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Journal articles on the topic 'Action research methodology'

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Published: 4 June 2021
Last updated: 1 February 2022

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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.

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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.

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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.

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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.
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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.

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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.

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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.

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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.

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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.

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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.

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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.

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11

Huxham, Chris. "Action research as a methodology for theory development." Policy & Politics 31, no. 2 (April 1, 2003): 239–48. http://dx.doi.org/10.1332/030557303765371726.

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12

Melin, Ulf, and Karin Axelsson. "Action in action research." Journal of Systems and Information Technology 18, no. 2 (May 9, 2016): 118–47. http://dx.doi.org/10.1108/jsit-10-2015-0074.

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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.
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13

Feijó, Neide, and Lúcio Ferracini. "SOCIODRAMA AS A RESEARCH METHODOLOGY." 3 29, no. 3 (August 17, 2021): 172–77. http://dx.doi.org/10.15329/2318-0498.00462_in.

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We conducted an action research with students of the Psychodrama Course, with the objective of identifying the characteristics valued by a researcher. With regard to Sociodrama as a method, we show especially the greater ease of collecting, analyzing and validating the data with the group itself, while also performing a critical analysis of the information obtained. Lastly, to acknowledge that this methodology allowed facilitated reflection, decision making and construction of coping strategies for the situations that the students themselves experienced as researchers.
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14

Froggatt, Katherine, and Jo Hockley. "Action research in palliative care: Defining an evaluation methodology." Palliative Medicine 25, no. 8 (August 24, 2011): 782–87. http://dx.doi.org/10.1177/0269216311420483.

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Background: Action research is beginning to be utilized within palliative care research to address questions concerned with practice and organizational change. An understanding of appropriate evaluation practices is required in order to ensure that high-quality action research is conducted. Aim: The aim of this paper is to present an account of participatory action research and illustrate the way in which evaluation approaches are integrated within this methodology. Design: Participatory action research will be described identifying its origins, principles and its relationship with evaluation frameworks. The key features of the evaluation process in regard to participatory research are outlined. Setting: Two studies are presented which illustrate the integration of evaluation within a participatory action research framework. The first approach uses a before–after summative evaluation approach in a study undertaken to develop palliative care practice within a UK nursing home context. The evaluation focused upon the impact of the intervention. The second study utilized similar methods and addressed the process of the action research using the Äldreväst Sjuhärad (ÄVS) model to evaluate participation in a peer education programme for advance care planning amongst older adults. Results: These examples of evaluation within action research illustrate how diverse methods can be used. The use of a specific participatory evaluation model ensures the process reflects the underlying participatory principle of action research. Conclusions: Evaluation processes are integral to action research approaches. The specific evaluative methods adopted will reflect the nature and focus of the evaluation being undertaken.
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15

Mackenzie, John, Poh-Ling Tan, Suzanne Hoverman, and Claudia Baldwin. "The value and limitations of Participatory Action Research methodology." Journal of Hydrology 474 (December 2012): 11–21. http://dx.doi.org/10.1016/j.jhydrol.2012.09.008.

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16

Stephens, John, John Barton, and Tim Haslett. "Action Research: Its History and Relationship to Scientific Methodology." Systemic Practice and Action Research 22, no. 6 (August 13, 2009): 463–74. http://dx.doi.org/10.1007/s11213-009-9147-7.

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17

Gough, T. G., Peter Checkland, and Jim Scholes. "Soft Systems Methodology in Action." Journal of the Operational Research Society 42, no. 9 (September 1991): 818. http://dx.doi.org/10.2307/2583669.

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18

Gough, T. G. "Soft Systems Methodology in Action." Journal of the Operational Research Society 42, no. 9 (September 1991): 818. http://dx.doi.org/10.1057/jors.1991.157.

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19

Creemers, Mireille. "Soft systems methodology in action." European Journal of Operational Research 50, no. 1 (January 1991): 101–2. http://dx.doi.org/10.1016/0377-2217(91)90052-w.

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20

Erro-Garcés, Amaya, and José A. Alfaro-Tanco. "Action Research as a Meta-Methodology in the Management Field." International Journal of Qualitative Methods 19 (January 1, 2020): 160940692091748. http://dx.doi.org/10.1177/1609406920917489.

