conducted online surveys and qualitative interviews as part of our jobs. We felt well equipped and supported to do the project.
Existing knowledge
In November 2014, there were 370 apprentices registered for the Diploma in Applied Permaculture Design (by July 2018 this had increased to over 500). Registration is dependent on having completed a 72 hour permaculture design course.
We know that some people begin their diploma soon after finishing their PDC. For others, there is a gap of many years. Learning more about what prompted existing apprentices to begin their diploma journey when they did could help the Permaculture Association market the diploma more effectively.
In November 2014, there were 370 apprentices registered for the Diploma in Applied Permaculture Design (by July 2018 this had increased to over 500). Registration is dependent on having completed a 72 hour permaculture design course.
We know that some people begin their diploma soon after finishing their PDC. For others, there is a gap of many years. Learning more about what prompted existing apprentices to begin their diploma journey when they did could help the Permaculture Association market the diploma more effectively.
Stage 2: Analyse what you want to find out
Holmgren's Principles
Observe and interact
We wanted to observe the motivations and actions people who both had and hadn't followed their permaculture design course by signing up to the diploma. We hoped that by getting feedback from people who had done the permaculture design course, and then either had or hadn't gone onto the diploma, we could integrate a range of perspectives to tweak the diploma system.
Apply self-regulation and accept feedback
By observing people's motivations around the diploma, we hoped we would be able to contribute to the ongoing tweaking of the diploma process to make it more straightforward to sign up for, and more appealing to potential apprentices. This would increase permaculture practice and contribute to the development of the permaculture network.
Use edges and value the marginal
We valued a range of perspectives, including people who had not signed up for the diploma, as well as current apprentices and diploma holders.
Each important function is supported by many elements
We chose to use several research methods to explore our research question, understanding that each method would add a slightly different perspective.
Observe and interact
We wanted to observe the motivations and actions people who both had and hadn't followed their permaculture design course by signing up to the diploma. We hoped that by getting feedback from people who had done the permaculture design course, and then either had or hadn't gone onto the diploma, we could integrate a range of perspectives to tweak the diploma system.
Apply self-regulation and accept feedback
By observing people's motivations around the diploma, we hoped we would be able to contribute to the ongoing tweaking of the diploma process to make it more straightforward to sign up for, and more appealing to potential apprentices. This would increase permaculture practice and contribute to the development of the permaculture network.
Use edges and value the marginal
We valued a range of perspectives, including people who had not signed up for the diploma, as well as current apprentices and diploma holders.
Each important function is supported by many elements
We chose to use several research methods to explore our research question, understanding that each method would add a slightly different perspective.
Ethics
I considered the three permaculture ethics in relation to this design - shown in the diagram below.
I considered the three permaculture ethics in relation to this design - shown in the diagram below.
The aim of this research was to explore what prompts apprentices to begin their diploma journey at a particular point in time.
Our objectives were to
Our objectives were to
- discover the length of time people leave between finishing the PDC and registering for the diploma
- ascertain reasons diploma apprentices give for choosing to register for the diploma at a specific point
- identify perceived barriers to diploma registration, and explore when and how these have been overcome by diploma apprentices
Stage 3: Design your research project
In order to meet our objectives, we decided on three stages to the research
Barry took responsibility for administering the survey, and the Permaculture Association helped us to publicise it online through their Facebook page and newsletter, and also through Permaculture Works.
The survey contained a question asking whether people were happy to take part in an interview, and we randomly selected several from each group to contact. We developed information sheets and consent forms, and arranged our agreed interview questions into a shared Google doc so we could type answers directly and did not have to record and then transcribe interviews.
The rest of this report only refers to the stages I was responsible for - website review and qualitative interviews.
In March 2015 we completed a Gantt chart as part of our planning process to demonstrate when we hoped to complete each stage.
- Review of websites written by diploma apprentices or diploma holders
- Online survey of people who had done a permaculture design course (whether or not they had gone on to sign up for the diploma)
- Qualitative interviews with people who had done a permaculture design course (whether or not they had gone on to sign up for the diploma)
Barry took responsibility for administering the survey, and the Permaculture Association helped us to publicise it online through their Facebook page and newsletter, and also through Permaculture Works.
