What can Ketso be used for?
- Teaching & training
Ketso brings teaching and training to life through active engagement with learners
- Remote meetings & teaching
Ketso Connect is a new way of using Ketso in remote, hybrid & physically distanced meetings, workshops & teaching.
- Planning, evaluation & review
Ketso can be used for project planning, mid-way evaluation and review at the end of projects and major initiatives.
- Change management
Ketso is a powerful tool for gaining fresh insight in times of change.
- Mentoring & coaching
A visual way to explore issues and develop solutions, Ketso supports reflection, movement and change.
- Home schooling, working from home & family activities
Great for problem-solving, project planning & learning. Ketso can be used at home, in one-to-one sessions or small groups.
It offers an effective process for partnership and community development.
- Full engagement
Ensures engagement with all team-members, staff, stakeholders and clients.
- Writing & thinking
Tactile and visual, Ketso helps emerge and structure your insights.
In research it ensures that every voice is heard. Now cited in over 50 peer-reviewed articles.
Home-schooling and working from home
Promote creative thinking and engagement
Ketso is a powerful tool for problem-solving, planning and learning. It can be used on your own or in one-to-one exercises, including in home-schooling and learning together with children, or in small group settings. It is perfect for small businesses and people who work from home, where there is a real need for innovation and nimble thinking.
In addition to our range of resources supporting workshops with groups, we have developed ‘apps‘ for learning and play, planning together, having good conversations, writing, project development and more, for use with our smaller, personal kits.
Organisational development and business planning
Engage across all levels of an organisation
Ketso helps you make efficient use of time in meetings and ensures that everyone gets a say. Ketso stimulates communication across divisions and teams, creating a level playing field for fruitful dialogue between senior managers and people at all levels of an organisation.
It’s ideal for project planning and strategy development. It can also be used for effective engagement with clients or suppliers, or to engage with customers to develop products and services.
If a major change is coming up, Ketso can be used to explore how best to implement the change and make the most of opportunities. It can be used to solve problems, address challenges and to develop new ways of working across departments and teams to foster effective communication across silos.
The Ketso 3 mini (or the mini felt that comes in a Ketso 24) offers a powerful aid for performance development reviews, and can be used to work with team members in developing their own skills and potential.
Stakeholder engagement, project planning & consultation
Hear everyone’s voice
Ketso can be used to engage with project stakeholders, partners, patients or community members, or any combination of these. It is especially useful for fostering the co-production of service delivery, where different groups of people engage in genuine dialogue and develop creative solutions together.
Ketso can be used at the beginning of a project or strategic planning process, to set goals, develop new thinking and consider ways to achieve the goals. It can be used for evaluation and review at the end of projects, or part-way through in order to check progress and modify direction in response to feedback. It’s a suitable tool for engaging with stakeholders to develop funding bids.
Ketso is a powerful tool for forging partnerships and new ways of working across sectors.
Examples of reports from projects that have used Ketso
Here is a sample of the reports that have been written about projects that have used Ketso to engage with stakeholders, or that mention Ketso as a method. We would love to know about any more – do get in contact if you know of a report we have missed!
Alzheimer Scotland (2014), Dementia in Scotland
Astbury, Janice. 2018 “Co-Creating Learning Loops for Public Realm Improvements in Brunswick, Manchester – Urban Transformations.” Accessed June 12, 2019. https://www.urbantransformations.ox.ac.uk/blog/2018/co-creating-learning-loops-for-public-realm-improvements-in-brunswick-manchester/
Ballinger, John, Travis O’Doherty, Fran Igoe, Catherine Dalton, Brendan O’Keeffe, and Bryan Riney. 2016. “Delivering Integrated Catchment Management through the Bottom-up Approach: A Critical Analysis. End of Project Report.” Environmental Protection Agency, Wexford, Ireland prepared by IRD Duhallow Ltd, James O’Keeffe Institute. http://rgdoi.net/10.13140/RG.2.2.34114.38084
Bennett, Hayley. 2017. “Fife Collaborative Action Research Programme: An Overview of the Process.” Edinburgh: University of Edinburgh and What Works Scotland. http://whatworksscotland.ac.uk/wp-content/uploads/2017/07/FifeCARProgrammeOverviewOfTheProcess.pdf
Brown, Margaret, F. J. Raymond Duffy, and Kathleen Duffy. 2018. “‘Past, Present and Future: Supporting Later Life Novice Researchers in Nursing’: Report and Outcomes of a BSG Funded Small Event at the University of the West of Scotland.” In . Manchester, UK. https://research-portal.uws.ac.uk/en/publications/past-present-and-future-supporting-later-life-novice-researchers-
Brunner, Richard, Hayley Bennett, and Claire Bynner. 2018. “Collaborative Action Research and Public Services: Insights into Methods, Findings and Implications for Public Service Reform.” Edinburgh: What Works Scotland. http://whatworksscotland.ac.uk/wp-content/uploads/2018/12/WWSCollabARCrossSiteFinal.pdf
COSLA Strategic Migration Partnership. 2015. “Migration Policy Toolkit: An Online Guide to Welcoming, Integrating and Engaging Migrant Communities in Scotland: 5.4 Hearing Migrant Views.” 2015. http://www.migrationscotland.org.uk/migration-toolkit/engaging-migrants/5-4-hearing-migrant-views
Furlong, Mairead, Yvonne Leckey, and Sinead Mcgilloway. 2017. “An Evaluation of the Strengthening Families Programme in Co. Kildare, Ireland.” CYPSC Kildare. http://rgdoi.net/10.13140/RG.2.2.14265.67681
Johnstone, May. 2016. “Foxbar Community Consultation, Prepared for Engage Renfrewshire’s Project: These Streets Filled With Fun.” Renfrewshire, Scotland: Project Perspectives. https://www.engagerenfrewshire.com/files/8114/9667/5474/Foxbar_Community_Consultation.pdf
Khoury, Dr Stéfanie, and David Whyte. 2015. “NEW MECHANISMS OF ACCOUNTABILITY FOR CORPORATE VIOLATIONS OF HUMAN RIGHTS.” 978-1-908812-01–8. Liverpool: University of Liverpool. https://core.ac.uk/download/pdf/80776633.pdf
Mitchell, Jared, and Joanne Tippett. 2014. “Partnerships and Community Engagement in Catchment Based Approach (CaBA): A Snapshot of Early Experience in 2014 Data Analysis from Six Ketso Workshops Hosted by the Rivers Trust with Catchment Hosts from across the UK, Spring 2014.” Planning and Environmental Management at the University of Manchester.
