Video-reflexivity: A methodology to promote engaged learning and sustained impact - (2 days)

This Master-class is designed for those interested in, and/or responsible for promoting learning in complex organisations. It will provide participants with an understanding of, and practical experience with video-reflexivity and how it can be used to: examine and understand organisational practices; as well as promote engaged learning and sustained impact.


Video-reflexivity creates opportunities for participants to:

  • Expand a sense of what complex circumstances might require from them
  • Negotiate the definitions and enactments of optimal performance


This master class will draw on the collective expertise of international scholars with considerable experience with video-reflexivity to advance. They will draw on their experiences and expertise in using video-reflexivity in healthcare, however the content will also be applicable to the study of social and professional practices in other areas.


These scholars include (follow the hyperlink for a detailed biography):



- Senior Lecturer within the School of Business at the Western Sydney University
Dr Katherine Carroll - Research Fellow in the School of Sociology at the Australian National University.
Dr Su-yin Hor - Lecturer in health services management at the University of Technology, Sydney
Dr Mary Wyer - Postdoctoral researcher at the Centre for Infectious Diseases and Microbiology, The Westmead Institute for Medical Research
Ms Danielle Bywaters - University of Tasmania
Dr Aileen Collier - University of Auckland
Dr Nina Fudge - Queen Mary University of London
Prof. Rick Iedema - King’s College London
A/Prof. Jessica Mesman - Maastricht University
Mrs Anouk van der Arend - Maastricht University


Master Class - runs over 2 days
About this course: 

Organisations have become more flexible and innovation-driven, and their processes and structures, more complex and dynamic – video-reflexivity is one approach to examine and understand this complexity. Organisations that represent the academic, public, private, and not-for-profit sectors are increasingly called to collaborate and engage with, and demonstrate positive impact on their communities – video-reflexivity represents one approach towards this aim.


Practitioners (broadly defined) are regularly required to engage in organisational change and quality improvement programs, and to involve colleagues and/or other stakeholders in this process – video-reflexivity represents one approach towards this aim. Video-reflexivity has a demonstrated capacity to draw together researchers, clinicians, patients, and their families to examine and understand complex healthcare practices. Video-reflexivity has been successfully used to ignite meaningful organisational change


The Master-class will harness and draw on the collective expertise of international scholars who have considerable experience with video-reflexivity – they will be involved in:

  • The development of the syllabus and the associated learning materials
  • The didactic delivery of parts of the syllabus via web-conference, as appropriate
  • The interactive facilitation of parts of the syllabus in person


To the instructors’ knowledge, there are no regular courses or training opportunities on video-reflexivity or related methodologies available to researchers throughout Australia.


Following the completion of the Master-class, participants will be offered continued support via the Video-Reflexive Ethnography International Association – this association is an international collective of scholars and practitioners with an interest in video reflexive ethnography as a transformative methodology; members convene monthly via web-conference to advance:

  • Video-reflexivity for studying social practices in all their aspects;
  • The professional interests of those who use video-reflexivity, including the creation and dissemination of methodological knowledge and its use in improving practices;
  • Practical and ethical norms for conducting video-reflexivity within and beyond the research setting.


Following the completion of this Master-class, participants will be able to:

  • Explain the guiding principles that underpin video-reflexivity
  • Identify its benefits and limitations
  • Undertake video-reflexivity with reference to: the resources required; data management; and data analysis
  • Develop a proposal for a video-reflexivity project
  • Describe the practical and ethical implications of using video-reflexivity
  • Identify relevant sources of information and support to guide the use of video-reflexivity


Course syllabus: 

Day 1

  1. What is video-reflexivity? A historical perspective of its place in social science research
  2. Why use it? Its theoretical and methodological setting
  3. How has it been used and with what effects? Stories from the field
  4. What are the ethical, logistical, and technical considerations of video-reflexivity and how might these be managed?


Day 2

  1. How might I use video-reflexivity?
  2. How do I design a video-reflexivity project? Getting started
  3. How do I edit, store, and manage video-recordings?
  4. How can meaningful and sustained impact be determined? Facilitating reflexivity and disseminating the lessons learnt


Course format: 

This two day master-class will be held in the ACSPRI Office in Melbourne.

Recommended Background: 

This Master-class is designed for those with a basic understanding of the design and/or conduct of research, quality improvement efforts, and/or organisational change. As such, it is well-suited to individuals who represent the:

  • Academic sector, including doctoral scholars
  • Public sector
  • Private sector
  • Not-for-profit sector
Recommended Texts: 


Iedema, R., Mesman, J., & Carroll, K. (2013). Visualising health care practice improvement: Innovation from within. London: Radcliffe Publishing.