The survey contained a question asking whether people were happy to take part in an interview, and we randomly selected several from each group to contact. We developed information sheets and consent forms, and arranged our agreed interview questions into a shared Google doc so we could type answers directly and did not have to record and then transcribe interviews.
The rest of this report only refers to the stages I was responsible for - website review and qualitative interviews.
In March 2015 we completed a Gantt chart as part of our planning process to demonstrate when we hoped to complete each stage.
Stage 4: Implement your design
Website review
In April 2015, we took details of websites from the diploma facebook page - this gave us a total of 31 websites. In addition, we did a Google search for ‘permaculture diploma’ and included personal (not organisational) websites from the first ten pages of the search. This gave us an additional 23 websites - meaning a total of 53. The table below shows the availability and focus of the websites. Websites that were originally included were checked for availability in August 2016 when final analysis was conducted.
In April 2015, we took details of websites from the diploma facebook page - this gave us a total of 31 websites. In addition, we did a Google search for ‘permaculture diploma’ and included personal (not organisational) websites from the first ten pages of the search. This gave us an additional 23 websites - meaning a total of 53. The table below shows the availability and focus of the websites. Websites that were originally included were checked for availability in August 2016 when final analysis was conducted.
Focus of website |
Number |
Static portfolio of diploma designs
(partial or complete) |
19 |
Blog and link to designs (partial or
complete) |
7 |
Unrelated blog with no link to
designs |
7 |
Other (eg
website advertising courses) |
8 |
Private website with password access
(not included in analysis) |
1 |
Website not working (August 2016)
(not included in analysis) |
11 |
Total |
53 |
Total included in analysis (53 minus
12 private/unavailable) |
41 |
Qualitative interviews
The survey included a question asking whether people would be willing to take part in an interview. Twelve agreed, and we selected two from each of the three groups to interview. However, we were not able to contact all of these, and some were unable to take part. The table below shows the number of people interviewed in each group.
The survey included a question asking whether people would be willing to take part in an interview. Twelve agreed, and we selected two from each of the three groups to interview. However, we were not able to contact all of these, and some were unable to take part. The table below shows the number of people interviewed in each group.
Group |
Contacted |
Refused/did
not respond |
Agreed |
Done PDC but not diploma |
4 |
1 |
3 |
Currently doing diploma |
4 |
2 |
2 |
Finished diploma |
4 |
3 |
1 |
Total |
12 |
6 |
6 |
Interviews were done by telephone or Skype and lasted 20 to 60 minutes. As we completed some interviews each, we developed a shared spreadsheet using Googledocs, into which we could directly type people’s answers as they gave them, meaning interviews did not need to be recorded and then transcribed. This also meant we both had access to the document and could edit and add to it at any point.
Stage 5: Maintain progress
There were large gaps in progress of this project as one or the other of us found ourselves with other priorities. We never did get the anonymised data from the Permaculture Association, so were unable to include this in our findings.
Stage 6: Analyse your data
Website review
Many of the websites (23/41) did not record the date of their Permaculture Design Course. Of those who did, many were between 2011 and 2016 - in the five years prior to the website review. Many websites also did not record the owner’s diploma start date, so it was not always possible to ascertain the length of time between finishing the PDC and starting the diploma. This is shown in the table below.
Many of the websites (23/41) did not record the date of their Permaculture Design Course. Of those who did, many were between 2011 and 2016 - in the five years prior to the website review. Many websites also did not record the owner’s diploma start date, so it was not always possible to ascertain the length of time between finishing the PDC and starting the diploma. This is shown in the table below.
Length
of time |
Number |
0-3 months |
5 |
4-6 months |
3 |
7 months - 1 year |
4 |
1-2 years |
3
|
3-5 years |
2 |
Over 5 years |
0 |
Not recorded |
24 |
Total |
41 |
Several people wrote about their thought processes when deciding to do the diploma. People talked of their PDCs being ‘life changing’, and of becoming ‘hooked’ on the idea of permaculture. These people tended to have signed up swiftly for the diploma, often within a few months of finishing their PDC. Others took much longer to consider whether the diploma route was right for them.