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Although it was first developed in the field of psychology, action research is a methodology of growing importance in business and management contexts. In this research article, we focus on a significant aspect of action research: the variety of methodologies that can be used jointly in an action research study and its relationships. More specifically, the aim of this study is to underscore the definition of action research as a meta-methodology that encompasses different ways of carrying out empirical research. To this end, we perform a meta-analysis of articles discussing empirical research that used an action research methodology. The meta-analysis is based on a systematic review of articles published between 2000 and 2018. The main findings suggest that action research may be regarded as a multidisciplinary method and that it can be implemented jointly with other methodologies; not just qualitative methods but also quantitative research. Consequently, action research may now be defined as a meta-methodology or an umbrella process. In this way, action research is a tool whose implementation ought to be promoted in the business/management field as a way of enhancing relevant, rigorous empirical studies and serving as a framework reference in projects based on research and practice contribution as well as active collaboration between researchers and practitioners.
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21

Somekh, Bridget. "The Contribution of Action Research to Development in Social Endeavours: a position paper on action research methodology." British Educational Research Journal 21, no. 3 (June 1995): 339–55. http://dx.doi.org/10.1080/0141192950210307.

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22

Teoh, Sian Hoon, and Parmjit Singh A/l Aperar Singh. "A Practice in a Research Methodology Class." Asian Journal of University Education 15, no. 3 (December 31, 2019): 45. http://dx.doi.org/10.24191/ajue.v15i3.7820.

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There are challenges in teaching research methodology as highlighted by many researchers. Among the challenges are strategies for putting material in context. For achieving this purpose, students’ engagement in the learning process needs to be re-looked. This paper shares a practice in engaging students in a research methodology class. The practice aims to assist active learning among the students as informed by the constructivist learning theory. Specifically, a teaching philosophy focuses in applying The Zone of Proximal Development (ZPD) is highlighted. An action research was conducted to investigate how the students learn a topic of research methodology within the practice of ZPD. The action research aims to bridge the gap between research and the practice of putting material in the context of learning. The findings of this study showed that students found research methodology a difficult subject, but they experienced good discussion and engaged themselves in the classroom discussion. The discussion assists them in recalling and memorising as well as creating more examples for the context of learning. Nevertheless, they need more meaningful materials to support their learning.
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23

Hindle, Tony, Peter Checkland, Michael Mumford, and David Worthington. "Developing a Methodology for Multidisciplinary Action Research: A Case Study." Journal of the Operational Research Society 46, no. 4 (April 1995): 453. http://dx.doi.org/10.2307/2584593.

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24

Upton, Sarah De Los Santos. "The co-conspiring methodology: An invitational approach to action research." Action Research 18, no. 3 (August 21, 2017): 387–403. http://dx.doi.org/10.1177/1476750317725389.

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Co-conspiring is an approach to action research aimed at decolonizing the research process. This research method is inspired by an ongoing, collaborative research relationship with East Central Ministries, a faith-based non-profit organization based in Albuquerque, New Mexico’s international district. Guided by East Central Ministries’s practices of intention setting/leaving space for what emerges, focusing on feelings, being community minded, and building the conspiring community, the co-conspiring approach to research is emergent and will manifest differently in any given research context. Grounded in the communication theory of invitational rhetoric, co-conspiring emphasizes relationships based in equality and offers possibilities for transformation through a willingness to be changed by the research experience.
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Hindle, Tony, Peter Checkland, Michael Mumford, and David Worthington. "Developing a Methodology for Multidisciplinary Action Research: A Case Study." Journal of the Operational Research Society 46, no. 4 (April 1995): 453–64. http://dx.doi.org/10.1057/jors.1995.64.

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26

Burns, Anne. "Action research: an evolving paradigm?" Language Teaching 38, no. 2 (April 2005): 57–74. http://dx.doi.org/10.1017/s0261444805002661.

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Action research is a relatively recent phenomenon in the field of English language teaching, having emerged in the literature predominantly since the late 1980s. In this article, I discuss the antecedents, definitions, processes, and purposes of action research in the field of English language teaching. Action research is also considered in relation to more established notions of basic and applied research. The current scope and nature of action research studies found in the literature are then analysed. The article concludes with a consideration of some of the challenges to the status of action research as a research methodology and the issues that will need to be addressed if action research by language teachers is to be sustainable.
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27

Gardner, Julie Eve. "Researching Gender Violence: Feminist Methodology in Action." Crime Prevention and Community Safety 8, no. 1 (February 2006): 65–66. http://dx.doi.org/10.1057/palgrave.cpcs.8150009.

