Log in

Relevant bibliographies by topics / Action research methodology

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers
Reports

Academic literature on the topic 'Action research methodology'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Action research methodology.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Action research methodology"

1

Higginbottom, Andy. "Solidarity Action Research as Methodology." Latin American Perspectives 35, no. 5 (September 2008): 158–70. http://dx.doi.org/10.1177/0094582x08321969.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

CARR, WILFRED. "Philosophy, Methodology and Action Research." Journal of Philosophy of Education 40, no. 4 (November 2006): 421–35. http://dx.doi.org/10.1111/j.1467-9752.2006.00517.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Toulmin, Stephen. "Is Action Research Really 'Research1?" Concepts and Transformation 1, no. 1 (January 1, 1996): 51–61. http://dx.doi.org/10.1075/cat.1.1.05tou.

Full text

Abstract:

The case of Action Research drives a wedge between two opposite views of research methodology: an 'exclusive ' (Platonic/theoretical) one which insists that only objective and quantitative inquiries (as in physics) are genuine scientific research, and an 'inclusive ' (Aristotelian/practical) one that recognizes a need to adapt the research methods of different inquiries to the nature of their problems. The latter approach involves seeing issues of methodology as dependent on half-a-dozen contextual factors, which are crucial to Action Research, yet which the former approach ignores.

APA, Harvard, Vancouver, ISO, and other styles

4

Jeppesen, Sandra, Toni Hounslow, Sharmeen Khan, and Kamilla Petrick. "Media Action Research Group: toward an antiauthoritarianprofeministmedia research methodology." Feminist Media Studies 17, no. 6 (March 17, 2017): 1056–72. http://dx.doi.org/10.1080/14680777.2017.1283346.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Bowen, Robert. "Graphic approaches to describing action research methodology." Educational Action Research 6, no. 3 (September 1998): 507–26. http://dx.doi.org/10.1080/09650799800200063.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Fahy, Kathleen. "Praxis methodology: action research without a group." Contemporary Nurse 5, no. 2 (June 1996): 54–58. http://dx.doi.org/10.5172/conu.5.2.54.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Watanabe, Ichiro. "Methodology and Basic Research of Monophasic Action Potential." Japanese Journal of Electrocardiology 38, no. 3 (November 2, 2018): 176–86. http://dx.doi.org/10.5105/jse.38.176.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Smith, Ruth. "Encountering methodology through art: A Deleuzoguattarianterritoryof action research." Action Research 14, no. 1 (March 3, 2015): 36–53. http://dx.doi.org/10.1177/1476750315573588.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Martincic, Anita, and Ken Dovey. "Action research as a knowledge generating change methodology." International Journal of Learning and Intellectual Capital 8, no. 1 (2011): 108. http://dx.doi.org/10.1504/ijlic.2011.037362.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Kelly, Chris. "ENLARGING INTERNAL AUDIT RESULTS WITH ACTION RESEARCH METHODOLOGY." EDPACS 61, no. 5 (May 3, 2020): 1–10. http://dx.doi.org/10.1080/07366981.2020.1753900.

Full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "Action research methodology"

1

Wood-Harper, A. T. C. "Comparison of information systems definition methodologies : an action research, multiview perspective." Thesis, University of East Anglia, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235602.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Bin, Awang ismail Zamhar Iswandono. "Action case for information systems research development in Malaysia." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/action-case-for-information-systems-research-development-in-malaysia(3e550cb0-b4ff-46d9-b8d7-75f149417374).html.

Full text

Abstract:

This PhD attempts to study and learn about issues that influence Information Systems research development in Malaysia. An Action Case was conducted to learn about how to improve research in the author's institution in Malaysia. The action case included participatory activities to promote qualitative research in the author's institution and collecting information from qualitative interviews and discussions. This thesis is presented as a story from a first-person perspective and narrative of the researcher. The first person perspective was chosen because the author wanted to present his work from the his own perspective and for the reader to follow the research experience itself. The narrative also fits into many of the discussions in the thesis for action-based methods placing the researcher as the research tool and that the researcher is the 'hero' of the research story. This also ties into one of the main aspects of the thesis which is actuality. To improve IS research in Malaysia, those who conduct and administer research need to understand each other's actuality. The thesis suggests due to Malaysia's academic culture there are misunderstandings that cause IS research to be left behind in terms of research support. Despite the contextual difference of views among researchers and administrators, there are patterns of similarities that can be taken from government policies and university policies. The thesis proposes that by increasing understanding using these patterns and actuality, Malaysian IS research can be improved and developed further. The thesis proposes more Action Research in the future to improve this understanding. This thesis contributes by proposing theoretical aspects that discuss the issues related to IS research improvement. This thesis proposes the action case method as an approach for Malaysian-based IS research. And this thesis along with the author attempts to make a positive difference in improving IS research in the author's institution specifically, and Malaysia in general.