Reasons people gave for signing up to the diploma included that they wanted more in-depth knowledge of permaculture, that they felt the diploma would give them a framework for future learning, and there was the potential to use the diploma to gain recognition for work they were doing anyway.
Some people described how they had been unsure at first of whether to sign up for the diploma. This was for a number of reasons, ranging from a wariness of formal qualifications or too much structure, being unsure of the requirements for accreditation, and not being able to think of any particular benefit to themselves of taking the diploma (for example, not wanting to go on to teach permaculture or practice it professionally). Some of these were overcome by reading the websites of other diploma apprentices.
It was interesting that several people wrote that they felt the diploma fitted well with their learning style. This included both people that valued the structure given by the diploma (particularly the guided route) and those who valued the freedom of being able to choose their own designs and learning pathway.
Of course, all of the websites analysed were of people who were current or previous diploma apprentices, so this section does not contain the viewpoints of people who did a PDC but not the diploma.
Reasons people gave for signing up to the diploma included that they wanted more in-depth knowledge of permaculture, that they felt the diploma would give them a framework for future learning, and there was the potential to use the diploma to gain recognition for work they were doing anyway.
Some people described how they had been unsure at first of whether to sign up for the diploma. This was for a number of reasons, ranging from a wariness of formal qualifications or too much structure, being unsure of the requirements for accreditation, and not being able to think of any particular benefit to themselves of taking the diploma (for example, not wanting to go on to teach permaculture or practice it professionally). Some of these were overcome by reading the websites of other diploma apprentices.
It was interesting that several people wrote that they felt the diploma fitted well with their learning style. This included both people that valued the structure given by the diploma (particularly the guided route) and those who valued the freedom of being able to choose their own designs and learning pathway.
Of course, all of the websites analysed were of people who were current or previous diploma apprentices, so this section does not contain the viewpoints of people who did a PDC but not the diploma.
Interviews
I took responsibility for analysing the interview responses. I used a technique called Framework to manage the data, which I use frequently at work for managing qualitative interview responses. Using this technique, respondents are displayed down the side of a table, with themed headings across the top, allowing the researcher to check easily what one person said about everything, or what every person said about one particular theme. As this project was straightforward, our ‘themes’ were simply the interview questions.
The second stage of the Framework process is producing a ‘central chart’ - a summary of the responses organised into more discrete themes. This allowed me to scan and easily summarise the data to write it up.
Many interviewees had heard the diploma mentioned on their PDC course, and the rest through either friends or the Permaculture Association newsletter. Of those who had signed up to do the diploma, one had done so within a few months, and the other two had taken over six years between finishing their PDC and starting the diploma.
We asked all three groups (those who had done a PDC but not the diploma, those who were current diploma apprentices and those who had completed their diploma) what they had considered when thinking about signing up for the diploma. Positive factors that were mentioned included having enjoyed the PDC, wanting to keep up the momentum of permaculture learning, the opportunity to connect to others and improve own permaculture practice.
‘The main thing for my PDC was the people I met - incredible energy, I've never been so motivated for years, just being with people who had positive thinking, I was flying for weeks, months later, just 'let's do this!' it was so good. So [I considered the diploma] to keep the momentum up, have lots of little projects and involved in lots of things’
[Jodie, done PDC but not diploma]
Negative factors that had been considered included time, cost, and personal circumstances. Interviewees had anticipated that they would enjoy the diploma, and it would be an opportunity to make changes to their own lives and pass on their skills to other people.
‘[I considered the diploma] principally trying to make sure that more of the permaculture practice is incorporated into my own life’
[Paul, done PDC but not diploma]
Of those who had not signed up to the diploma, motivations for thinking about it ranged from the opportunity to do different projects, family offering to provide financial support, and the structure of the diploma framework. Barriers included the cost of the diploma, the time it would take up, that the diploma did not seem ‘challenging’, and that it felt ‘pointless’.
