Researcher bias can significantly impact the validity and reliability of studies, particularly when the researcher has a particular interest in the subject. This paper uses a doctoral research project on apprenticeship completion in Ireland's built environment sector as a methodological case study to examine how bias and subjectivity were identified and mitigated. Given the researcher's active role in the field, the potential for bias is heightened, making it essential to address this challenge. Drawing on reflexive practices, including journaling and visual mapping of positionality, the paper explores how bias awareness was developed and addressed. While these strategies will be essential in future stages of apprenticeship research, the aim of this study is to highlight the necessity of these measures in mitigating bias and ensuring objective findings. By offering practical tools for identifying and mitigating bias, the study contributes to growing calls for reflexive, values-aware approaches in education research and provides guidance for future apprenticeship studies. © Association of Researchers in Construction Management, ARCOM 2025 - Proceedings of the 41st Annual Conference.
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