APA, Harvard, Vancouver, ISO, and other styles

3

Sotshangane, Nkosinathi Owen. "Working Towards Improved Facilitation of Research Capacity Development at Walter Sisulu University (WSU) Using Action Research (AR) Methodology." Thesis, Walter Sisulu University, 2015. http://hdl.handle.net/11260/901.

Full text

Abstract:

This study was originally undertaken to change and improve the way I do my practice at Walter Sisulu University as a Research Associate whose responsibility is to facilitate research capacity development and research excellence within the University, amongst academics and postgraduate students. The success of the Research Resource Centre that I manage depends on the way I promote research culture and research productivity amongst academics and postgraduate students. According to Leedy and Ormrod (2013, p. 2), research is a systematic process that is used to collect, analyse, and interpret data in order to increase my understanding of the phenomenon about interest and concern about a given/identified phenomenon. In this case my own practice changed and improved for the better. The main objective of this study, therefore, was to examine the reasons behind the decline in research productivity in terms of research output and how this could be reversed through action research study intervention in order to enhance research productivity at Walter Sisulu University (WSU). The Department of Higher Education and Training’s (DHET) allocation of research output units for WSU indicated that there was a decline in research output from 2005 to 2010. The extent to which my practice improvement could contribute towards changing or improving research productivity was a question which this study addressed through a quantitative, qualitative and self-reflective action research cyclic inquiry. I organized sample strategies of this study as follows: For quantitative data, I used 120 lecturers as my respondents through questionnaires (females = 47 and males = 73) who were randomly selected; For qualitative data, I used 24 lecturers as respondents who were randomly selected with whom I conducted interviews; and For self-reflective action research cyclic inquiry I used 7 Transformative Education/al Studies (TES) project group members as my focus group. My research findings concluded that the heavy teaching workload at WSU was problematic and lecturers/academics could not devote time to do research. My recommendation is that research should be made compulsory so that academics become aware that at least one or two published articles are required from them, for the benefit of annual university research productivity. Some research participants also recommended that the Research Resource Centre must include programs that focus directly on active participation in research in order to increase the capacity of individual researchers so as to build a critical mass of competent researchers, perhaps by even including incentives as a reward for doing research. According to Koshy (2010), action research is a specific method of conducting research by professionals and practitioners with the ultimate aim of improving practice. My new knowledge, therefore, in respect of how a concerned Research Associate, from a Historically Disadvantaged Institution (HDI), provided the impetus to create a collaborative practice in a higher education institution which was forced to merge with two former technikons (which lacked understanding of what a university means by research productivity and research output). I consequently developed the Nkosinathi Sotshangane’s cyclic practice improvement model through self-reflective action research, from which I believed other research practitioners could learn by doing something similar in their own context.

APA, Harvard, Vancouver, ISO, and other styles

4

West, Simon. "Meaning and Action in Sustainability Science : Interpretive approaches for social-ecological systems research." Doctoral thesis, Stockholms universitet, Stockholm Resilience Centre, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-135463.