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28

Gibson, Nancy. "Participatory action research approaches and methods." Gateways: International Journal of Community Research and Engagement 3 (November 25, 2010): 185–86. http://dx.doi.org/10.5130/ijcre.v3i0.1039.

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This book, published as part of Routledge’s Studies in Human Geography, is useful well beyond this discipline, as it provides a welcome review of Participatory Action Research (PAR). In three major sections, beginning and ending with ‘Reflections’ that bracket the ‘Action’ section, this collection provides a timely overview of the current status of this methodology, as well as many useful examples of applying PAR as a research process.
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Whitehead, Jack. "Contributing to Moving Action Research to Activism with Living Theory Research." Canadian Journal of Action Research 20, no. 3 (September 4, 2020): 55–73. http://dx.doi.org/10.33524/cjar.v20i3.467.

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This paper follows the organisation of the successful proposal: 1) The research and action aims; 2) methodology, theoretical tools and methods; 3) results, outputs, program changes and events. The research aims are focused on the communication of meanings of relationally dynamic values in educational conversations in the generation of living-theories by activist scholars that carry hope for the flourishing of humanity. The action aims are focused on establishing a global educational conversation with a focus on improving practice with these values. The methodology, theoretical tools and methods are focused on the generation of their living-theories. The results, outputs, program changes and events demonstrate the spreading global educational influences of Living Theory research.
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30

Njå, Ove, and Eivind L. Rake. "An Essay on Research Methodology: An Alternative Approach to Incident Command Research Through Participatory Action Research." Journal of Contingencies and Crisis Management 16, no. 2 (June 2008): 91–100. http://dx.doi.org/10.1111/j.1468-5973.2008.00537.x.

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31

Kyriacou, Chris. "Action Research: a Methodology for Change and Development- by Bridget Somekh." British Journal of Educational Studies 55, no. 4 (December 2007): 468–69. http://dx.doi.org/10.1111/j.1467-8527.2007.00388_3.x.

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32

Barab, Sasha A., Kenneth E. Hay, and Lisa C. Yamagata-Lynch. "Constructing Networks of Action-Relevant Episodes: An In Situ Research Methodology." Journal of the Learning Sciences 10, no. 1-2 (April 2001): 63–112. http://dx.doi.org/10.1207/s15327809jls10-1-2_5.

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Victor, M. A. M., and F. J. N. Miashamo. "Strategic Transformation of Public Enterprises in Tanzania: Action Research Oriented Methodology." Tanzania Journal of Engineering and Technology 23, no. 1 (December 31, 1999): 113–22. http://dx.doi.org/10.52339/tjet.v23i1.297.

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34

Bell, Simon, Gilroy Coleman, Jian Qiang Guo, and Martin Sewell. "Information Systems Project in China: action research and soft systems methodology." Human Systems Management 19, no. 3 (July 8, 2000): 181–92. http://dx.doi.org/10.3233/hsm-2000-19305.

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Developing Information Systems is a process fraught with danger and often resulting in failure. Failure rates now run at 80% and there is no sign of decline [16,17,18,20,21,30,31,35,36,40]. If Information Systems (IS) projects are high risk even in industrialised societies, then projects in developing countries and newly emerging economies are even more prone to failure. Putting IS projects together with the developing economies would appear to be a recipe for disaster but this paper describes an IS project developed between the UK and China which has got to beta testing stage and shows early signs of success. The paper describes the process whereby the project was developed, the methodology applied and the problems and difficulties encountered. Taking as its point of reference the autumn 1999 review mission, the paper describes the situation for the Feasibility and Appraisal Information System (FAIS) at that time and draws out some policy and methodology learning issues relevant to others planning IS in similar contexts.
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35

Cortes, Laura Ferreira, Stela Maris de Mello Padoin, and Neusi Aparecida Navas Berbel. "Problematization Methodology and Convergent Healthcare Research: praxis proposal in research." Revista Brasileira de Enfermagem 71, no. 2 (April 2018): 440–45. http://dx.doi.org/10.1590/0034-7167-2016-0362.