Mulvey, Gareth. 2013. “In Search of Normality: Refugee Integration in Scotland, Final Report Gareth Scottish Refugee Council.” Glasgow: Scottish Refugee Council. https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=2ahUKEwjw04i1reHiAhVEsXEKHVYODBsQFjAAegQIBhAC&url=http%3A%2F%2Fwww.scottishrefugeecouncil.org.uk%2Fassets%2F0000%2F5790%2Ffinal_report.pdf&usg=AOvVaw2sb7l7Q5ZrlbAIWLoDJe-o
Nerantzi, C. &James, A. (2019) LEGO® for University Learning: Inspiring academic practice in higher education, DOI https://doi.org/10.5281/zenodo.2813448
NHS Education for Scotland. 2019. “AHP Practice Education Community.” http://www.knowledge.scot.nhs.uk/ahppe/contact-us/shetland.aspx
Oosten, Cora van, Toon De Bruyn, Joyce Engoke, and John Ajjugo. 2017. “Training Report Learning Event 4, Gambella, 8-12 May.” Gambella, Ethiopia. http://api.ning.com/files/gENxVTfXsZ*KVfvcLyrm*HoqS8EV0PO*FFOHwYvATtLhWshSVJ2t8XS8tggbUMrnbPJdzGxveqqdLGsLHkLs9mYIcJqYMDDm/20170711Trainingreport_learningevent4_GambellaupdatedSHARED.pdf
Ospina, Angelica V, Richard Heeks, Kemly Camacho, Mariana Calvo, Vivian Zúñiga, Priscilla Barrios, Katherine Marin, and Isabel Rojas. n.d. “Benchmarking Resilience of Agricultural Livelihoods: Piloting the Resilience Assessment Benchmarking and Impact Toolkit (RABIT) in Costa Rica.” http://www.niccd.org/wp-content/uploads/2017/11/RABITCostaRicaFullCaseStudy.pdf
Ospina, Angelica V, Richard Heeks, Loretta Ishida, Stephen Ssenkima, Geoffrey Mabirizi, Nicholas Mugabi, Tabitha Namarome, and Emmanuel Wandega. n.d. “Benchmarking Resilience of Agricultural Livelihoods: Piloting the Resilience Assessment Benchmarking and Impact Toolkit (RABIT) in Uganda.” Centre for Development Informatics (CDI) Global Development Institute, SEED University of Manchester, UK, Lutheran World Relief (LWR) and Gumutindo Coffee Cooperative Enterprise (GCCE). http://www.niccd.org/wp-content/uploads/2017/03/RABITUgandaFullCaseStudy.pdf
Pike, Theo. 2014 “Wandle Catchment Plan.” https://www.wandletrust.org/wp-content/uploads/2014/12/Wandle_Catchment_Plan_-_Sept_2014_-_full_document.pdf
Power, Eleanor, The Power of ‘Me’ in the Curriculum https://www.ntu.ac.uk/__data/assets/pdf_file/0038/856964/The-Power-of-Me-Research-Conference-Presentation-abridged-version.pdf
Reeves, Julie; Starbuck, Sue and Yeung, Alison (2019) Inspiring Collaboration and Engagemeent, SAGE
Renfrewshire Community Planning Partnership. 2011. “Our Renfrewshire, Our Future: Renfrewshire’s 10th Community Planning Conference 2011.” Paisley, Renfrewshire, Scotland.