Full text

Abstract:

Social-ecological systems research is interventionist by nature. As a subset of sustainability science, social-ecological systems research aims to generate knowledge and introduce concepts that will bring about transformation. Yet scientific concepts diverge in innumerable ways when they are put to work in the world. Why are concepts used in quite different ways to the intended purpose? Why do some appear to fail and others succeed? What do the answers to these questions tell us about the nature of science-society engagement, and what implications do they have for social-ecological systems research and sustainability science? This thesis addresses these questions from an interpretive perspective, focusing on the meanings that shape human actions. In particular, the thesis examines how meaning, interpretation and experience shape the enactment of four action-oriented sustainability concepts: adaptive management, biosphere reserves, biodiversity corridors and planetary boundaries/reconnecting to the biosphere. In so doing, the thesis provides in-depth empirical applications of three interpretive traditions – hermeneutic, discursive and dialogical – that together articulate a broadly interpretive approach to studying social-ecological complexity. In the hermeneutic tradition, Paper I presents a ‘rich narrative’ case study of a single practitioner tasked with enacting adaptive management in an Australian land management agency, and Paper II provides a qualitative multi-case study of learning among 177 participants in 11 UNESCO biosphere reserves. In the discursive tradition, Paper III uses Q-method to explore interpretations of ‘successful’ biodiversity corridors among 20 practitioners, scientists and community representatives in the Cape Floristic Region, South Africa. In the dialogical tradition, Paper IV reworks conventional understandings of knowledge-action relationships by using three concepts from contemporary practice theory – ‘actionable understanding,’ ‘ongoing business’ and the ‘eternally unfolding present’ – to explore the enactment of adaptive management in an Australian national park. Paper V explores ideas of human-environment connection in the concepts planetary boundaries and reconnecting to the biosphere, and develops an ‘embodied connection’ where human-environment relations emerge through interactivity between mind, body and environment over time. Overall, the thesis extends the frontiers of social-ecological systems research by highlighting the meanings that shape social-ecological complexity; by contributing theories and methods that treat social-ecological change as a relational and holistic process; and by providing entry points to address knowledge, politics and power. The thesis contributes to sustainability science more broadly by introducing novel understandings of knowledge-action relationships; by providing advice on how to make sustainability interventions more useful and effective; by introducing tools that can improve co-production and outcome assessment in the global research platform Future Earth; and by helping to generate robust forms of justification for transdisciplinary knowledge production. The interventionist, actionable nature of social-ecological systems research means that interpretive approaches are an essential complement to existing structural, institutional and behavioural perspectives. Interpretive research can help build a scientifically robust, normatively committed and critically reflexive sustainability science.

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: Manuscript. Paper 4: Manuscript.

APA, Harvard, Vancouver, ISO, and other styles

5

Sade, Sarah. "The impact of collaborative action research as a methodology for building, knowledge for teaching : a case study." Thesis, University of Liverpool, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250220.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Callo, Virgie, of Western Sydney Hawkesbury University, of Science Technology and Agriculture Faculty, and School of Agriculture and Rural Development. "Towards community development : exploring possibilities with the rural poor in the Philippines through participatory systemic action research." THESIS_FSTA_ARD_Callo_V.xml, 1997. http://handle.uws.edu.au:8081/1959.7/420.

Full text

Abstract:

This thesis is about exploring possibilities for improving the situation of a rural community in the Philippines. The philosophy. theories and assumptions underlying are discussed. This research which fulfilled its primary intent of fostering change through action also served as a verification of the value and usefulness of a Participatory Systemic Action Research. The role of participation in an emancipatory process is highlighted. The research process, following the methodological framework of Soft Systems Methodology, is described. Based upon the experience of a participative research, a critique of the Soft Systems Methodology is forwarded. The emergent outcomes of the research are also discussed
University of Western Sydney

APA, Harvard, Vancouver, ISO, and other styles

7

Mbongwe, Bathsheba Basathu. "Power-sharing partnerships : teachers’ experiences of participatory methodology." Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/24127.

Full text

Abstract:

