Introduction to Action Learning and Action Research: Genres and Approaches

2019 ◽  
pp. 3-16 ◽  
Author(s):  
Ortrun Zuber-Skerritt ◽  
Lesley Wood
Keyword(s):  
Action Research ◽  
Action Learning

scholarly journals Corporate Social Responsibility and Sustainability in a Hospitality Family Business

2021 ◽  
Vol 13 (13) ◽  
pp. 7091
Author(s):  
Ana Paula Fonseca ◽  
Sandro Carnicelli
Keyword(s):  
Corporate Social Responsibility ◽  
Organizational Learning ◽  
Action Research ◽  
Social Responsibility ◽  
Family Business ◽  
Action Learning ◽  
Family Businesses ◽  
Bottom Line ◽  
Hospitality Sector ◽  
Corporate Social

The triple bottom line of sustainability has been the foundation to assess the overall performance of organizations in the hospitality sector. Family businesses are operating in a very competitive environment, and their practices are heavily scrutinised by stakeholders. This paper considers the value of action research in the field of family businesses in the hospitality sector through the prism of organizational learning. The focus of the research is to understand how a Scottish family business learns and implements corporate social responsibility and sustainability practices and how they embed the practices in their activities in a bed and breakfast. The family business used in this research is based in Paisley, Scotland. The use of action research enabled this research to follow a recurring spiral learning process of diagnosing, planning, acting, and evaluating to achieve organizational learning. The action learning contributed to re-thinking the communication between actors involved in the Scottish hospitality sector and family businesses to open a dialogue and produce norms and to contribute to knowledge about a new small-business social responsibility orbital framework.

scholarly journals Using Action Research and Action Learning (ARAL) to develop a response to the abuse of older people in a healthcare context

2015 ◽  
Vol 7 (1) ◽  
pp. 38-51 ◽  
Author(s):  
Fiona McAlinden
Keyword(s):  
Action Research ◽  
Older People ◽  
Hospital Admissions ◽  
Elder Abuse ◽  
Health Management ◽  
Action Learning ◽  
Public Hospitals ◽  
Public Healthcare ◽  
Content Type ◽  
Policy And Procedure

Purpose The purpose of this paper is to describe Monash Health’s development of a Policy and Procedure on the abuse of older people in metropolitan Australia. Monash Health is a public healthcare network that consists of six public hospitals and over 40 community health care sites throughout the South East of Melbourne. Design/methodology/approach An Action Research Action Learning approach was employed to develop a comprehensive set of policy and procedure documents to ensure that Monash Health became compliant with the State Government’s expectations around responding to the abuse of older people in a consistent manner. Findings Almost 90,000 Monash Health hospital admissions per year are older people aged over 65 years. Senior Monash Health management recognized that staff did not have adequate information, education and resources to consistently identify and respond to situations of elder abuse. What is more, the existing internal Monash Health document Supporting Older People at Risk did not meet obligations stated in the Victorian Government’s Elder Abuse Strategy (2009). Originality/value The project’s emphasis upon participatory action research, cooperative inquiry and action learning further resulted in the identification of an opportunity to develop a strategic response to violence and abuse for all patients of Monash Health, not just older people.

Developing Critical Thinking in Doctoral Students

2015 ◽  
pp. 348-370
Author(s):  
Peter Smith
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Doctoral Students ◽  
Future Study ◽  
Research Training ◽  
Relevant Literature ◽  
Action Learning ◽  
Academic Qualification

The PhD is the highest level of academic qualification, and is by its very nature an exercise in the development of critical thinking. This chapter discusses what it means to study for a PhD and the problems that students have with developing skills of criticality. The author discusses his own experiences of supervising over 50 doctoral students and relates this to the relevant literature. The role that the supervisor, research training, the thesis, dissemination and the viva can play in developing critical thinking are discussed. The power of specific techniques including reflection, action research and action learning are also explored. The chapter presents areas worthy of future study and concludes by presenting an agenda which PhD students and their supervisors might follow.

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