Scottish Government, Convention of Scottish Local Authorities, and Scottish Refugee Council. 2013. New Scots: Integrating Refugees in Scotland’s Communities, 2014-2017. Edinburgh. https://www2.gov.scot/RESOURCE/0043/00439604.PDF
Scottish Government. 2017a. “People, Communities and Places: Review of the Community-Led Regeneration Approach as Delivered via the People and Communities Fund.” APS Group. http://publicinformationonline.com/download/148336
Scottish Government. 2017b. “Review of Learning Disability and Autism in the Mental Health (Scotland) Act 2003: Findings from a Scoping Exercise.” APS Group. http://www.publicinformationonline.com/download/135753
Sinha, Tammi, Tammi Sinha, Christine Welch, and Nigel Ward. n.d. “Setting the Scene for Lean: Raising Energy and Commitment to Lean through Immersive Games.,” 11. https://www.researchgate.net/profile/Christine_Welch/publication/317687039_Setting_the_scene_for_Lean_Raising_energy_and_commitment_to_Lean_through_Immersive_Games/links/59bba502a6fdcca8e561c173/Setting-the-scene-for-Lean-Raising-energy-and-commitment-to-Lean-through-Immersive-Games.pdf
Sneddon, Helda. 2018. ‘Mental Health and Wellbeing of Asylum Seekers and Refugees: Evidence Review and Scoping’. Northern Ireland: HSC Public Health Agency and Outcome IMPS. https://www.strongertogetherni.org/wp-content/uploads/2019/04/Mental-health-of-refugees-Long-report-FINAL-24-9-18-Helga-Sneddon.pdf
Summers, Paul. n.d. “Systems Thinking in Local Government.” Portsmouth: Portsmouth Business School, University of Portsmouth, Richmond Building. Accessed June 12, 2019. https://www.researchgate.net/profile/Paul_Summers3/publication/262414620_Systems_thinking_in_local_government/links/559e7ffc08aeab53f8fd3d00/Systems-thinking-in-local-government.pdf
Tippett, Joanne, and Angela Connelly. 2013. “Mapping Community Engagement in the Great Manchester Wetlands Partnership (GMWP).” Manchester: School of Environment, Education and Development, The University of Manchester.
Tippett, Joanne, Fraser How, and Viktoria Wesslowski. 2015. “Living Well with Dementia, Reoprt from Workshop at the North West Dementia Action Alliance Learning Event: Building Dementia Friendly Communities.” Wigan, UK.
Tippett, Joanne. 2005. “Manchester Biodiversity Strategy – Stakeholder Workshop – SUMMARY REPORT.” Manchester: Manchester City Council.
Tippett, Joanne. 2011. “Health and Wellbeing: An Ageing Dimension Launch Event Report.” Manchester: Ketso Ltd.
Uk Parliament Department For Environment, Food And Rural Affairs. 2015. “Catchment Partnership Fund: Environment Agency Summary Report 2013-2014.” TSO. http://www.publicinformationonline.com/download/67789
Ward, Nigel, and Ketso. 2011. “Effective Engagement with Ketso: Learning to Thrive – The Focus Is On You.” In 20110415 CSLB Report, 29. Midlands ICC Birmingham, UK.
WEA Women@Work Project. 2015. “WEA Women@Work Project Evaluation, 2012-2015.” Workers’ Educational Association (WEA) Scotland. https://www.weascotland.org.uk/file/862/download?token=UaGvQ0Ls
Wengel, Yana. 2015. “Exploring Community Needs with Creative Workshop Technique ‘Ketso’. A Community Film Series ‘Food for Thought’ — University of Strathclyde.” In . Waikato, New Zealand. https://pureportal.strath.ac.uk/en/publications/exploring-community-needs-with-creative-workshop-technique-ketso-
Wiegmann, Mareile, Jesse Pappers, Imre Keserü, and Cathy Macharis. 2018. “LOOPER_D3.1_Metodology_for_co-Design_of_alternatives_FINAL.Pdf.” Project number: 7123420. Brussels: Urban Europse. http://looperproject.eu/wp-content/uploads/2018/05/LOOPER_D3.1_Metodology_for_co-design_of_alternatives_FINAL.pdf
Yasin, Naveed. 2012. “The Talent Pool & Summer School at the University of Birmingham: A Case Study. Case Study.” Huddersfield, UK: University of Huddersfield. http://eprints.hud.ac.uk/id/eprint/13892/
Research & data gathering
Gain insights from more participants
Ketso can support a variety of research methods. Instead of being a method per se, it is a data gathering tool that can be used to stimulate discussion, ensure that everyone has a say, help participants to visualise and order their thinking and responses to questions, and capture data (in the form of what people have written on leaves, researcher observations and notes and, where appropriate, recordings of the discussions).
Ketso can be used in focus groups, with a small group of people discussing key issues with a researcher, and in larger workshops, to gather data from a much larger group of people. The Ketso 3 mini (or the mini felt that comes in a Ketso 24) can be used in interviews with just one or two participants, where it is used to elicit and order ideas around the key themes of the interview.
You can watch a National Centre for Research Methods training video ‘Participatory data gathering with Ketso’ here.
The key to successful use of Ketso in research is to decide what your questions are, and how best to elicit data to answer the questions with the kit. There will be a way to adapt Ketso to ask questions in a way that helps you, and participants, to uncover deeper meanings and have a more engaging discussion with everyone.
We have developed a tool for analysing the results of Ketso workshops, which is especially useful for looking for patterns in the data, coding, and for collating the results of multiple workshops / sessions with participants. This is free to use. See here for more info and to download the spreadsheet.
What peer-reviewed articles have been written about Ketso / use Ketso as a method?