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ABSTRACT Objective: Presenting theoretical subsidies for the nursing care practice based on the possibility of convergence between research practice and educational practice. Method: The Convergent Healthcare Research was developed from February to August 2015, with an intersectoral working group formed by 32 participants, including health, social services and public safety professionals. Ten group meetings were organized, based on the Problematization Methodology with Maguerez's Arch. Results: The reflection-action movement resulted in the shared (re)building of the flowchart of care to women subjected to a situation of violence, as a device for communication between the services. Final considerations: The research practice based on the Problematization Methodology with Maguerez's Arch proved to be useful and viable in qualitative research, which has as purpose the transformation of the reality studied.
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36

MacLeod, Greg. "Action Research for community business development." Humanomics 30, no. 1 (February 4, 2014): 3–21. http://dx.doi.org/10.1108/h-11-2013-0072.

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Purpose – The purpose of this paper is to introduce the idea of Action Research as a way of making academic research more relevant for social economic change. Design/methodology/approach – This paper seeks a middle path by presenting a method for Action Research that is both scientific and that results in practical social-economic impact on a local society. The method is divided into 11 systematic steps. Findings – The author has found that the method results in job creation and place-based economic development. Originality/value – Usually social activists and academic professionals do not mix. This approach combines both theory and practice, which is unusual in university circles.
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Macêdo, Isabelle Pinheiro de, Ana Dulce Batista dos Santos, Marília Fernandes Gonzaga de Souza, Maria Coeli Cardoso Viana Azevedo, and Akemi Iwata Monteiro. "Action research: a method for nursing." Revista de Enfermagem UFPE on line 5, no. 2 (March 8, 2011): 449. http://dx.doi.org/10.5205/reuol.1718-11976-1-le.05spe201118.

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ABSTRACT Objectives: understanding local and national panorama of dissertations and theses produced in nursing centers by using action-research as methodology; discuss the applicability of this method in nursing centers. Method: this is about a systematic review, involving 64 theses and dissertations of local and national panorama available at CAPES bank of associated to action-research and nursing. At first it was found 67 papers but 3 were excluded as they were not appropriate to the research. In the analysis we considered the information from the summaries: post-graduate program, concentration area, master’s and doctoral levels, the study site, subjects discusses and year of publication. Results: Of the 63 dissertations available at UFRN virtual library of masters course, only one used the action-research methodology. Of all theses and dissertations related to action-research and nursing available at CAPES portal, 36 were master academic dissertations, 27 doctoral theses and one professional master's dissertation. Conclusion: it is observed that the use of action-research in nursing is still in the beginning even though it is known that this methodology is applicable in various fields of nursing as in services implementation, intervention in groups, nursing education and continuing education. Descriptors: nursing methodology research; promote research; nursing.RESUMOObjetivos: conhecer o panorama local e nacional de dissertações e teses produzidas na enfermagem utilizando a pesquisa-ação como metodologia; discorrer sobre a aplicabilidade deste método na enfermagem. Método: estudo de revisão sistemática da literatura, envolvendo 64 teses e dissertações do panorama local e nacional levantadas no banco de teses do portal CAPES a partir da associação dos termos pesquisa ação e enfermagem, inicialmente foram selecionados 67 trabalhos dos quais 3 foram excluídos por não serem propriamente de enfermagem. Na análise foram consideradas as informações dos resumos: programa de pós-graduação, área de concentração, níveis de mestrado e doutorado, local do estudo, temáticas abordadas e ano de publicação. Resultados: das 63 dissertações de mestrado disponíveis na biblioteca virtual do curso de mestrado da UFRN, apenas uma delas utilizou a pesquisa ação. Das 64 teses e dissertações referentes a pesquisa ação e enfermagem disponíveis no portal CAPES, 36 eram dissertações de mestrado acadêmico, 27 teses de doutorado e uma dissertação de mestrado profissional. Conclusão: a utilização da pesquisa ação pela enfermagem ainda é incipiente, embora se saiba que esta metodologia é aplicável nos diversos campos de atuação da enfermagem, seja na implementação de serviços, intervenções em grupos, formação do enfermeiro e educação permanente. Descritores: pesquisa metodológica em enfermagem; promoção da pesquisa; enfermagem.RESUMENObjetivo: conocer el panorama local y nacional de disertaciones y tesis producidas en la enfermería utilizando la investigación-acción como metodología; discutir la aplicabilidad de este método en la enfermería. Método: revisión sistemática, que incluyó a 64 tesis y disertaciones del panorama local y nacional. Las tesis y disertaciones fueran obtenidos de la base de datos de tesis del portal CAPES, por la asociación de los términos de la investigación-acción y de enfermería. Inicialmente, 67 trabajos han sido seleccionados de los cuales tres fueron excluidos porque no son de la área de enfermería. En el análisis se consideró la información de los resúmenes: programa de postgrado, área de concentración, nivel de maestría y doctorado, el sitio de estudio, temas tratados, y el año de publicación. Resultados: De las 63 disertaciones disponibles en la biblioteca virtual del curso de maestría de la UFRN, sólo una de ellas utilizó la investigación-acción. De las 64 tesis y disertaciones relacionadas con la investigación-acción y con la enfermería disponibles en el portal de la CAPES, 36 eran disertaciones académicas de maestría, 27 tesis doctorales y una disertación de maestría profesional. Conclusión: se observa que el uso de la investigación-acción en la enfermería se encuentra todavía incipiente, aunque se sabe que esta metodología es aplicable en diversos ámbitos de la enfermería, como la aplicación de los servicios, intervención en grupos, educación en enfermería y educación continua. Descritores: metodología de la Investigación en Enfermería; promoción de la investigación; enfermería.
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38

