What is action research?

Session 1

Gisela Cebrin Bernat

Workshop on Action Research, Science

and Technology for Sustainability
Content
Paradigms of social research
Positivist, interpretive and critical theory
Action research
Definitions
Methodological principles
Essential features
Small group activity
An example
Paradigms of social research
(Cohen, Manion and Morrison, 2011)

Positivist

Interpretive

Critical theory
Mixed-methods
Paradigms of social research
(Cohen, Manion and Morrison, 2011)

Positivist
 Postivist paradigm

It isscience
Natural based
on Generalisation
the assumption that it is
Objectivity
basis
possible to observe social life and establish
reliable, valid knowledge about how it
Testable works
Law based cause
explanations Causality
and effect
/prediction
It is argued that it encourages misleading
emphasis on superficial facts without any
Knowledge
attention
Control, to underlying mechanisms
Quantification, obtainedthat
through
manipulation cannotlarge
be scale
observed observation and
measurement
 Review previous Formulate
Identify a topic
literature hypothesis

Analyse data Collect data Research design

Report findings / or
look for alternative
Postivist
explanations
design
Positivist methods

Surveys

Tests

Experiments
Paradigms of social research
(Cohen, Manion and Morrison, 2011)

Interpretive
 Interpretive paradigm

Naturalistic Understanding
Reality is constructed by subjective Interpretation
perceptions
and predictions cannot be made
Knowledge and meanings are socially constructed
Agency
Subjectivity,
People have free(capacity
will, purposes, goals and
of Context-based
intentionality
intentions, so peopleagents)
should be studied as active
agents
Social life consists of interaction processes rather
Fluidity, Specific / non- Multiple
than structures and is constantly changing
change generalisable perspectives
 Identify topic

Literature review

Research design

Interpretive
Data collection
Ethnographic
Data analysis design
Elaboration of
concepts and theories

Report of findings
 Naturalistic methods

Interviews

Thick
Observation
descriptions

Narratives,
documents

Ethnography
Paradigms of social research
(Cohen, Manion and Morrison, 2011)

Critical theory
 Critical theory paradigm

Ideology Political
Feminist
critique research

Action Equality and

Emancipation
research freedom

Power
Social justice
relations
 Ideology critique
- critical theory
Describe existing situation

Understand the reasons for existing

situation

Interrogate/challenge legitimacy of
reasons for / causes of existing situation
(political, cultural, social, economic, etc.)

Set an agenda to improve the existing

situation
 Research Research
Research methods Examples?
paradigms approach
Surveys: longitudinal,
cross-sectional,
correlational;
Positivism Quantitative experimental, and
quasi-experimental
and ex-post facto
research

Biographical;
Phenomenological;
Interpretive Qualitative
Ethnographical; case
study

Critical and
Critical Ideology critique;
action-
theory ACTION RESEARCH
oriented
 Key steps
Research focus research question
Decide on position yourself
Research paradigm
How do you understand knowledge?
How knowledge is created?
What methodological approach can help you
answer you research questions?
 Action research any suggestions?



 Kemmis, 1986

Action research is the systematic process of

learning-by-doing carefully observing the
character and consequences of what one
does with the tripartite aim of improving
ones own practice, improving ones
understanding of these practices and
improving the situation in which those
practices are carried out.
 Wallace, 1987

Action research combines a problem-solving

approach towards action with the rigour of
research.
 Edwards & Talbot, 1994

Practitioner research can only be designated

action research if it is actively carried out by
professionals who are engaged in
researching, through structured self-
reflection, aspects of their own practice as
they engage in that practice.
 Carr and Kemmis, 2009
Emancipatory action research is a form of
research that seeks to create the kind of
communicative space within which
practitioners can participate in making
decisions, taking action and collaboratively
inquiring into their own practices, their
understandings of these practices, and the
conditions under which they practice.
Methodological principles
(Somekh, 2006)