Ketso has been used in research on every continent apart from Antarctica. It has been used to explore topics as diverse as street tree planning, feminist festivals, workplace learning, libraries and change, and tackling rabies. There are 71 peer-reviewed outputs that mention Ketso as a pedagogical, research or engagement tool (that we are aware of).
A number of academics have researched the use of Ketso, or written about their use of Ketso as a method. Articles that are especially useful for talking about Ketso as a method are highlighted in bold.
This open-access article sets out the theoretical underpinnings of Ketso and a review of 25 years of experience by Ketso’s founder, Joanne Tippett and Lead Facilitator & Trainer, Fraser How:
Peer-reviewed Research Outputs
Abma, Tineke, Sarah Banks, Tina Cook, Sónia Dias, Wendy Madsen, Jane Springett, and Michael T. Wright. 2019. ‘Getting Started: The Initiation of a Partnership’. In Participatory Research for Health and Social Well-Being, edited by Tineke Abma, Sarah Banks, Tina Cook, Sónia Dias, Wendy Madsen, Jane Springett, and Michael T. Wright, 43–62. Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-93191-3_3
Adams, M. D., C. L. Cornes, R. P. Armitage, A. Miah, A. P. Clark, and R. St Clair. 2016. “Sustainable Regeneration : Everyday Landscapes of Food Acquisition, Pendleton.” Monograph. http://usir.salford.ac.uk/id/eprint/38782/
ALABBASI, Dalal; STELMA, Juup. (2018) Using Ketso in Qualitative Research With Female Saudi Teachers. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, [S.l.], v. 19, n. 2, apr. 2018. ISSN 1438-5627.
Alter, Hayley, Roger Whitham, Frank Dawes, and Rachel Cooper. 2019. “Learning by Design. How Engagement Practitioners Use Tools to Stretch the Creative Potential of Their Citizen Participation Practice.” The Design Journal 22 (sup1): 1387–97. https://doi.org/10.1080/14606925.2019.1594964
Atherton, Marie, Bronwyn Davidson, and Lindy McAllister. 2019. “Growing a Profession: Clinician Perspectives on the Evolving Practice of Speech-Language Pathology in Vietnam.” International Journal of Speech-Language Pathology, 1–11. https://doi.org/10.1080/17549507.2018.1559358
Bates, James S. 2016. “Ketso: A New Tool for Extension Professionals.” The Journal of Extension (JOE). 54 (1). Tools of the Trade. https://joe.org/joe/2016february/tt6.php
Bates, James S. 2016. “What’s Ketso? A Tool for Researchers, Educators, and Practitioners.” Journal of Human Sciences and Extension 4 (2): 167.
Baume, David, and Celia Popovic. 2016. Advancing Practice in Academic Development. Routledge.https://www.routledge.com/Advancing-Practice-in-Academic-Development-1st-Edition/Baume-Popovic/p/book/9781138854710
Brook, Cheryl, and Christopher Milner. 2014. “Reflections on ‘Creative’ Action Learning in Business Education: Some Issues in Its Theory and Practice.” Teaching in Higher Education 19 (2): 126–37. https://doi.org/10.1080/13562517.2013.827651
Brown, Margaret, F. J. Raymond Duffy, and Kathleen Duffy. 2018. ‘“Past, Present and Future: Supporting Later Life Novice Researchers in Nursing”: Report and Outcomes of a BSG Funded Small Event at the University of the West of Scotland’. In . Manchester, UK. https://research-portal.uws.ac.uk/en/publications/past-present-and-future-supporting-later-life-novice-researchers-
Campbell, Heather, and Dave Vanderhoven. 2016. “Knowledge That Matters: Realising the Potential of Co-Production.” Manchester: N8/ESRC Research Programme. http://www.n8research.org.uk/media/Final-Report-Co-Production-2016-01-20.pdf
Cockburn-Wootten, Cheryl, Alison J. McIntosh, Kim Smith, and Sharon Jefferies. 2018. “Communicating across Tourism Silos for Inclusive Sustainable Partnerships.” Journal of Sustainable Tourism 26 (9): 1483–98. https://doi.org/10.1080/09669582.2018.1476519
Connelly, Steve. 2015. “PLA coproduction in the Global South” Sheffield: University of Sheffield. https://www.sheffield.ac.uk/polopoly_fs/1.465040!/file/PLA_coproduction_in_the_Global_South_Connelly_2015.pdf
Ferguson, Laura. 2017. “DT2.1.1 Report on Mapping and Managing Assets and Assessing Climate Change Impacts.” Northern Periphery and Arctic Programme. http://shape.interreg-npa.eu/subsites/SHAPE/WPt2_Capitalising_on_assets/DT2.1.1_Report_on_mapping_and_managing_assets_and_assessing_climate_change_impacts.pdf
Furlong, Claire, and Tippett, Joanne. 2013. “Returning Knowledge to the Community: An Innovative Approach to Sharing Knowledge about Drinking Water Practices in a Peri-Urban Community.” Journal of Water, Sanitation and Hygiene for Development 3 (4): 629–637. https://doi.org/10.2166/washdev.2013.071. The paper is free to download – click here.