I investigated the experiences of teachers as co-researchers in a long-term partnership with university researchers in an asset-based intervention project known as STAR1. The goal of STAR is to investigate how teachers can promote resilience in scare-resource and high need schools. To inform participatory research methodology, I explored and described how coresearchers (teachers) experience power relations. I conducted the participatory reflection and action (PRA) study by using feminist standpoint theory as guiding epistemological paradigm, Gaventa’s power cube as theoretical framework and participatory research as methodological paradigm. I conveniently chose two cohorts (schools) in the STAR project to partner as the unit of analysis. I thus applied convenience sampling to select information-rich cohorts. The schoolcohorts included a primary school in the Eastern Cape Province and a secondary school in a remote area in the Mpumalanga Province. I then purposefully selected participating coresearchers (n=15: 14 females, 1 male) from the participating schools. Over a two year period, I employed multiple PRA data generation techniques (observation, four focus groups and two semi-structured interviews) and documentation procedures (field notes, research journal, visual data and verbatim transcriptions). I used thematic analysis and categorical aggregation for data analysis, with three themes emerging. In terms of the nature of power in participatory partnerships, co-researchers expressed factors which influenced power and partnership in a participatory project. For co-researchers, these factors enabled them to experience a sense of power-sharing. Regarding the role of agency in relation to power and partnerships, co-researchers indicated that agency resulted from power-sharing and partnerships they had established. The agency meant that they took action through leadership to empower others in school-communities. Co-researchers’ meaning-making of power and partnerships culminated in their construction of power in a participatory project as both a way in which their working environment enabled them to do what they wanted to do, and also as a personal space where they felt capable and had initiative to coordinate project activities. Findings of this study correlate with existing literature where (i) power is seen as the ability of actors to express and act on desires, (ii) power can be redistributed as action for inclusive benefits, (iii) partnerships imply balancing time, and (iv) partnerships evolve over time, are dynamic and involve issues of trust and confidence. In contrast to existing knowledge on power in participatory research, I found that teachers did not view power as dominance or as exclusively owned. I developed a framework of power sharing partnerships to extend Gaventa’s power cube theory. This framework, and its five interrelated elements (leadership as power, identifying vision and mission, synergy, interdependent role of partners, and determination), provide insight into the way co-researchers shared their experiences of participatory research methodology. I posit an evidence-based conceptualisation of power as leadership where community partners play influential roles as co-researchers. I theorise power sharing partnerships as a complimentary platform hosting partners’ shared strengths, skills and experience, creating synergy in collaborative projects. I argue that synergy in power sharing partnerships relies on recognition, appreciation and mutual respect inherent in interdependent roles of partners. Furthermore, the power sharing partnership framework explains how power and partnership depends on determination amongst partners which manifests as agency to drive social change.
Thesis (PhD)--University of Pretoria, 2012.
Educational Psychology
unrestricted

APA, Harvard, Vancouver, ISO, and other styles

8

O'Donnell, Kathryn Mary. "Adult returners : action research methodology as an intervention tool to improve the learning experience of adult returners to formal education." Thesis, Brunel University, 2000. http://bura.brunel.ac.uk/handle/2438/5334.

Full text

Abstract:

The present Labour Government is committed to "the era of learning through life". However, as the Kennedy Report (1997) into Widening Participation in Further Education argues, education is still an exclusion zone for an important minority of the population including women. If present policy, as set out in The Learning Age (DfEE, 1998a) is to work, further education colleges have an important role to play, becoming the vehicle for moving people "from unemployment through training to employment" (Smith, 1997:4). The present study initially sought to establish the nature of this role by exploring the impact of the current political climate on lifelong learning and the way in which local education authorities have interpreted the policy directives in this area. A detailed Institution Focused Study of one Local Education Authority and one Further Education College revealed a possible mismatch between provision and the needs of the population targeted under the lifelong learning initiative. It concluded that the initiative is likely to present a considerable challenge for institutions which, because of market forces, are increasingly viewing their client population in terms of funding units and academic output (Jarvis, 1998:220). The study subsequently adapted an action research approach to explore possible ways of meeting the lifelong learning challenge in the case of one group of female adults making a return to further education. A variety of data collection methods, including questionnaires, focus group techniques and reflective journals were employed throughout the two action cycles to record, in detail, the effects of the actions taken on students, lecturers, policy and practice. These provide the basis for an account of the characteristics of provision that could justifiably be described as a lifelong learning opportunity for adult females returning to education. The study concludes that an action research approach has the capacity for positively affecting lecturers' experience of teaching and the students' experience of learning within a further education environment.

APA, Harvard, Vancouver, ISO, and other styles

9

Goldenstein, Marlene Seica. "Produção de conhecimento e atividade formativa : uma proposta para educadores." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251721.