Firdaus, Firdaus, Zulfadilla Zulfadilla, and Fakhri Caniago. "Research Methodology : Types in the New Perspective." MANAZHIM 3, no. 1 (February 27, 2021): 1–16. http://dx.doi.org/10.36088/manazhim.v3i1.903.

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Indonesian education requires every student to do research. Every time you carry out research, there are many methods in the manufacturing process which are commonly referred to as research methodologies, which are useful for distinguishing the types of research being carried out. There are several kinds of research methodologies including quantitative, qualitative, pure, applied, evaluation, descriptive, explanatory, experimental, non-experimental, ex post facto methodologies, surveys, case studies, and action research which have specific characteristics, weaknesses and strengths. By conducting literature studies and content analysis approaches, I got a new pattern in conducting research, namely combining two types of research, qualitative and quantitative, which were previously deemed impossible. What we have summarized in this article is for the development of Indonesia's educational civilization.
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39

Melacarne, Claudio. "Action Learning e Action Oriented Research. Una ricerca sul turnover organizzativo." EDUCATIONAL REFLECTIVE PRACTICES, no. 2 (October 2012): 59–82. http://dx.doi.org/10.3280/erp2012-002004.

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The educational research experience presented in this article has been solicited by the Confartigianato Imprese Arezzo with the aim to support the professional development of their middle management, as a consequence of an imminent generational change within the same organisation. This experience has seen the participation of a training group made of 15 subjects (managers and middle managers). Such educational path has been planned within the framework of the Action Learning methodology. The present contribution is aimed at describing the adopted methodological process and presenting some findings in terms of subjects' professional epistemological transformations and methodological approach issues.
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40

Ortiz Aragón, Alfredo, and Kent Glenzer. "Untaming aid through action research: Seeking transformative reflective action." Action Research 15, no. 1 (March 2017): 3–14. http://dx.doi.org/10.1177/1476750317700253.

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Planned international development—Official Development Assistance—pretends to address complex, intergenerational problems. The pretense is endemic to, and necessary for, the continuation of the development enterprise, frequently leading to docile projects. Official Development Assistance’s methodologies and methods are ill-matched for confronting such problems, while those of action research are well-suited to the task. Yet Official Development Assistance and action research are only infrequent and ephemeral bedmates. Research from five sites on three continents reveals five lessons for untaming aid through action research: (1) plan and develop programming iteratively and over long time frames to offer meaningful support to people’s lives, (2) develop new connective tissue and relational capital, (3) commit to inquiry and learning in specific contexts, (4) incrementally confront culturally embedded practice in a safe and feasible manner, and (5) use methodology to develop safe and participatory spaces that engage tacit and explicit perspectives and ways of knowing. This article, the introductory essay to the Action Research Journal’s special issue, “Development, Aid, and Social Transformation,” argues that adoption of these five practices could help untame Official Development Assistance and make it more powerful, ethical, and transformative.
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Kloetzer, Laure. "Doing Research Upside Down: Action and Research in Cross Self-Confrontations." International Journal of Action Research, no. 2-3/2018 (January 11, 2019): 202–18. http://dx.doi.org/10.3224/ijar.v14i2-3.09.