Galabo, Rosendy, and Leon Cruickshank. 2019. “Redesigning Tools for Knowledge Exchange. An Improvement Framework.” The Design Journal 22 (sup1): 1357–71. https://doi.org/10.1080/14606925.2019.1594962
Le Roux, E. 2007. “Accounting for the Potential of a Reflective Practice Framework to Enhance Environmental Management in South African Local Government.” The International Journal of Learning 14 (8): 255–65.
Irvine, Annie, Ruth Lupton, and Lorna Unwin. 2016. “Aligning Local Economic Development and Skill Formation: A Co-Productive Approach to Knowledge and Knowledge Exchange in the Context of Devolution, in: Knowledge That Matters: Realising the Potential of Co-Production.” Manchester: N8/ESRC Research Programme. http://www.n8research.org.uk/media/Final-Report-Co-Production-2016-01-20.pdf
Ivashinenko, Nina. 2014. “Searching for a New Approach to Face Poverty on the Local Level, a Case Study in a Small Russian Town.” Debatte: Journal of Contemporary Central and Eastern Europe 22 (3): 403–19. https://doi.org/10.1080/0965156X.2014.988493
Jiricka-Pürrer, Alexandra, Markus Leitner, Herbert Formayer, Thomas F. Wachter, and Andrea Prutsch. 2019. ‘Mainstreaming Climate Change Adaptation in Infrastructure Planning—Lessons Learned from Knowledge Transfer and Communication’. In Addressing the Challenges in Communicating Climate Change Across Various Audiences, edited by Walter Leal Filho, Bettina Lackner, and Henry McGhie, 399–416. Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-98294-6_24
Jiricka-Pürrer, Alexandra, Thomas F. Wachter, and Patrick Driscoll. 2019. ‘Perspectives from 2037—Can Environmental Impact Assessment Be the Solution for an Early Consideration of Climate Change-Related Impacts?’ Sustainability 11 (15): 4002. https://doi.org/10.3390/su11154002
McIntosh, Alison J., and Cheryl Cockburn-Wootten. 2016. “Using Ketso for Engaged Tourism Scholarship.” Annals of Tourism Research 56: 148–51. https://doi.org/10.1016/j.annals.2015.11.003
McIntosh, Alison, and Cheryl Cockburn-Wootten. 2018. “Refugee-Focused Service Providers: Improving the Welcome in New Zealand.” The Service Industries Journal 39 (9–10): 701–16. https://doi.org/10.1080/02642069.2018.1472243
McMillan, Brian, Sarah Fox, Moira Lyons, Suzy Bourke, Manoj Mistry, Angela Ruddock, Benjamin Brown, Mei Yee Tang, and Harm Van Marwijk. 2018. “Using Patient and Public Involvement to Improve the Research Design and Funding Application for a Project Aimed at Fostering a More Collaborative Approach to the NHS Health Check: The CaVIAR Project (Better Care Via Improved Access to Records).” Research Involvement and Engagement 4 (1): 18. https://doi.org/10.1186/s40900-018-0101-7
Meyer, T.C., and E. Le Roux. 2006. “Capacity Building for Effective Municipal Environmental Management in South Africa.” Ecology and the Environment 93.
Milner, Christopher D., and Barbara M. Savage. 2016. “Modeling Continuous Improvement Evolution in the Service Sector: A Comparative Case Study.” International Journal of Quality and Service Sciences 8 (3): 438–60. https://doi.org/10.1108/IJQSS-07-2016-0052
Moskal, M., D. Sime, N. Tyrrell, Ch McMellon, and C. Kelly. 2018. “Eastern European Youth Identities in Uncertain Times.” Monograph. http://www.migrantyouth.org/files/2016/08/Briefing-No.-5-Eastern-European-Youth-Identities-in-Uncertain-Times.pdf
Oosten, Cora van, Tashi Dorji, Brij Rathore, Nawraj Pradhan, and Tenzin Choigey. 2017. “Strengthening Landscape Governance Capacities in Bhutan.” Kathmandu, Nepal: International Centre for Integrated Mountain Development (ICIMOD. https://library.wur.nl/WebQuery/wurpubs/fulltext/432204
Paraskevas, Alexandros, Maureen Brookes, and Levent Altinay. 2019. “Global Refugee Crisis and the Service Industries.” The Service Industries Journal 39 (9–10): 663–67. https://doi.org/10.1080/02642069.2019.1619381
Peel, Deborah. 2011. “Signature Pedagogies and the Built Environment.” Journal for Education in the Built Environment 6 (2): 1–7. https://doi.org/10.11120/jebe.2011.06020001
Phi, Giang, and Dianne Dredge. 2019. ‘Critical Issues in Tourism Co-Creation’. Tourism Recreation Research 44 (3): 281–83. https://doi.org/10.1080/02508281.2019.1640492
Tippett, Joanne, Angela Connelly, and Fraser How. 2011. “You Want Me to Do What? Teach a Studio Class to Seventy Students?” Journal for Education in the Built Environment 6 (2): 26–53.
Tippett, Joanne. 2013. “Creativity and Learning – Participatory Planning and the Co-Production of Local Knowledge.” Town and Country Planning, Special Issue: Urban and Regional Ecology and Resilience, , no. October: 439–42.
