Alan T Davies

Singing different tunes from the same song sheet Four perspectives of teaching the doing of action research

In a move consistent with co-generated learning, this article is co-written by teachers of action research and a former student. Before we present the content and structure of the actual course, we write about the vital issues in teaching action research. We then describe the course and finally hear a former student (himself now supervising doctoral students) on the merits of this particular approach to learning AR as a doctoral student. This article represents the combined experience of the authors in teaching action research together for several years at Southern Cross University in New South Wales, Australia. While involved in the same general activity our focus and experiences have, naturally, been quite different and we have tried to communicate them in this article. Hopefully, our learning will be of some value to the readers. What follows, then, are the thoughts of: Bob, the master action research craftsman and educator; Alan, who sees the bigger picture no matter what he is looking at; Shankar, the implementer and coordinator of projects; and Stewart, who struggles and is at peace with a world full of contradictions.

Reflections on developing an offshore, action research/learning-based Ph.D. program

In this paper, the authors describe their experience of establishing an action research/learning-based doctoral program in Singapore by an Australian university, which was designed to help managers get academic accreditation while solving workplace problems. The program was designed by four managers working in Singapore and their supervisors. These managers had completed a Ph.D. program using action learning/action research in their workplace under the supervision of Australian academics. The paper describes the various challenges faced by the candidates, supervisors and administrators in developing and implementing the new program.

Value Co-creation with Stakeholders Using Action Research as a Meta-methodology in a Funded Research Project

A large applied research study is a challenging exercise in project management and is often unpredictable because of its complexity. In the beginning, funding bodies, ethics committees, and participating organizations expect a plan of what is intended. As the research evolves, researchers must meet the expectations of stakeholders while being responsive to the emergent reality that the research faces and partly uncovers. This article describes action research used as an umbrella process that enabled us to manage the research project. We used action research as a meta-methodology—that is, a process that can subsume multiple subprocesses and under which these contradicting demands can be satisfied. In particular, two characteristics enable action research to do this. One is its cyclic process, iteratively tracing out a rhythm of planning, acting, and observing the results. The other is the nesting of its cycles, applied at scales ranging from the overall study to the moment-by-moment facilitation. We illustrate this use of action research with examples from a long-term applied study of leadership in faith-based, not-for-profit organizations.

Leadership in faith-based aged and community care

Purpose – The purpose of this paper is to identify the domains of performance needed by leaders in aged and community care not-for-profit organisations. Design/methodology/approach – Focus groups and individual interviews were conducted with senior managers employed by faith-based aged and community care not-for-profit organisations, academics in ageing and business fields and senior government employees from aged services departments and agencies in Australia. Results were content transcribed and analysed thematically in order to identify the major themes that emerged. Findings – A total of 37 people participated in the study. The domains of performance identified by participants as required of leaders in aged and community care were: professionalism; collaboration and teamwork; judgement and decision making; communication; scholarship and teaching; management; advocacy; and leadership. The performance requirements that were identified for leaders in aged and community care not-for-profit organisations w...