scholarly journals Action in action research

2016 ◽  
Vol 18 (2) ◽  
pp. 118-147 ◽  
Author(s):  
Ulf Melin ◽  
Karin Axelsson
Keyword(s):  
Information Systems ◽  
Action Research ◽  
Social Action ◽  
The Body ◽  
Service Development ◽  
Action Research Project ◽  
Research Project ◽  
Dynamic Activity ◽  
Content Type ◽  
Systems Research

Purpose The purpose of this paper is to elaborate on the concept of action by addressing actions and roles in the practice of action research, illustrated by dilemmas in an action research project on information systems development in public sector. The main ambition with action research is being able to solve organisational problems through intervention and to contribute to scientific knowledge. The main emphasis has so far been on the “research part”. Here the authors focus on the “action part” of action research to generate rigorous research, to solve local problems and to deal with evident dilemmas in action research. Design/methodology/approach This is a qualitative case study. The empirical illustrations of this paper originate from an action research project that focused the two e-service development initiatives analysed below. The analysis is structured using key aspects and phases proposed by Avison et al. (2001). As a result of the analysis, the concept of action is elaborated. The action elements action, actor, motive, space and time are analysed together with different roles. This goes beyond the existing action research literature. Findings The conclusions show that there is a need to understand actions and roles within action research projects – not separating action from research. Research is also seen as action. The practice of action research is also discussed as context-bounded interactive social action: action research as a recurrent, interactive and dynamic activity. It is also identified that the understanding of roles, actions and interaction can help handle dilemmas in action research. Research Limitations/implications The authors contribute to the body of knowledge concerning action research in the information systems research field and in general by exploring the need to study the concept of action (e.g. situations and elements), to be explicit concerning the different phases, roles and responsibilities and management of different dilemmas in action research. A limitation of this study is that the inter-organisational development character in this study adds an extra dimension into the practice of actions research only partially highlighted. Another limitation is focus on public agencies. However, this is not critical for the results on action elements and the action research dilemmas that are studied. Practical Implications The understanding of roles, actions and interaction can solve the dilemmas and challenges linked to the practice of action research in the information systems field, but such understanding can help discover and handle dilemmas in action research. Originality/value The originality in this research is an illustration of and a perspective of action research as a context-bounded interactive social action: action research as a recurrent, interactive and dynamic activity. The value is that this knowledge can help handle dilemmas in action research.

A reflexive account on my positionality in a collaborative action research project in a Seychelles secondary school

2015 ◽  
Vol 15 (1) ◽  
pp. 2-19 ◽  
Author(s):  
Jemma Simeon
Keyword(s):  
Action Research ◽  
Secondary School ◽  
Learning Strategies ◽  
Strategy Instruction ◽  
Research Process ◽  
Collaborative Action Research ◽  
Action Research Project ◽  
Research Project ◽  
Planning Stage ◽  
Content Type

Purpose – The paper is based on a doctoral action research project in which three ESL teachers and the author in one secondary school in the Seychelles focused on strategy instruction in the process approach to writing instruction with the aim of helping students become effective writers. The project enabled the author to establish relationships with the participating teachers as educator, facilitator and collaborator. To ensure the trustworthiness of the research, the author needed to clarify and explore the complex relationships to the setting and participants being studied. The paper aims to discuss these issues. Design/methodology/approach – In this paper, the author reflexively discusses the development nature of my research: language learning strategies (LLS) and draw upon my experience of working with three ESL Seychellois teachers in the reflection and planning stage of the Core Action Research project to critically reflect on the negotiation of my position in practice. Findings – Reflecting on the author’s positionality in relation to how the teacher participants constructed the identity has helped the author to be more reflexive and engage with the research process in a more meaningful way. Originality/value – The author’s experience suggests that one’s positionality is never fixed and stable, but rather may be characterized as changing and fluctuating according to the context, content, feelings and ideas expressed.

A collaborative action research project towards embedding ESD within the higher education curriculum

2017 ◽  
Vol 18 (6) ◽  
pp. 857-876 ◽  
Author(s):  
Gisela Cebrián
Keyword(s):  
Action Research ◽  
Teaching Practice ◽  
Collaborative Action Research ◽  
Research Approach ◽  
Action Research Project ◽  
Research Project ◽  
Content Type ◽  
Collaborative Action ◽  
Action Research Approach ◽  
The Impact

Purpose This paper aims to present a collaborative action research project conducted at the University of Southampton with the aim to promote curriculum and professional development in education for sustainable development (ESD) and learn from everyday practices of academics. Design/methodology/approach An action research approach guided by participatory and emancipatory approaches was used. An interdisciplinary group of five academic staff members from different subject areas (education; archaeology; electronics and computer sciences; biology; and health sciences) was created with the aim to support the group’s critical reflection and action towards embedding ESD in their teaching practice. Findings The main outcomes of delivery of sustainability teaching achieved through the project and evidences of the impact of the facilitator role are outlined. The facilitator role has enabled reflection and action, together with the identification of specific needs of academics and the factors influencing their engagement and action. Originality/value This research demonstrates the potential of using action research to rethink current practice in embedding ESD and to lead to new practices and actions of communities of practice. The facilitator role and second-order action research can contribute to better decision-making of sustainability as it questions practice, current assumptions and worldviews.