Trantom, John. 2013. “Developing an Action Learning Way of Working within a Leadership Context in Higher Education: Barriers and Enablers.” Action Learning: Research and Practice 10 (3): 246–53. https://doi.org/10.1080/14767333.2013.840062
Tyrrell, Naomi, Daniela Sime, Claire Kelly, and Christina McMellon. 2019. “Belonging in Brexit Britain: Central and Eastern European 1.5 Generation Young People’s Experiences.” Population, Space and Place 25 (1): e2205. https://doi.org/10.1002/psp.2205
Wengel, Yana, Alison McIntosh, and Cheryl Cockburn-Wootten. 2019. “Co-Creating Knowledge in Tourism Research Using the Ketso Method.” Tourism Recreation Research, February, 1–12. https://doi.org/10.1080/02508281.2019.1575620
Whitworth, Andrew, Maria Carme Torras I Calvo, Bodil Moss, Nazareth Amlesom kifle, and Terje Blåsternesc. 2014. “Changing Libraries: Facilitating Self-Reflection and Action Research on Organizational Change in Academic Libraries.” New Review of Academic Librarianship 20 (2): 251–74. http://dx.doi.org./10.1080/13614533.2014.912989.
Whitworth, Andrew, Maria-Carme Torras Calvo, Bodil Moss, Nazareth Amlesom Kifle, and Terje Blåsternes. 2016a. “Mapping the Landscape of Practice across Library Communities.” Portal: Libraries and the Academy 16 (3): 557–79. https://doi.org/10.1353/pla.2016.0034
Whitworth, Andrew, Maria-Carme Torras Calvo, Bodil Moss, Nazareth Amlesom Kifle, and Terje Blåsternes. 2016b. “Mapping the Landscape of Practice across Library Communities.” Portal: Libraries and the Academy 16 (3): 557–79. https://doi.org/10.1353/pla.2016.0034
Whitworth, Andrew, Nazareth Amlesom Kifle, and Terje Blåsternes. 2015. “Mapping the Information Landscape of the Academic Library,” Qualitative and Quantitative Methods in Libraries (QQML) 4: 843-–853, http://www.qqml.net/papers/December_2015_Issue/4411QQML_Journal_2015_Whitworhtetal_843-853.pdf
Whitworth, Andrew. 2016. “Information Challenges, Challenging Information Digital Workplaces.” Journal of Library & Information Science; Taipei 42 (1). https://search.proquest.com/docview/1999243403/abstract/AA5C6B3A8150475FPQ/1
Wray, Katie, and Carys A. Watts. 2012. “Using Toolkits to Achieve STEM Enterprise Learning Outcomes.” Education + Training 54 (4): 259–77. https://doi.org/10.1108/00400911211236118
The background research at the University of Manchester, and funded by the ESRC and Mersey Basin Campaign, that led to Ketso is developed in detail in this peer-reviewed article:
Tippett, J., Handley, J. F., Ravetz, J. (2007) “Meeting the challenges of sustainable development—A conceptual appraisal of a new methodology for participatory ecological planning”, Progress in Planning, Volume 67, Issue 1, Pages 9-98 This can be accessed for free here.
Sections in Books
Elliot, Mark, Ian Fairweather, Wendy Olsen, and Maria Pampaka. 2016. “Mapping.” In A Dictionary of Social Research Methods. Oxford University Press. http://www.oxfordreference.com/view/10.1093/acref/9780191816826.001.0001/acref-9780191816826-e-0226
Gilchrist, Alison, and Marilyn Taylor. 2016. The Short Guide to Community Development. 2nd ed. Bristol: The Policy Press. https://policy.bristoluniversitypress.co.uk/the-short-guide-to-community-development
Hirst, John. 2016. “Can Hotels Educate Consumers about Sustainability?: Ingenta Connect.” In Sustainability in Hospitality: How Innovative Hotels Are Transforming the Industry, edited by Miguel Angel Gardetti and Ana Laura Torres, 156–78. London: Routledge. https://doi.org/10.4324/9781351285360
Robertson, Judith. 2017. “See Me: Scotland Case Study.” In The Stigma of Mental Illness – End of the Story?, edited by Wolfgang Gaebel, Wulf Rössler, and Norman Sartorius, 379–403. Cham: Springer International Publishing.
Seale, C. 2011. Researching Society and Culture. SAGE Publications. https://books.google.co.uk/books?id=uhBCvNlypL4C
Whitworth, A 2020, Mapping information landscapes: new methods for exploring the development and teaching of information literacy. Facet Publishing, London.
Beckmann, Elizabeth, A, Piki Diamond, and Neil Buissink. 2017. “Professional Recognition for Educators in Higher Education: Pathways to Mauri, Self-Efficacy and Reflective Practice.” In Proceedings of the 13th Tertiary Education Research in New Zealand Conference Conference Organisation by the Massey University Research on Teaching and Learning Group, Massey University, Palmerston North, 30 November – 1 December 2017. Massey University, Palmerston North, New Zealand. 7
Design Management Institute, International research Conference, Erik Bohemia, Joanne Liedtka, and Alison Rieple. 2012. Leading Innovation through Design Proceedings of the DMI 2012 International Research Conference 2012, 8-9 August, Boston. Boston: Design Management Institute.