‘A feeling that it is lightweight, lacking real useful practical impact, a hobby, not making real impact i guess. I like academic stuff and maybe it is slightly prejudice of me - I want it to be challenging, and i wonder how challenging it would be for me.’
[Lorraine, done PDC but not diploma]
We asked all three groups to consider how barriers to signing up might be overcome. Suggestions ranged from understanding how the practical elements of the diploma worked (for example by reading the handbook, talking to apprentices, and seeing examples of other people’s projects), to using permaculture processes to design a financial strategy, or developing a map of people or organisations who might be willing to ‘sponsor’ a place on a permaculture course.
‘I think there’s also an element of understanding how the diploma works, understanding that it doesn't have to be too much extra work, you can fit it into your life, do designs on things you're doing anyway, enabled me to feel I was able to do it.’
[Elizabeth, current apprentice]
We asked those who had signed up for the diploma why they had chosen that particular time to sign up. The reasons varied from ‘it seemed like the right thing to do’, being motivated by hearing about other people’s journeys, and personal circumstances.
‘I didn't consider waiting. We had a few projects in the office that we were working on which seemed to lend themselves to applying a permaculture design… but also I’d just moved… so I had a lot of free time.’
[John, current apprentice]
Current and previous apprentices expressed a range of views about their expectations before starting the diploma, and whether these had been met. In some cases expectations had been exceeded - for example one person was pleased with the ‘really drastic life decisions’ the diploma had enabled her to make, and another expressed how nice it was to have other people around on the supported route.
'Now I've gone down supported route… it’s nice to be around people interested in permaculture. Interestingly since May my action learning pathway changed and shifted as reduced scope of my ambition, a really good process… A lot of the joy out of PDC was other people and their different outlooks and takes on things, I’d forgotten how good that was, tried to do [the diploma] on my own, it was foolish. Now I’m getting what I’d hoped out of the diploma.’
[John, current apprentice]
However, things had not always worked out as planned for a range of reasons, including not getting as many client-focused or land-based designs as anticipated, designs being smaller than originally envisioned, and the cost of additional events (for example the National Diploma Gathering) being perceived by one person as too great.
Plans for after the diploma (for current/previous apprentices) were largely centred around people making changes in their own lives, and, in one case, becoming a tutor.
‘The designs side of things, doing designs, that now feels like, feels like something integrated into my life, how I approach things, by doing mini designs.’
[Elizabeth, current apprentice]
Overall, there was a sense among current/previous apprentices of the diploma being a journey, which might even facilitate significant life changes, and would certainly lead to the formation of new networks of people and friendships.
‘The things that really clicked for me were when I could really engage with other people. In a virtual sense, but also attending the diploma gathering, really magnified my learning and the connections I made and I learned from others in the process…. The advice I tend to give in the beginning to my own apprentices is to stay a little bit open-minded and go with it a bit, don’t rush into the diploma pathway, but be open minded and open to taking different turns along the way’
[Jill, completed diploma]
I took responsibility for analysing the interview responses. I used a technique called Framework to manage the data, which I use frequently at work for managing qualitative interview responses. Using this technique, respondents are displayed down the side of a table, with themed headings across the top, allowing the researcher to check easily what one person said about everything, or what every person said about one particular theme. As this project was straightforward, our ‘themes’ were simply the interview questions.
The second stage of the Framework process is producing a ‘central chart’ - a summary of the responses organised into more discrete themes. This allowed me to scan and easily summarise the data to write it up.
Many interviewees had heard the diploma mentioned on their PDC course, and the rest through either friends or the Permaculture Association newsletter. Of those who had signed up to do the diploma, one had done so within a few months, and the other two had taken over six years between finishing their PDC and starting the diploma.
We asked all three groups (those who had done a PDC but not the diploma, those who were current diploma apprentices and those who had completed their diploma) what they had considered when thinking about signing up for the diploma. Positive factors that were mentioned included having enjoyed the PDC, wanting to keep up the momentum of permaculture learning, the opportunity to connect to others and improve own permaculture practice.