Full text

Abstract:

Orientador: Newton Antonio Paciulli Bryan
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-13T20:29:38Z (GMT). No. of bitstreams: 1 Goldenstein_MarleneSeica_D.pdf: 9869839 bytes, checksum: a31f3c524ba24e3aeb77e734fc4fa162 (MD5) Previous issue date: 2009
Resumo: Este trabalho trata do desenvolvimento de um projeto formativo que envolve os educadores participantes na produção do conhecimento social que interessa a sua atuação na realidade cotidiana. O projeto formativo tem origem numa vertente da pesquisa-ação participativa da década de 1970 e se fundamenta na concepção marxista de conhecimento e de desenvolvimento cognitivo. Analisamos três experiências que articulam produção de conhecimento e aprendizagem com a participação ativa de professores de escolas em zona rural; de coordenadores pedagógicos e de gestores da rede pública paulista. O trabalho pretende contribuir para novas práticas formativas de ensinantes e aprendentes dentro e fora da escola.
Abstract: This works deals with the development of a formative proposal involving educators on the production of a social knowledge relevant to their everyday activities. The formative proposal has its origins in the participatory actionresearch conducted during the nineteen seventies and is rooted in Vygostky's Marxist concept of knowledge and cognitive development. Instances of three different experiences are presented in which knowledge production is articulated through learning experiences: rural area school teachers, pedagogical coordinators from urban schools, and administrators from S. Paulo's public school system. The aim with this work is to contribute to the formation of new practices suitable for both instructors (lecturers) and learners inside and outside the classroom.
Doutorado
Politicas, Administração e Sistemas Educacionais
Doutor em Educação

APA, Harvard, Vancouver, ISO, and other styles

10

Rönkkö, Kari. "Making Methods Work in Software Engineering : Method Deployment - as a Social Achievement." Doctoral thesis, Ronneby : Blekinge Institute of Technology, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-00264.

Full text

Abstract:

The software engineering community is concerned with improvements in existing methods and development of new and better methods. The research approaches applied to take on this challenge have hitherto focused heavily on the formal and specifying aspect of the method. This has been done for good reasons, because formalizations are the means in software projects to predict, plan, and regulate the development efforts. As formalizations have been successfully developed new challenges have been recognized. The human and social role in software development has been identified as the next area that needs to be addressed. Organizational problems need to be solved if continued progress is to be made in the field. The social element is today a little explored area in software engineering. Following with the increased interest in the social element it has been identified a need of new research approaches suitable for the study of human behaviour. The one sided focus on formalizations has had the consequence that concepts and explanation models available in the community are one sided related in method discourses. Definition of method is little explored in the software engineering community. In relation to identified definitions of method the social appears to blurring. Today the software engineering community lacks powerful concepts and explanation models explaining the social element. This thesis approaches the understanding of the social element in software engineering by applying ethnomethodologically informed ethnography and ethnography. It is demonstrated how the ethnographic inquiry contributes to software engineering. Ethnography is also combined with an industrial cooperative method development approach. The results presented demonstrate how industrial external and internal socio political contingencies both hindered a method implementation, as well as solved what the method was targeted to do. It is also presented how project members’ method deployment - as a social achievement is played out in practice. In relation to this latter contribution it is provided a conceptual apparatus and explanation model borrowed from social science, The Documentary method of interpretation. This model addresses core features in the social element from a natural language point of view that is of importance in method engineering. This model provides a coherent complement to an existing method definition emphasizing formalizations. This explanation model has also constituted the underpinning in research methodology that made possible the concrete study results.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "Action research methodology"

1

Inc, NetLibrary, ed. Action research: Principles and practice. London: Routledge, 2002.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

Mcniff, Jean. Action Research. London: Taylor & Francis Inc, 2002.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

Gabryś, Danuta. Action research in teacher development: An overview of research methodology. Katowice: Wydawn. Uniwersytetu Śląskiego, 2011.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

Action research: A methodology for change and development. Maidenhead: Open University Press, 2006.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

1961-, Hossfeld Leslie H., and Nyden Gwendolyn E, eds. Public sociology: Research, action, and change. Thousand Oaks, Calif: Pine Forge Press, 2012.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

How to conduct collaborative action research. Alexandria, Va: Association for Supervision and Curriculum Development, 1992.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

Ivankova, Nataliya V. Mixed methods applications in action research: From methods to community action. Thousand Oaks, California: SAGE Publications, 2015.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

8

Doing theology ourselves: A guide to research and action. Auckland, N.Z: Accent, 1995.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

