Knowledge Generation in Action Research: The Dialectics of Local Knowledge and Research-Based Knowledge

2011 ◽  
pp. 103-114
Keyword(s):  
Action Research ◽  
Local Knowledge ◽  
Knowledge Generation

Action Research, Action Learning, and Appreciative Inquiry

2019 ◽  
pp. 76-92 ◽  
Author(s):  
Karen E. Watkins ◽  
Victoria J. Marsick ◽  
Ilene Wasserman
Keyword(s):  
Action Research ◽  
Learning Strategies ◽  
Appreciative Inquiry ◽  
Local Knowledge ◽  
Action Learning ◽  
Knowledge Generation ◽  
Evidence Based ◽  
Learning And Change ◽  
Research Action ◽  
Insight Into

This chapter introduces Action Research (AR), Action Learning (AL), and Appreciative Inquiry (AI) as three evidence-based intervention approaches to support learning and change for individuals, groups, and larger systems. The authors show that, despite differences, all three approaches share intellectual roots and participatory learning strategies. Each approach privileges relevance for local knowledge; hence, knowledge is defined in local terms. What is particularly powerful about these approaches is that they have embedded processes, tested over time, that facilitate transformation and that reliably support local knowledge generation along with insight into conditions and system dynamics that improve results. From the perspective of organization development (OD), the authors rely on these approaches as particularly effective because they operate at multiple levels: they change individuals, groups, and systems. These multi-faceted, systemic evidence-based approaches are very powerful OD strategies that simultaneously deepen individual and organizational learning and growth.

Unscrambling method and methodology in action research traditions: theoretical conceptualization of praxis and emancipation

2016 ◽  
Vol 17 (4) ◽  
pp. 395-407 ◽  
Author(s):  
Luciana Cordeiro ◽  
Cassia Baldini Soares ◽  
Leslie Rittenmeyer
Keyword(s):  
Action Research ◽  
Participatory Approach ◽  
Knowledge Generation ◽  
Research Traditions ◽  
Self Reflection ◽  
Insight Into ◽  
Theoretical Conceptualization

Action research is a participatory approach that is used in an array of contexts. From its first proposition it comprises four core principles: participation and collaboration; a constant spiral cycle of self-reflection; knowledge generation; and practice transformation. Praxis and emancipation are two important analytical categories in AR, but are conceptualized differently in the two existing AR traditions. These conceptualizations reveal different AR aims, which lead to either the use of AR as a method (Northern tradition) or as a methodology (Southern tradition). Much depends on the researchers’ interest and worldview. Our objective in this paper is to compare how emancipation and praxis are theorized in both traditions. This discussion intends to add insight into the methodological understanding and utilization of AR.

Methodological implications of Marxian praxis in action research

2016 ◽  
Vol 15 (3) ◽  
pp. 294-309 ◽  
Author(s):  
Joseph Cunningham
Keyword(s):  
Political Economy ◽  
Action Research ◽  
Human Agency ◽  
Marxist Theory ◽  
Knowledge Generation ◽  
Active Process ◽  
Future Directions ◽  
Dominant Ideologies

When considering Karl Marx’s conception of praxis, numerous relations between it and action research come to the surface. These relations are not only important for understanding the roots of action research, but also future directions of the methodology. Marx’s short, but important text, the Theses on Feuerbach, not only constructs the foundation for Marxian praxis, but also can be read as an action research text, for it stands as an example of how to transform knowledge generation into a practical and active process. Moreover, praxis functions as a mode of epistemology and a revolutionary system that espouses human agency. One can further draw connections between Marxian praxis and action research in terms of how praxis requires researchers to be critical of dominant ideologies and methodologies. Therefore, revisiting Marxist theory, particularly its specific conception of praxis, is a crucial exercise for action researchers, particularly in a context where problems associated with the capitalist political economy continue to profoundly affect people’s lives.

Plan, Act, Observe, Reflect, Identity: Exploring Teacher Identity Construction across the Stages of Action Research

RELC Journal ◽  
2021 ◽  
pp. 003368822097245
Author(s):  
Mostafa Nazari
Keyword(s):  
Action Research ◽  
Identity Construction ◽  
Teacher Identity ◽  
Positive Emotions ◽  
Teacher Educators ◽  
Knowledge Generation ◽  
Structured Interviews ◽  
Research Engagement ◽  
Teacher Researchers

Despite the accumulating body of knowledge on action research, the scope of research on teacher identity construction in action research is still limited. This study relied on the concept of identities-in-practice and examined four second language (L2) teachers’ identity construction across the plan, act, observe, and reflect stages of action research. Data were collected from semi-structured interviews, reflective journals, and classroom observations. Data analyses indicated that the teachers navigated their action research identity construction through the four stages as: plan (managing the misgivings); act (initial puzzlement, subsequent adaptability, and satisfaction); observe (positive emotions and increased agency); and reflect (further initiatives, greater knowledge generation, and enhanced reflexivity). The study concludes with implications for further empirical attention to the role of emotions in teacher-researchers’ action research engagement and the important role of teacher educators in assisting teacher-researchers with taking the initiative toward conducting action research.