Douglas, Dianna, Paul Adams, and Kate Wall. 2018. “Using Ketso and Appreciative Inquiry In Educational Research: Promoting the Feel Good Factor.” In 2018 Qualitative Methods Conference, 17:1–39. Banff, Canada: International Journal of Qualitative Methods. First Published November 15, 2018 Abstract https://doi.org/10.1177/1609406918801621 https://journals.sagepub.com/doi/10.1177/1609406918801621
Kuusinen, Kati; Gregory, Peggy; Sharp, Helen and Barroca, Leonor (2016). Strategies for doing Agile in a non-Agile Environment. In: ESEM 2016, 8-9 Sep 2016, Ciudad Spain, ACM https://oro.open.ac.uk/46962/1/ESEM16_short_final.pdf
McIntosh, Alison J, and Cheryl Cockburn-Wootten. 2018. “Community Hospitality: Improving Advocacy and Support for Refugees.” In 27th Council for Hospitality Management Education (CHME) Annual Research Conference. Bounemouth, UK.
Mora, C., Davide Menozzi, G. Sogari, Margaret F. Brennan, M. Raley, and L. J. Frewer. 2013. “Biotechnology and Public Opinion: The Results of a Citizens’ Jury Case Study.” In Italian Association of Agricultural and Applied Economics (AIEAA) 2013 Second Congress, June 6-7. Parma, Italy.
Varyzgina, A (2017) Prevention strategies of avoiding poverty in
small towns of contemporary Russia, The XXVII ESRS Congress, Poland, Krakow, July 24-27, 2017 https://pureadmin.uhi.ac.uk/ws/portalfiles/portal/2415986/Proceedings_ESRS_Krakow.pdf
Wanniarachchi, T., D. G. K. Dissanayake, and C. Downs. 2018. “Exploring Opportunities and Barriers of Community Based Entrepreneurship within Handloom Communities in Sri Lanka.” In International Conference on Business Research (ICBR). University of Moratuwa, Sri Lanka.
Wiegmann, Mareile, Imre Keserü, and Cathy Macharis. 2018. “Looper: Towards a Methodology of Co-Design Approaches.” In Wiegmann. Wien: CORP = Competence Center of Urban and Regional Planning = Kompetenzzentrum für Stadtplanung und Regionalentwicklung.
Have any PhDs used Ketso as a data gathering method?
Several PhDs have used Ketso to gather data at various stages of the research, the 14 successful, completed ones that we know of are listed below. We are always keen to hear of more examples and add to the list below, please let us know if we have missed any!
ABIGO,ADENI (2016) FACILITIES MANAGEMENT:ENHANCING SOLID WASTE MANAGEMENT PRACTICES FOR
URBAN MARKETPLACES IN NIGERIA,University of Brighton, Doctor of Philosophy, June 2016
AL-Abbasi, Dalal, 2017, ‘The Experiences of Saudi Female Teachers Using Technology in Primary Schools in Saudi Arabia’ A thesis submitted to the University of Manchester for the degree of Ph.D. in the Faculty of Humanities, School of Environment and Development, Manchester Institute of Education, Manchester, UK. You can watch a video of Dr. Dalal AL-Abbasi talk about her use of Ketso in her PhD here.
Forman, Alister(2020) ENERGY AND EQUITY REVISITED: Examining local approaches to energy justice through community renewables development in Wales, School of Geography and Planning, Cardiff University, Doctor of Philosophy
Hall, Justine Michelle, 2010, ‘Trees in Towns: Factors Affecting the Distribution of Trees in High Density Residential Areas of Greater Manchester’, A thesis submitted to the University of Manchester for the degree of Ph.D. in the Faculty of Humanities, School of Environment and Development, Planning and Landscape Department, Manchester, UK.
Holley-Boen, Wendy. 2017. “Practising Fiercely : Fulfilment through Stance, Supports and Stamina : A Participatory Narrative Inquiry of Specialist Teachers’ Practice in Aotearoa New Zealand : A Thesis Presented in Partial Fulfilment of the Requirements for the Degree of Ph.D. in Education at Massey University, Albany, Aotearoa New Zealand.” PhD Thesis, Massey University.
Isaacs, Anna. 2018. “Keeping Healthy and Accessing Primary and Preventive Health Services in Glasgow: The Experiences of Refugees and Asylum Seekers from Sub Saharan Africa.” PhD, University of Glasgow.
Kolodziejski , Ann Louise, 2014, ‘Connecting People and Place: Sense of Place and Local Action’ A thesis submitted to the University of Manchester for the degree of PhD in the Faculty of Humanities.
le Roux, Ebenhaezer, 2010, ‘Action Research into a Learning Initiative with Environmental Managers in a Transitional Local Government, South Africa’, A thesis submitted to the University of Manchester for the degree of Ph.D. in the Faculty of Humanities, School of Environment and Development, Planning and Landscape Department.
Njiraini, Nancy Nyambura Karanja (2015) ‘Exploring the importance of critical thinking in creating capabilities for self-reliance in international community development: A Kenyan context’. PhD thesis, University of Glasgow.
O’Shea, Susan Mary, 2014 ‘The Art Worlds of Punk-Inspired Feminist Networks – A social network analysis of the Ladyfest feminist music and cultural movement in the UK’ A thesis submitted to the University of Manchester for the degree of Ph.D. in the Faculty of Humanities.