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This paper highlights three main points. Firstly, it argues that despite the positioning of mainstream psychology as “objective research” i.e. disengaged from taking action in public life, there has always been in psychology a (quantitatively) minor but (qualitatively) strong tradition of intervention, defined as a joint practice engaging researchers and practitioners in social transformation. It shows how this alternative way of doing research affects all dimensions of the researchers’ professional practice, for better or for worse. Secondly, it presents a specific perspective on intervention, created in France and used in multiple work settings in the last twenty years, called Clinic of Activity. It then introduces and discusses a methodology designed to support development at work through collaborative work analysis and structured dialogue, the Cross Self Confrontations. Thirdly, it reports on a research in Cross Self-Confrontations recently conducted in a Swiss factory, and shows how this methodology supports the co-creation of knowledge and the development of dialogue within a group of workers and across the hierachical lines, therefore contributing to the deep discussion and transformation of work practices.
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Balthu, Krishna Chaitanya, and Ben Clegg. "Improving professional service operations: action research in a law firm." International Journal of Operations & Production Management 41, no. 6 (June 11, 2021): 805–29. http://dx.doi.org/10.1108/ijopm-10-2020-0696.

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PurposeThe purpose of this paper is to demonstrate how action research-based interventions can effect change in a complex and challenging professional service environment (Lewis and Brown, 2012). This paper presents a successful way to do this. First, by eliciting factors for change driven by deregulation in the United Kingdom’s (UK) legal service sector (Falconer, 2005). Second, by designing and implementing context-sensitive change in a selected legal service firm.Design/methodology/approachThis research adopts a participatory action research methodology involving the use of systems thinking (namely the PrOH modelling methodology) to design suitable interventions and catalyse change.FindingsThis study has generated new knowledge on three fronts–to the legal service operations, to methodology and to the intellectual framework used for abductive reasoning (Checkland and Poulter, 2006). Lessons are transferable to wider professional service operations research. Findings indicate, despite traditional challenges of delivering typical professional services, there is potential for rationalising processes and service delivery commodification, mainly in the low volume, high variety legal service typology (Silvestro et al., 1992).Research limitations/implicationsThis research uses data from an in-depth study of a single organisation.Practical implicationsThis research helped legal service professionals to improve overall efficiency and effectiveness and create new management tools.Social implicationsThis research could help improve legal service operations and make them more accessible.Originality/valueThis research applies a novel, systems thinking based methodology for the first time in a complex professional service operations environment leading to three-fold contributions in the areas of practice, theory and methodology. The paper uses a change management framework (the Change Kaleidoscope), a soft systems methodology (PrOH modelling) and applies these to legal services.
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Lee, Woo Joo, and Kyong Hahn Kim. "A study of the direction in the methodology of action research through analyzing the action research studies in English education." Modern English Education 20, no. 3 (August 31, 2019): 104–16. http://dx.doi.org/10.18095/meeso.2019.20.3.104.

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Montgomery, Anthony, Karolina Doulougeri, and Efharis Panagopoulou. "Implementing action research in hospital settings: a systematic review." Journal of Health Organization and Management 29, no. 6 (September 21, 2015): 729–49. http://dx.doi.org/10.1108/jhom-09-2013-0203.

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Purpose – Health care organizations and hospitals in particular are highly resistant to change. The reasons for this are rooted in professional role behaviors, hierarchical structures and the influence of hidden curricula that inform organizational culture. Action research (AR) has been identified as a promising bottom-up approach that has the potential to address the significant barriers to change. However, to date no systematic review of the field in health care exists. The paper aims to discuss these issues. Design/methodology/approach – A systematic review of the literature was conducted. Studies were reviewed with regard to the four stages of AR; problem identification, planning, implementation and evaluation. Findings – Only 19 studies were identified that fit the inclusion criteria. Results revealed significant heterogeneity with regard to theoretical background, methodology employed and evaluation methods used. Research limitations/implications – Only studies published and written in the English language were included. Practical implications – The field of AR interventions would benefit from a theoretical framework that has the ability to guide the methodology and evaluation processes. Originality/value – This is the first systematic review of AR in hospitals.
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Gershon, Robyn R. M., Marcie S. Rubin, Kristine A. Qureshi, Allison N. Canton, and Frederick J. Matzner. "Participatory Action Research Methodology in Disaster Research: Results From the World Trade Center Evacuation Study." Disaster Medicine and Public Health Preparedness 2, no. 3 (October 2008): 142–49. http://dx.doi.org/10.1097/dmp.0b013e318184b48f.