The Damages of Liberal Marketing Myopia

2019 ◽  
Vol 118 (10) ◽  
pp. 542-556
Author(s):  
Yogesh Hole ◽  
Snehal Pawar- Hole ◽  
Mahesh P. Bhaskar
Keyword(s):  
Action Research ◽  
Knowledge Creation ◽  
Knowledge Generation ◽  
Customer Needs ◽  
Academic Literature ◽  
Changing Trends ◽  
Strategic Changes ◽  
Academic Practices ◽  
And Diffusion

In the academy and business of knowledge creation and diffusion, the marketing academics fell into Levitt (1960) trap described as Marketing Myopia, which means the company focuses more on their products instead of understanding the customer needs. This review paper’s purpose is to evaluate the marketing academic practices to recognize what precisely they preach. Does Marketing Myopia orient really create confusion and collapse of industries as the main business field of knowledge generation and dissemination? In the methodology, design, and approach, the paper evaluates critically the epistemology of marketing myopia literature emphasizes the performance of marketing knowledge in the production and industry field. Hence, the paper finds whether the knowledge of marketing science can be regarded as valid. Unfortunately, Marketing academicians have turned myopic to understand what marketing knowledge is all about, as they feel it has become a production-oriented, having the objective to produce the optimum. Certainly, there is an urgent need to drive action research, using practitioner tools underlining marketing facts. Hence, this paper tries to investigate the theory of marketing with critically observing its validity, scope, and methods and highlights every aspect of marketing academic literature. It is concluded that industries and companies hold a myopic view and attitude concerning their business, mainly because of the fact that they assume many things, ignorant of the market changing trends and hence oblivious of future tendencies of their own resources. Therefore, they should alter their attitude to bring strategic changes to improve business for success.

scholarly journals On, for, and with practitioners

AILA Review ◽  
2018 ◽  
Vol 31 ◽  
pp. 53-80 ◽  
Author(s):  
Daniel Perrin
Keyword(s):  
Action Research ◽  
Real World ◽  
Applied Linguistics ◽  
Theory And Practice ◽  
Knowledge Generation ◽  
Natural Environments ◽  
Multimethod Research ◽  
Sustainable Solutions ◽  
Text Production ◽  
Real World Problem

Abstract This article explains how research “on” practitioners can be turned into research “for and with” practitioners (Cameron, Frazer, Rampton, & Richardson, 1992, p. 22) by including these practitioners in the research teams. Methodologically, it draws on two decades of multimethod research and knowledge transformation at the interface of applied linguistics and transdisciplinary action research on professional communication (Perrin, 2013). Empirically, it is based on large corpora of data collected in multilingual and multicultural workplaces. First, the article outlines transdisciplinary action research as a theoretical framework that enables researchers and practitioners to collaboratively develop sustainable solutions to real-world problems in which language use in general and text production in particular play a substantial role (Section 1). Then, Progression Analysis is explained as a multimethod approach to investigate text production practices in natural environments such as workplaces (Section 2). Examples from four domains (education, finance, translation, and journalism) illustrate what value transdisciplinary collaboration between academic researchers and practitioners can add to knowledge generation in applied linguistics (Section 3). For the case of journalism in increasingly global contexts, in-depth analyses offer step-by-step understanding of the trajectory from a real-world problem to a sustainable solution (Section 4). The article concludes by suggesting empirically-based measures for research that contribute to the development of both theory and practice in applied linguistics (Section 5).

scholarly journals Action Research – A New Approach for Environmental RD&I

2015 ◽  
Vol 9 (1) ◽  
pp. 139-148 ◽  
Author(s):  
Mirela Danubianu ◽  
Cristian Teodorescu
Keyword(s):  
Action Research ◽  
High Efficiency ◽  
Resource Depletion ◽  
Knowledge Generation ◽  
Research Approach ◽  
Social Characteristic ◽  
Bottom Line ◽  
Knowledge Based ◽  
Europe 2020 ◽  
Versatile Technique

Abstract High efficiency research, development and innovation (RD&I) constitute an answer to the ever growing importance that EU states give to knowledge-based development (a central idea in the Europe 2020 Strategy), directed toward finding comprehensive solutions to concerns connected to the Europe’s resource depletion, energy future, climate changes, etc. The "Action Research" paradigm appeared in the late 1940s but its systematic application is the attribute of recent years. It keeps researchers in the real world, requires teamwork, collaboration with communities and other stakeholders. Action Research is especially suitable in projects for reducing anthropic footprint / environmental aggression and in waste management. In essence, Action Research (for the first time systematically applied in Romania) is the research approach that lets the problem studied to conduct the analysis and generate appropriate solutions; it constitutes a flexible, versatile technique to generate new knowledge through iterative interaction with the domain studied - namely the environment - researchers and communities. The paper presents the application of Action Research in a Norwegian-financed, Industrial Symbiosis Project in Romania. Details of the Action Research as a tool for training young researchers are presented. Solutions generated during the application of Action Research dealt with the identification of new ways to turn waste into valuable resources, assessing the merits of multiple alternatives and picking up the optimal one form the triple bottom line (economic, environmental, social) characteristic to sustainable development. The paper examines the issues of multi-disciplinary ways, how Action Research can be integrated into academic curricula, giving practical results which make it more accessible to students. When compared to the traditional way of training researchers and scientific research approach, Action Research is clearly a better approach, widening the horizon offered by accountability, improving the effectiveness and efficiency of knowledge generation processes.

Toward a Speech Sciences Community

2012 ◽  
Vol 22 (1) ◽  
pp. 14-20
Author(s):  
Donald Finan ◽  
Stephen M. Tasko
Keyword(s):  
Science Research ◽  
Knowledge Generation ◽  
Speech Language Pathology ◽  
Mandated Curriculum ◽  
Professional Discipline ◽  
Common Area ◽  
Language Pathology ◽  
History Of ◽  
The Common ◽  
Speech Science

The history of speech-language pathology as a profession encompasses a tradition of knowledge generation. In recent years, the quantity of speech science research and the presence of speech scientists within the domain of the American Speech-Hearing-Language Association (ASHA) has diminished, even as ASHA membership and the size of the ASHA Convention have grown dramatically. The professional discipline of speech science has become increasingly fragmented, yet speech science coursework is an integral part of the mandated curriculum. Establishing an active, vibrant community structure will serve to aid researchers, educators, and clinicians as they work in the common area of speech science.

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