Spatialities of Anger: Emotional Geographies in a Boxing Program for Survivors of Violence

2011 ◽  
Vol 28 (2) ◽  
pp. 171-188 ◽  
Author(s):  
Cathy van Ingen
Keyword(s):  
Action Research ◽  
Emotional Response ◽  
Power Relations ◽  
Social Space ◽  
The Body ◽  
Social Injustice ◽  
Action Research Project ◽  
Research Project ◽  
Empirical Examination ◽  
Emotional Geographies

The primary aim of this article is to begin to articulate the spatiality and sociality of emotion in an action research project called Shape Your Life, a project designed to teach recreational boxing to female and transgendered survivors of violence in Toronto. In particular, the article is a theoretical and empirical examination of anger, the dominant emotional response to injustice. A case is made for a spatially engaged approach to the study of anger as a politically meaningful response to violence and social injustice in the lives of survivors. Taking the anger of survivors of violence seriously provides a spotlight on the connection between the body, social space, and emotion. The article then draws from participants’ spatialities of anger to argue that anger has deep implications for people involved in unequal power relations and that anger can be used to impel change in the lives of survivors.

The genie in the learning organisation? The experience of using multi-level action learning at the Leadership Foundation

2015 ◽  
Vol 11 (2) ◽  
pp. 66-76 ◽  
Author(s):  
Louise Clifton ◽  
Paul Gentle
Keyword(s):  
Action Research ◽  
Action Learning ◽  
Research Work ◽  
Voluntary Action ◽  
Strategy Development ◽  
Learning Organisation ◽  
Action Research Project ◽  
Research Project ◽  
Content Type ◽  
The Impact

Purpose – The purpose of this paper is to examine the working practices and outcomes of an action research project in a specialist organisation engaged in the field of leadership development. The intention of the project was to enable the company involved to become a stronger learning organisation at a time when it was developing a future strategy. Design/methodology/approach – The paper uses a case study approach to describe and analyse a three-stage process involving the use of a focus group, organisational climate survey and voluntary action learning sets. Interviews with participants are analysed thematically in order to assess the impact of the action research project on the organisation’s culture. Findings – Participation by the majority of the Leadership Foundation’s staff in action learning and related opportunities for feedback within the organisation helped move its culture towards wider participation in strategy development and a whole organisation approach to working. Other organisations wishing to build collaborative working cultures can learn from the implications of the project, particularly those concerning the need to attend to the intended outcomes of action learning and the role of skilled, critical facilitators in action learning processes. Originality/value – The paper is innovative in that it explores practitioner-led action research work in a setting of leadership and organisational development. It will interest leaders and managers who seek to build learning organisations, as well as organisational developers with an interest in enhancing the impact of action learning.

scholarly journals Leading organizational transformation: an action research study

2018 ◽  
Vol 33 (1) ◽  
pp. 15-28 ◽  
Author(s):  
Filomena Canterino ◽  
Stefano Cirella ◽  
Abraham Baruch (Rami) Shani
Keyword(s):  
Action Research ◽  
Empirical Investigation ◽  
Organizational Transformation ◽  
Single Case ◽  
Action Research Project ◽  
Research Project ◽  
Content Type ◽  
Plural Leadership

Purpose The purpose of this paper is to address a specific gap in the literature that centers on individual perspective of leadership within the context of organizational transformation. It explores synergies between leadership, analyzed as a combination of individual and plural perspectives, and managerial drivers relating to organizational transformation (communicating, mobilizing, and evaluating). Design/methodology/approach The study examines a complex organizational transformation initiative faced by an Italian, family-owned fashion design company through an action research project. Findings The results illustrate that context may play a role in accelerating the implementation of plural forms of leadership and their effectiveness during some phases of transformation. Specific emerging manifestations of leadership and synergies with transformation drivers are identified. Research limitations/implications This is a single case study derived from an action research project. Although the approach is congruent with the nature of the phenomenon and the purpose of the study, it does not aim for generalizability, and as such further empirical investigation is advocated. Originality/value The paper offers an original perspective on leadership of organizational transformation, discussing in particular the co-existence of individual and plural leadership and the role of context.

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