‘The main thing for my PDC was the people I met - incredible energy, I've never been so motivated for years, just being with people who had positive thinking, I was flying for weeks, months later, just 'let's do this!' it was so good. So [I considered the diploma] to keep the momentum up, have lots of little projects and involved in lots of things’
[Jodie, done PDC but not diploma]
Negative factors that had been considered included time, cost, and personal circumstances. Interviewees had anticipated that they would enjoy the diploma, and it would be an opportunity to make changes to their own lives and pass on their skills to other people.
‘[I considered the diploma] principally trying to make sure that more of the permaculture practice is incorporated into my own life’
[Paul, done PDC but not diploma]
Of those who had not signed up to the diploma, motivations for thinking about it ranged from the opportunity to do different projects, family offering to provide financial support, and the structure of the diploma framework. Barriers included the cost of the diploma, the time it would take up, that the diploma did not seem ‘challenging’, and that it felt ‘pointless’.
‘A feeling that it is lightweight, lacking real useful practical impact, a hobby, not making real impact i guess. I like academic stuff and maybe it is slightly prejudice of me - I want it to be challenging, and i wonder how challenging it would be for me.’
[Lorraine, done PDC but not diploma]
We asked all three groups to consider how barriers to signing up might be overcome. Suggestions ranged from understanding how the practical elements of the diploma worked (for example by reading the handbook, talking to apprentices, and seeing examples of other people’s projects), to using permaculture processes to design a financial strategy, or developing a map of people or organisations who might be willing to ‘sponsor’ a place on a permaculture course.
‘I think there’s also an element of understanding how the diploma works, understanding that it doesn't have to be too much extra work, you can fit it into your life, do designs on things you're doing anyway, enabled me to feel I was able to do it.’
[Elizabeth, current apprentice]
We asked those who had signed up for the diploma why they had chosen that particular time to sign up. The reasons varied from ‘it seemed like the right thing to do’, being motivated by hearing about other people’s journeys, and personal circumstances.
‘I didn't consider waiting. We had a few projects in the office that we were working on which seemed to lend themselves to applying a permaculture design… but also I’d just moved… so I had a lot of free time.’
[John, current apprentice]
Current and previous apprentices expressed a range of views about their expectations before starting the diploma, and whether these had been met. In some cases expectations had been exceeded - for example one person was pleased with the ‘really drastic life decisions’ the diploma had enabled her to make, and another expressed how nice it was to have other people around on the supported route.
'Now I've gone down supported route… it’s nice to be around people interested in permaculture. Interestingly since May my action learning pathway changed and shifted as reduced scope of my ambition, a really good process… A lot of the joy out of PDC was other people and their different outlooks and takes on things, I’d forgotten how good that was, tried to do [the diploma] on my own, it was foolish. Now I’m getting what I’d hoped out of the diploma.’
[John, current apprentice]
However, things had not always worked out as planned for a range of reasons, including not getting as many client-focused or land-based designs as anticipated, designs being smaller than originally envisioned, and the cost of additional events (for example the National Diploma Gathering) being perceived by one person as too great.
Plans for after the diploma (for current/previous apprentices) were largely centred around people making changes in their own lives, and, in one case, becoming a tutor.
‘The designs side of things, doing designs, that now feels like, feels like something integrated into my life, how I approach things, by doing mini designs.’
[Elizabeth, current apprentice]
Overall, there was a sense among current/previous apprentices of the diploma being a journey, which might even facilitate significant life changes, and would certainly lead to the formation of new networks of people and friendships.
‘The things that really clicked for me were when I could really engage with other people. In a virtual sense, but also attending the diploma gathering, really magnified my learning and the connections I made and I learned from others in the process…. The advice I tend to give in the beginning to my own apprentices is to stay a little bit open-minded and go with it a bit, don’t rush into the diploma pathway, but be open minded and open to taking different turns along the way’
[Jill, completed diploma]
Stage 7: Tweak the data and reflect on lessons learned
At this point, the Permaculture Association's research handbook recommends asking yourself if you have answered your research question, and reflecting on the quality of your research.