Conducted through
Integration of
collaborative
research and action
partnership

Stimulates
High level of
transformative
reflexivity
learning

Starts from aspiration

Embraces broader
and a vision of social
political and historical
transformation and
contexts
social justice
So, what are the essential features?
(McNiff & Whitehead, 2002; Noffke, 2009)

all the
participants participants as
the main reflection
have co-researchers knowledge and the whole
purpose is the and action
something and co- theory are learning-by-
improvement of are two
to learners, inseparable doing process
a real situation core
contribute including the from practice is what counts
or problem elements
and to researcher
learn
 Purpose of action research
To change the world by understanding it
better;
To simultaneously assist in problem-solving
and adding to the knowledge base;
To find and understand a way to achieve an
end rather than to find the best way;
To enhance the competence of those involved
 Nature of action research

Begins with a problem in a real life context

The problem is identified by a practitioner (or
community) rather than a researcher
A sequential, cumulative process e.g. the cycle
of plan, act, observe, reflect
Actions are researched systematically
Reflections are made public
 The three dimensions (Noffke, 2009)

Personal
Practitioner as
researcher and the
process of self-
reflection, planning
and introducing
changes to improve
self-practice

Political
Professional
Generate
democratic Professional
processes to development
purposes, to
empower groups
enhance
- leads to social profession
change

These are overlapping and may be present in any action research study
 The action research cycle

Identify a Develop a PLAN of action to

problem
improve what is happening
ACT to implement the plan
Plan
Reflect
action OBSERVE the effects of the
action
REFLECT on these effects as
a basis for subsequent
Observe Act
cycles
(Kemmis, 1981)
Cyclical process
 Steps in action research (McNiff, 2002, p.71)

1. Review your current practice

2. Identify an aspect that you wish to improve
3. Imagine a way forward in this
4. Try it out
5. Monitor and reflect on what happens
6. Modify the plan in the light of what has been found,
what has happened, and continue
7. Evaluate the modified action
8. Continue until you are satisfied with that aspect of
your work (e.g. repeat the cycle)
 Small group activity
Work in small groups of three
Roles: interviewer, interviewee, note-taker(each
person plays each of the roles)
Discuss the following areas/questions:
What can be the benefits of action research?
What can be the challenges and difficulties of action
research?
What can be areas of application in sustainable
clothing? real problems to be solved through action
research?
What could be the difficulties in this area?
Understanding through an example

What was the problem?

Embedding education for sustainability

within the undergraduate curriculum at
the University of Southampton
 PhD research aims
Two main aims concerning education for
sustainability within the University of Southampton
Identify the factors influencing academic staff engagement in education
for sustainability
Fully studied but each institution is socially and culturally different (Corcoran & Wals, 2004; Dawe,
Jucker & Martin, 2005; HEFCE, 2008; Moore, 2005)

Establish whether a model to embed Education for Sustainability (EfS)

within the undergraduates curriculum could be developed
Current models focus in one subject (HEFCE, 2008)

Few experiences taking an interdisciplinary and holistic approach (Tilbury et al., 2004, Ryan, 2011)

No existence of a model for research universities

 Context of the research
UoS commitment
Funding a PhD
Green Academy programme Curricula for Tomorrow project
(HEA ESD Project + EAUC + NUS)
Curriculum Innovation Programme (CI) Sustainability Module
University staff who is already embedding sustainability? How do
they refer to it?
Teaching fellows and lecturers that use innovative and
unorthodox approaches
Potential community of practice
 Stage I
Exploratory reconnaissance phase
Gain a deeper understanding of UoS
organisation baseline data
Learn from and connect the every
day experiences of academic staff
members at the UoS

Research aims
Explore the factors influencing
academic staff members engagement
in EfS
Views and vision of academic staff
members in relation to EfS

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Stage I - rationale
International student
University as a unique social
system
University of Southampton
Russell Group University
Research-led
Walk the talk learn from
academics and put in practice EfS
principles - research with people,
foster collaboration and empower
Inform subsequent stages
identify key individuals
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 Next session
Different types of action research
Activity: design your own action research
project
HOMEWORK: Think about real problems in
sustainable clothing to be tacked through action-
research. Think about possible action strategies,
agents involved, research methods, etc.