The research methodology to investigate the long-tail learning effect on alumni from a large team project

Previous pedagogical research at Sheffield Hallam University by Todd et al (2006) has identified that final year students have valued final year projects to extend their degree learning experience. However, any long-term effect on their personal professional development as a graduate has not been assessed previously. This paper discusses both quantitative and qualitative research methods adopted in a comparative study of two types of individual dissertation projects; the traditional versus alternative sub-project of a larger longitudinal (over 6 years) group project led and managed by level 7 students. A student researcher has been employed to minimise bias and foster an equal’s relationship between researcher and graduate. The goal is to gather insight into the alumni experiences, lessons learnt, to inform future practices and to enrich the final year project experience at Hallam.