Sarky, Sarook , 2016. ‘An Evaluation of Participatory Ecotourism Planning Approaches in the Kurdistan Region of Iraq’, Thesis for the degree of Doctor of Philosophy, UNIVERSITY OF SOUTHAMPTON, FACULTY OF SOCIAL AND HUMAN SCIENCES, Geography and Environment.
Tippett, Joanne (2004) A PARTICIPATORY PROTOCOL FOR ECOLOGICALLY INFORMED DESIGN WITHIN RIVER CATCHMENTS, School of Planning and Landscape, The University of Manchester, Doctor of Philosophy, http://holocene.net/research/phd.htm
Uflewska, Agnieszka Katarzyna. 2018. “From Nowhere to Now-Here: Online and Offline Belonging Identity Negotiations of Millennial Poles in Glasgow, Scotland.” PhD, University of Glasgow.
YAKUBU, JANET AGATI (2017) THE WASTE MANAGEMENT SYSTEM IN LOW INCOME AREAS OF JOS, NIGERIA: THE CHALLENGES
AND WASTE REDUCTION OPPORTUNITIES, University of
Brighton, Doctor of Philosophy, October 2017 https://research.brighton.ac.uk/files/4785544/Janet_thesis_final_thesis.pdf
Teaching and training
Stimulate active learning
Ketso can be used in a wide range of teaching and learning settings, to reveal what students already know and what they hope to achieve from the course, as well as to review learning. It can be used to explore knowledge about particular topics and develop understanding around key issues.
It has been used in professional training settings and in university education at all levels (in over half the universities in the UK, as well as in New Zealand, Australia, the Netherlands, Germany, Kenya, the USA and Canada). In addition to teaching and learning, the kit has also been used for curriculum development and student engagement.
Ketso has been taken up in primary and secondary schools and further education settings. Uses include: pupil engagement (e.g. on school councils and in eco-clubs), learning languages and English as an additional language, study skills, revision, project development and exploration of learning topics.
Specific use cases
Can you use Ketso for discussing detailed, established issues or plans?
You can use Ketso to get feedback on the plan or options within it, exploring how best to implement the change, and finding ways to make the most of the change to meet people’s needs.
The kinds of questions you can ask around implementing decisions or plans which have already been made include:
- What would success look like?
- What resources have we got to achieve this plan?
- What are the future possibilities / what else can we do?
- What are the barriers and what might prevent us from achieving our goals?
- How can we overcome these barriers?
Can Ketso be used to discuss particularly sensitive or challenging topics?
Ketso has been used in a range of conflict resolution settings. It has also been used to explore major problems in organisational settings and community groups. We find that the kit tends to help people see issues from the perspective of other people. The fact that ideas are (literally) on the table, and built into a picture of the group’s thinking, helps shift individuals’ thinking and encourages people to acknowledge multiple points of view.
If you want to discuss a particularly sensitive topic, or one where a problem has occurred and you need to find out why, it can be helpful to give participants an opportunity to put their ideas on leaves and mix them up before they are read out. This allows the person who wrote the leaf to be dissociated from the idea and so remain anonymous.
Can Ketso be used when participants speak different languages, are illiterate or have communication difficulties?
Ketso has proved a valuable tool for promoting communication amongst people with different languages. It was used initially in Southern Africa with people speaking Tswana, Sesotho, Zulu, Xhosa, Afrikaans and English (as well as with mixed levels of education and literacy). Ketso was a key main engagement tool for bringing together refugees and asylum seekers with service providers across the public sector in developing Scotland’s refugee integration strategy.
Participants can write ideas in the language they are most comfortable in. They can also draw pictures or use simple symbols instead of words. When an idea is shared on the workspace, the facilitator can ask another participant to add a leaf alongside it in the language in most common use, allowing more people to read the idea. This can be a great way to discuss ideas and the meanings of words, as often the translations reveal quite different senses of what the person means.
How does Ketso work for participants who experience learning difficulties or have unseen disabilities, such as mental health issues?
Ketso has had particularly good feedback from students who identify as learning differently and those with unseen disabilities, such as anxiety. It has also proved to be a powerful tool for inclusion of students with different levels of knowledge and language abilities. You can download a report assessing Ketso’s value in widening participation at The University of Manchester here (word document). This case study shows how Ketso was used to explore wellbeing in schools with students who identify as learning differently.
We have had this advice from a practitioner using Ketso for workshops around mental health. In recognition that the conversation may throw up challenging issues for participants, perhaps unexpectedly, identify a quiet place where people can go for some quiet reflection if the discussion becomes difficult for them, and let participants know about it (and that it is OK to use it!). Try to make sure there is a mental health first aider attending the workshop, and that people know this is the case.
Are there limits to the age range of people who can use Ketso?
Ketso works well with young and old alike, and is particularly useful for encouraging cross-generational communication. Ketso can be used with primary school children (as soon as they can write or draw symbols to communicate) and has been used in several workshops with people living with dementia,where it has proven a valuable tool for engagement. See this report for an example (word document).
We have developed several tried and tested methods which help you use Ketso to good effect.
There are a few basic principles around the types of questions to ask and the order in which to ask them that have proven highly effective. Learn how to develop a workshop plan to suit your needs in this How To.