Problem-based methodology: Research for the improvement of practice. Oxford: Pergamon Press, 1993.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

William, Genat, ed. Action research in health. Upper Saddle River, N.J: Merrill Prentice Hall, 2004.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "Action research methodology"

1

Burnard, Philip, and Paul Morrison. "Approaches to Research Methodology." In Nursing Research in Action, 47–59. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-13409-0_4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Burnard, Philip, Paul Morrison, and Heather Gluyas. "Approaches to Research Methodology." In Nursing Research in Action, 46–56. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34454-9_4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Piazzoli, Erika. "Performative Research: Methodology and Methods." In Embodying Language in Action, 225–58. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77962-1_9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Wieringa, Roel J. "Technical Action Research." In Design Science Methodology for Information Systems and Software Engineering, 269–93. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-43839-8_19.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Staron, Miroslaw. "Action Research as Research Methodology in Software Engineering." In Action Research in Software Engineering, 15–36. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32610-4_2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Room, Graham. "The Methodology of Cross-National Action-Research." In Cross-National Innovation in Social Policy, 95–112. London: Palgrave Macmillan UK, 1986. http://dx.doi.org/10.1007/978-1-349-18076-9_6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Schultz, Christian, Dana Mietzner, and Frank Hartmann. "Action Research as a Viable Methodology in Entrepreneurship Research." In Complexity in Entrepreneurship, Innovation and Technology Research, 267–83. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27108-8_13.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Gittell, Jody Hoffer. "An Unexpected Detour from Ivory Tower to Action Research." In Cultivating Creativity in Methodology and Research, 71–77. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60216-5_6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Han, I., and Sheng-Tsung Hou. "Methodology: Participatory Action Research via Industry-Academia Collaboration." In Social Innovation and Business in Taiwan, 29–36. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137403810_4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Shields, Conor J., Desmond C. Winter, and Patrick Broe. "Fraud in Surgical Research — A Framework of Action Is Required." In Key Topics in Surgical Research and Methodology, 283–92. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-540-71915-1_23.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Action research methodology"

1

van der Westhuizen, Thea. "Action! Methods to Develop Entrepreneurship." In 18th European Conference on Research Methodology for Business and Management Studies. Academic Conferences and Publishing Limited, 2019. http://dx.doi.org/10.34190/rm.19.085.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Ecar, Miguel, and João Pablo Silva Da Silva. "Assessment Gamification with Fhoment Methodology: An Action Research Based Case Study." In Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/cbie.sbie.2020.582.

Full text

Abstract:

Gamification has been one of the most popular modern strategies in high education. It is used in different approaches, and several goals. Gamification can be used to stimulate learning, and obtain knowledge by side effect, while playing. Students assessment is a topic that that divides opinions. At the same time there must be an evaluation strategy, there is no a specific one that may be said completely fair. Several problems may impact in the student assessment score, with no directly relation to knowledge. In order to reach this problem, we propose Free Choice to Obtain Assessment Benefit (Fhoment) Methodology. Fhoment is a methodology that offers assessment benefits in exchange of currencies, obtained through assignments. We Applied Fhoment Methodology in 2 under graduation courses. Results shows good acceptance from students, better students involvement and significant impact on assessment results.

APA, Harvard, Vancouver, ISO, and other styles

3

Nachshon, Michal, and Amira Rom. "THE METHODOLOGY OF ACTION RESEARCH (AR) AND THE IMPACT ON TEACHERS' PROFESSIONAL DEVELOPMENT." In International Conference on Education and New Developments 2020. inScience Press, 2020. http://dx.doi.org/10.36315/2020end069.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Torres, N�gila Nat�lia de Jesus. "AN ACTION RESEARCH ABOUT THE LEAN STARTUP METHODOLOGY IN A SOFTWARE BUSINESS VENTURE." In 11th CONTECSI International Conference on Information Systems and Technology Management. TECSI, 2014. http://dx.doi.org/10.5748/9788599693100-11contecsi/comm-1031.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Tsoi, Ho-Leung. "Logical Soft Systems Modelling for Programme Development: An Action Research." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2779.

