Ortrun Zuber-Skerritt

New directions in action research

Some principles and procedures for the conduct of action research, Richard Winter reflexivity in emancipatory action research - illustrating the researchers constitutiveness, Susan Hall got a philosophical match? does it matter?, Mary Melrose collaborative, self-critical and reciprocal inquiry through memory work, Michael Schratz emancipatory action research for management and organizational development, Ortrun Zuber-Skerritt towards empowering leadership - the importance of imagining, Shirley Grundy emancipatory action research - a critical alternative to personnel development or a new way of patronizing people, Richard Weiskopf becoming critical of action research for development, Graham Webb exposing discourses through action research, Leonie Jennings and Anne Graham managing change through action research - a postmodern perspective on appraisal, Jack Sanger emancipatory aspirations in a postmodern era Stephen Kemmis issues for participatory action researchers, Robin McTaggart.

The Concept of Action Research.

Action research has been recognised for its breadth as a field of research practice and its depth as a discourse of theoretical insight. It does not have one neat, widely accepted definition. Points to some reasons for the difficulty of formulating a generally accepted definition of action research, and argues why action research should not be confined but should be both clarified for communication and open for development. The discussion stems from a working definition developed with participants in an international symposium that serves as a classic definition of action research. Presents several alternative approaches to resolution and argues for a judicious mix of pragmatism and flexibility in approaching the definition issue.

Professional development in higher education : a theoretical framework for action research

Part 1 Praxis in higher education: practical reasoning the dialectical relationship between theory and practice in higher education. Part 2 Theory in higher education: theories of knowing and learning Kellys personal construct theory Leontievs theory of action. Part 3 The integration of theory and practice: action research educational research methodology. Part 4 Professional development: methods and strategies of professional development priorities for professional development in the 1990s.

The concept of action learning

This paper reviews the concept of action learning with reference to the classic texts by Reg Revans and texts that are likely to become classics, such as recent studies from the UK, Germany, Austria, South Africa, Australia, North America and Latin America. Action learning is now an international field and this paper draws widely from this field. The paper focuses on defining the concept of action learning and revealing its underlying philosophical assumptions. The terminology, features and success factors of an action learning program are also considered.

Action Research within Organisations and University Thesis Writing.

This paper argues that action research is more appropriate than traditional research for improving practice, and professional and organisational learning. Our particular aim is to help postgraduates in the social and human sciences to understand and clarify the difference between core action research and thesis action research; that is, between collaborative, participatory action research in the field (aimed at practical improvement in a learning organisation) and independent action research in preparing the thesis (aimed at making an original contribution to knowledge). We present a model to illustrate the distinction and relationship between thesis research, core research and thesis writing.

A model for designing action learning and action research programs

Models can be helpful for understanding the essence and/or processes of complex phenomena in a field, because they are simple representations of concept patterns and relationships. This paper presents a generic model for designing action learning programs, including action research projects, within organizations. Core values for action learning programs and explanations for success and potential pitfalls are also discussed. The model has been tested and found useful by many senior managers, academics, postgraduates and consultants in several countries. Readers are encouraged to explore the model in order to apply, refine, adapt it, or to create their own model representing their theoretical framework, concepts, values and systems thinking.

A model of values and actions for personal knowledge management

Purpose – The purpose of this paper is to present a “soft methodology” model in knowledge management that addresses the problem of accessing and managing one particular type of knowledge: personal (implicit/tacit) knowledge.Design/methodology/approach – The model is based on the theories and methodologies of grounded theory, adult learning, collaborative action learning and action research. These are the approaches advocated and used actively by some international action learning associations and business schools. Discusses their philosophy and explores how the values and actions that they advocate can be used to access personal knowledge for professional and organizational learning.Findings – The model presented consists of seven commonly shared values and principles of an action learning and action research (ALAR) culture, captured in the acronym ACTIONS. The paper demonstrates how these seven principles can actually be translated into concrete actions, giving examples from ALAR programs. The matching a...

A constructivist model for evaluating postgraduate supervision: a case study

This paper presents a new constructivist model of knowledge development in a case study that illustrates how a group of postgraduate students defined and evaluated effective postgraduate supervision. This new model is based on “personal construct theory” and “repertory grid technology” which is combined with interviews and group discussion. It is argued that this approach leads to a more meaningful interpretation of results and facilitates formative evaluation and professional development of supervisors. In this case study we discuss details of our evaluation method and its benefits and limitations. We explain how this approach enables both supervisors and students to participate actively in research and development activities, to develop their own constructs or theories of effective supervision, and to communicate their suggestions for improvement. Further applications of this constructivist model to postgraduate supervision practice and to research in higher education are suggested.

Doctorates by Action Research for Senior Practising Managers

Traditionally, PhD programmes in management have been viewed as an entrance into academia rather than a qualification for senior managers in industry. This paper argues that it is appropriate to make a distinction between a traditional PhD and a professional doctorate in management, and that a professional doctorate can be designed specifically for the development of senior management practices. We first examine the history of doctorate degrees and establish differences between a PhD and a professional doctorate programme. Next, we examine five defences of a traditional PhD programme which are inappropriate foundations for a professional doctorate in management. Then we suggest an action research basis for a professional doctorate, but conclude that this basis is still so alien to those who accredit doctorates that more research and development is needed to convince all stakeholders that a professional doctorate by action research leads to professional and career development of senior practising managers as well as to the advancement of knowledge. Finally, we offer a framework for combining action research projects into traditional PhD theses.

The concept of process management

Presents a conceptual framework for process management of groups involved in action learning and action research. Discusses propositional, practical and experiential learning; and the concept of meta‐learning (learning to learn) in relation to the “learning organisation”. Presents a model of process management that concerns people and process, with implications for research in industry, government and higher education.