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ABSTRACTObjective: Participatory action research (PAR) methodology is an effective tool in identifying and implementing risk-reduction interventions. It has been used extensively in occupational health research, but not, to our knowledge, in disaster research. A PAR framework was incorporated into the World Trade Center evacuation study, which was designed to identify the individual, organizational, and structural (environmental) factors that affected evacuation from the World Trade Center Towers 1 and 2 on September 11, 2001. PAR teams—comprising World Trade Center evacuees, study investigators, and expert consultants—worked collaboratively to develop a set of recommendations designed to facilitate evacuation from high-rise office buildings and reduce risk of injury among evacuees.Methods: Two PAR teams worked first separately and then collectively to identify data-driven strategies for improvement of high-rise building evacuation.Results: The teams identified interventions targeting individual, organizational, and structural (environmental) barriers to safe and rapid evacuation.Conclusions: PAR teams were effective in identifying numerous feasible and cost-effective strategies for improvement of high-rise emergency preparedness and evacuation. This approach may have utility in other workplace disaster prevention planning and response programs. (Disaster Med Public Health Preparedness. 2008;2:142–149)
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Jihyun Sohn. "A Study on Directions and Methodology of Action Research in Art Education." Journal of Art Education 40 (February 2015): 51–72. http://dx.doi.org/10.35657/jae.2015.40.0.003.

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РОМАНИШИН, Ігор. "TEACHER EDUCATOR’S PERCEPTIONS OF THE ELT METHODOLOGY COURSE CONTENT SUFFICIENCY: ACTION RESEARCH." Освітні обрії 50, no. 1 (March 27, 2020): 102–10. http://dx.doi.org/10.15330/obrii.50.1.102-110.

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In the article, the author describes the procedures and results of the implementation of the pedagogical technology – the design and delivery of the three-hour session ‘Introduction to Communicative Language Teaching and the History of Method’ to the second-year pre-service English teachers at Vasyl Stefanyk Precarpathian National University, Ukraine aimed at enhancing students’ understanding of basic ELT concepts and becoming prepared for the new methodology content to be covered in the spring term of the academic year of 2019/2020. The study is based on the material of the experimental Core Curriculum “English Language Teaching Methodology. Bachelor’s Level” implemented within the framework of the joint project of the British Council Ukraine and the Ministry of Science and Education of Ukraine “New Generation School Teacher”. The author applied the research methods of comparison, generalisation, synthesis, induction and deduction, as well as carried out the classroom action research using such instruments for qualitative and quantitative data collection as teacher classroom observations, student surveys, and student self-assessment checklists. The analysis of the obtained results demonstrates that the suggested pedagogical technology (materials, activities, methods/techniques, interaction of the subjects of educational process, etc.) helped the teacher educator and students to reach the objectives of the experimental study. The results of the study might be useful for the wider community of pre-service English language teacher educators in Ukraine and beyond.
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Farooq, Sami, and Chris O'Brien. "An action research methodology for manufacturing technology selection: a supply chain perspective." Production Planning & Control 26, no. 6 (June 2, 2014): 467–88. http://dx.doi.org/10.1080/09537287.2014.924599.

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Shen, Chao-Ying, and Gerald Midgley. "Action research in a problem avoiding culture using a Buddhist systems methodology." Action Research 13, no. 2 (November 12, 2014): 170–93. http://dx.doi.org/10.1177/1476750314558428.

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Cordeiro, Luciana, Leslie Rittenmeyer, and Cassia Baldini Soares. "Action research methodology in the health care field: a scoping review protocol." JBI Database of Systematic Reviews and Implementation Reports 13, no. 8 (August 2015): 70–78. http://dx.doi.org/10.11124/01938924-201513080-00008.

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