Full text

Abstract:

Business Information Systems education-such as majoring in Business Computing, E-Commerce and Business Computing, and Information Systems--is the basic foundation of all Information Systems professionals. So good planning of these programmes is an indispensable element in the development of computing disciplines. The traditional ways of planning an education programme are mainly based on understanding the goals and including appropriate teaching modules to fulfil the requirements. The major drawback of this development methodology is that the importance of different (though relevant) modules in the development process may be undermined. For instance, human and environmental factors are fundamental to planning an education programme and must be taken into account. Soft Systems Methodology (SSM) is a well-known model for information system design. This paper proposes to see an education programme as a system and adopts the soft systems concept to represent the design of the programme. Based on the soft systems concept, a new methodology, named Soft Systems Programme Planning Methodology (SSPPM), for programme planning is proposed to support designing and planning a new postsecondary programme. The SSPPM not only considers all relevant facets, but it also helps the school management to clarify the connectivity of the elements in the design of a programme.

APA, Harvard, Vancouver, ISO, and other styles

6

Maria, Noemi. "Value of Participatory Action Research Methodology in Investigating Design Process within Undergraduate Management Education." In European Academy of Design Conference Proceedings 2015. Sheffield Hallam University, 2016. http://dx.doi.org/10.7190/ead/2015/84.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Mijakoski, D., S. Stoleski, A. Talimdzioski, J. Karadzinska-Bislimovska, J. Minov, A. Atanasovska, J. Babunovski, N. Stanceva-Pargov, N. Angeleska, and A. Memedi. "252 Tackling work-related stress factors in local self-government through action research methodology." In 32nd Triennial Congress of the International Commission on Occupational Health (ICOH), Dublin, Ireland, 29th April to 4th May 2018. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/oemed-2018-icohabstracts.1630.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Godina Gonzalez, Pilar, Francisco Martinez Ruiz, Ana Borrego Elias, and Diana Villagrana. "FINDINGS IN THE ADOPTION OF B-LEARNING SCHEME BASED ON ACTION RESEARCH METHODOLOGY IN ENGINEERING SCHOOLS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1589.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Aberšek, Boris, Kosta Dolenc, and Andrej Flogie. "RESEARCH BASED LEARNING AND PROPRIOCEPTION." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.11.

Full text

Abstract:

Much of the discussion is currently connected with our thought, our judgements, with our brain, especially connected with the learning process and methodology how to effectively learn. Most of our judgments and actions are appropriate most of the time. As we navigate our lives, we normally allow ourselves to be guided by impressions and feelings, and the confidence we have in our intuitive beliefs and preferences is usually justified. But not always. We are often confident, even when we are wrong, and an objective observer is more likely to detect our errors than we are. But a problem arises if we neglect comments or proposals of this observer. In this case you must take into account proprioception. It could also say “self-perception of thought”, “self-awareness of thought” or “thought is aware of itself in action”. Whatever terms could be used, thought should be able to perceive its own movement, be aware of its own movement and if so, at the process of problem solving (problem and research based learning) we are developing the system of thinking in an intuitive, heuristic and slow, systematical thinking. Keywords: cognitive education, research based learning, proprioception.

APA, Harvard, Vancouver, ISO, and other styles

10

Pereira, Tabata Fernandes, Luiz Felipe Pugliese, Jose Arnaldo Barra Montevechi, Mona Liza Moura de Oliveira, Stewart Robinson, and Amarnath Banerjee. "METHODOLOGY FOR THE MANAGEMENT OF DISCRETE EVENT SIMULATION PROJECTS BASED ON PMBOK®: ACTION RESEARCH IN A HIGH-TECH COMPANY." In 2018 Winter Simulation Conference (WSC). IEEE, 2018. http://dx.doi.org/10.1109/wsc.2018.8632291.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Action research methodology"

1

Snijder, Mieke, and Marina Apgar, J. How Does Participatory Action Research Generate Innovation? Findings from a Rapid Realist Review. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/clarissa.2021.009.