We did do what we planned to do (albeit over a rather longer time span than anticipated), and I believe we did answer our research question. If I were to do this project again, I would make a number of changes. The website review was interesting to carry out, and set the context reasonably well, but because of the variable nature of the information contained in the websites, the data from this was not very consistent or useful. Anonymised data from the Permaculture Association, had we been able to access it, would have told us date of permaculture design course and date of diploma sign up for all apprentices, which would have been much more comprehensive.
The number of interviews we carried out was small - partly because we were limited in terms of time, but we did interview everyone who offered and who we were then able to contact. The numbers in each category were very small though so while we were able to get some information about a range of perspectives, this too is not very conclusive.
We did do what we planned to do (albeit over a rather longer time span than anticipated), and I believe we did answer our research question. If I were to do this project again, I would make a number of changes. The website review was interesting to carry out, and set the context reasonably well, but because of the variable nature of the information contained in the websites, the data from this was not very consistent or useful. Anonymised data from the Permaculture Association, had we been able to access it, would have told us date of permaculture design course and date of diploma sign up for all apprentices, which would have been much more comprehensive.
The number of interviews we carried out was small - partly because we were limited in terms of time, but we did interview everyone who offered and who we were then able to contact. The numbers in each category were very small though so while we were able to get some information about a range of perspectives, this too is not very conclusive.
Stage 8: Share your data
We ran a workshop at the Permaculture Convergence in autumn 2016. At this event we shared initial findings, and asked the group to discuss them and comment on whether they agreed or had anything to add. This was a useful exercise as it gave us some degree of triangulation and allowed us new perspectives.
We had originally planned to write a report, but before this was finished, Barry shared our findings verbally with the diploma working group and a written report was deemed no longer necessary.
We had originally planned to write a report, but before this was finished, Barry shared our findings verbally with the diploma working group and a written report was deemed no longer necessary.
Design reflections
This was my first collaborative design and I enjoyed immensely the initial start up phase, and having a collaborator to plan the project with. We were in frequent contact and motivation was high. We were enthused by the support of the Permaculture Association, particularly Chris (research officer) and Cath (diploma support). I was particularly excited about how many people filled in our survey, and agreed to be interviewed. At the start, I felt capable of delivering a professional project, on time and to a good standard.
Once we had done the research and were preparing for the write up, I got more engaged in decorating our house, and I neglected this project, which led to a ‘spiral of erosion’ - guilt, followed my avoidance, followed by more guilt. I felt I had not delivered in the professional way I expected of myself. I did not attend the diploma gathering in 2016, which might have helped rekindle my enthusiasm for the diploma and for this project in particular.
Once I engaged with the project again, writing my part of the report was fairly swift, although this was then not shared publicly.
Using the permaculture research handbook worked reasonably well, as it gave us a shared structure to work with. This was helpful as we did not know each other particularly well at the start. As a professional researcher, I don't feel I did anything differently because of using the handbook, however I think it would be very useful for someone who wasn't familiar with research who wanted to undertake a research project. The handbook did seem rather more geared towards quantitative research than qualitative, particularly crop trials - understandable given the likely nature of most permaculture research.
Once we had done the research and were preparing for the write up, I got more engaged in decorating our house, and I neglected this project, which led to a ‘spiral of erosion’ - guilt, followed my avoidance, followed by more guilt. I felt I had not delivered in the professional way I expected of myself. I did not attend the diploma gathering in 2016, which might have helped rekindle my enthusiasm for the diploma and for this project in particular.
Once I engaged with the project again, writing my part of the report was fairly swift, although this was then not shared publicly.
Using the permaculture research handbook worked reasonably well, as it gave us a shared structure to work with. This was helpful as we did not know each other particularly well at the start. As a professional researcher, I don't feel I did anything differently because of using the handbook, however I think it would be very useful for someone who wasn't familiar with research who wanted to undertake a research project. The handbook did seem rather more geared towards quantitative research than qualitative, particularly crop trials - understandable given the likely nature of most permaculture research.