Full text

Abstract:

This Emerging Evidence Report shares evidence of how, for whom, and under what circumstances, Participatory Action Research (PAR) leads to innovative actions. A rapid realist review was undertaken to develop programme theories that explain how PAR generates innovation. The methodology included peer-reviewed and grey literature and moments of engagement with programme staff, such that their input supported the development and refinement of three resulting initial programme theories (IPTs) that we present in this report. Across all three IPTs, safe relational space, group facilitation, and the abilities of facilitators, are essential context and intervention components through which PAR can generate innovation. Implications from the three IPTs for evaluation design of the CLARISSA programme are identified and discussed. The report finishes with opportunities for the CLARISSA programme to start building an evidence base of how PAR works as an intervention modality, such as evidencing group-level conscientisation, the influence of intersecting inequalities, and influence of diverse perspectives coming together in a PAR process.

APA, Harvard, Vancouver, ISO, and other styles

2

Burns, Danny, Marina Apgar, and Anna Raw. Designing a Participatory Programme at Scale: Phases 1 and 2 of the CLARISSA Programme on Worst Forms of Child Labour. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/clarissa.2021.004.

Full text

Abstract:

CLARISSA (Child Labour: Action-Research-Innovation in South and South-Eastern Asia) is a large-scale Participatory Action Research programme which aims to identify, evidence, and promote effective multi-stakeholder action to tackle the drivers of the worst forms of child labour in selected supply chains in Bangladesh, Nepal, and Myanmar. CLARISSA places a particular focus on participants’ own ‘agency’. In other words, participants’ ability to understand the situation they face, and to develop and take actions in response to them. Most of CLARISSA’s participants are children. This document shares the design and overarching methodology of the CLARISSA programme, which was co-developed with all consortium partners during and since the co-generation phase of the programme (September 2018–June 2020). The immediate audience is the CLARISSA programme implementation teams, plus the Foreign, Commonwealth & Development Office (FCDO). This design document is also a useful reference point for other programmes trying to build large-scale participatory processes. It provides a clear overview of the CLARISSA programmatic approach, the design, and how it is being operationalised in context.

APA, Harvard, Vancouver, ISO, and other styles

3

Chaimite, Egidio, Salvador Forquilha, and Alex Shankland. Who Can We Count On? Authority, Empowerment and Accountability in Mozambique. Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/ids.2021.019.

Full text

Abstract:

In this paper, we explore the use of a governance diaries methodology to investigate poor households’ interactions with authority in fragile, conflict and violence-affected settings in Mozambique. The research questioned the meanings of empowerment and accountability from the point of view of poor and marginalised people, with the aim of understanding what both mean for them, and how that changes over time, based on their experiences with governance. The study also sought to record how poor and marginalised households view the multiple institutions that govern their lives; providing basic public goods and services, including health and security; and, in return, raise revenues to fund these services. The findings show that, even if the perceptions and, with them, the concepts of empowerment and accountability that emerged do not differ significantly from those identified in the literature, in terms of action and mobilisation there are distinctions. In our research sites we found that people rarely mobilise, even faced with prevalent injustices and poor basic service provision. Many claim to be ‘unable’ to influence or force ‘authorities’ to respond to their concerns and demands.

APA, Harvard, Vancouver, ISO, and other styles

4

Watts, Benjamin E., Danielle E. Kennedy, Ethan W. Thomas, Andrew P. Bernier, and Jared I. Oren. Long-Term Durability of Cold Weather Concrete : Phase II. Engineer Research and Development Center (U.S.), January 2021. http://dx.doi.org/10.21079/11681/39579.

Full text

Abstract:

Recent laboratory results confirm that it is possible to protect concrete from freezing solely using chemical admixtures and indicate that the amount of admixture required may be significantly less than previously recommended. Researchers have also verified that admixture-based freeze protection can produce concrete that is durable to winter exposure for a minimum of 20 years, through petrographic examination of core specimens obtained from past field demonstrations. Freeze protection for concrete using chemical admixtures alone has been an area of active research for 3 decades; however, the most recent methodology recommends very high addition rates of accelerating and corrosion inhibiting admixtures, which result in significant challenges, including slump loss, rapid setting, and potentially excessive temperature rise. As part of a laboratory study, researchers systematically varied the dosage of freeze protection admixtures used in concrete cured in a 23 °F environment. Preliminary findings indicate that a 50% reduction in admixture dose maintained adequate freeze protection and resulted in compressive strengths exceeding those of room-temperature controls at 7 and 28 days. The combination of improved handling, reduced cost, and verified durability associated with the use of admixtures for freeze protection makes a compelling case for broader adoption of this technique in winter operations

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!