limitations of action research ppt

EducationalWave

Pros and Cons of Action Research

Action research fosters collaboration in real-world settings for practical solutions but faces challenges like scope limitations and time constraints . The benefits include valid findings and continuous learning, while resource allocation and generalizability pose challenges. Practitioner involvement guarantees relevance and stakeholder buy-in but may encounter resistance to change. Implementing action research demands managing time constraints and overcoming resource limitations. However, the process offers opportunities for data-driven decision-making and continuous improvement. Ethical considerations are pivotal to safeguard participants' rights and well-being. This dynamic approach holds promise for those seeking practical solutions while engaging with stakeholders and fostering continuous improvement.

Table of Contents

• Collaboration with stakeholders enhances relevance and sustainability.
• Continuous learning and improvement promote ongoing success.
• Flexibility allows for adjustments to improve outcomes.
• Time constraints and resource allocation can be challenging.
• Scope limitations may impact the depth of conclusions.

Advantages of Action Research

One of the key advantages of engaging in action research is the opportunity it provides for researchers to actively collaborate with stakeholders in real-world settings to address practical issues and drive positive change. By involving stakeholders in the research process, action research guarantees that the solutions developed are relevant, feasible, and sustainable . This collaborative approach enhances the validity and applicability of the research findings, as stakeholders contribute their unique insights and perspectives.

Furthermore, action research promotes continuous learning and improvement. Through a cyclical process of planning, acting, observing, and reflecting, researchers can iteratively refine their strategies and interventions based on real-time feedback and evaluation. This iterative nature of action research allows for flexibility and adaptability, enabling researchers to adjust their approaches as needed to achieve the desired outcomes.

Limitations of Action Research

When considering the limitations of action research , it's important to acknowledge the challenges related to the scope of research.

Additionally, time constraints and the allocation of resources present significant hurdles that researchers must navigate when engaging in action research projects.

These limitations can impact the depth and breadth of the research outcomes, requiring careful planning and strategic decision-making.

Research Scope Challenges

Exploring the boundaries of research scope in action research can present significant challenges for researchers seeking to address complex real-world problems. One of the main limitations is the potential lack of generalizability of findings due to the specific context in which the research is conducted. Action research often focuses on a particular group or community, making it challenging to apply the findings to a broader population. Additionally, the scope of action research projects is typically smaller in scale compared to traditional research studies, which can limit the depth and breadth of the conclusions drawn.

In addition, defining the scope of action research projects can be complex due to the iterative nature of the process. The dynamic nature of action research, with its emphasis on continuous cycles of planning, acting , observing, and reflecting, can make it challenging to establish clear boundaries for the research. This fluidity can sometimes lead to scope creep , where the initial research focus expands beyond manageable proportions, impacting the quality and effectiveness of the study.

Researchers must carefully navigate these challenges to make sure that their action research remains focused, relevant, and impactful.

Time and Resources

Managing the complexities of action research extends to the management of time and resources, presenting inherent limitations that researchers must address strategically. When conducting action research, scholars encounter various challenges related to the allocation of time and resources. These limitations can have a substantial impact on the quality and outcomes of the research endeavor.

Below are three key considerations regarding time and resources in action research:

• Time Constraints: Action research typically operates within specific timelines, making it essential for researchers to efficiently plan and execute each phase of the study to meet deadlines effectively.
• Resource Availability: Adequate resources, including funding, access to technology, and participant availability, are crucial for the successful implementation of action research projects.
• Balancing Priorities: Researchers often face the challenge of balancing their existing commitments with the demands of action research, requiring effective time management and prioritization skills to ensure project success.

Addressing these time and resource limitations proactively is essential for researchers to conduct thorough and impactful action research studies.

Benefits of Practitioner Involvement

Active engagement of practitioners in action research projects enhances the relevance and applicability of findings to real-world contexts. By involving those who are directly involved in the day-to-day activities being studied, action research benefits from their insider perspectives, practical knowledge, and firsthand experiences. This collaboration guarantees that the research questions are grounded in actual challenges faced by practitioners, leading to more targeted interventions and solutions that are feasible and effective in practice.

Challenges in Implementation

In the practical application of action research projects involving practitioners, various challenges often arise during the implementation phase that can impact the success of the research outcomes.

These challenges include:

• Time Constraints: Practitioners are often busy with their regular duties, making it challenging to allocate sufficient time to the action research project. This can lead to delays in data collection, analysis, and the overall progress of the research.
• Limited Resources: Action research projects may require resources such as funding, personnel, or specialized tools. Limited access to these resources can hinder the smooth implementation of the research and affect the quality of the outcomes.
• Resistance to Change: Implementing findings from action research may require changes in existing practices or policies. Resistance from stakeholders or organizational structures can impede the adoption of research recommendations, affecting the successful implementation of the project.

Opportunities for Continuous Improvement

The opportunities for continuous improvement in action research provide a platform for ongoing learning and development. Through data-driven decision-making , researchers can analyze trends, make informed choices, and enhance their strategies.

Additionally, the benefits of reflective practice allow for a deeper understanding of outcomes and the refinement of future actions.

Ongoing Learning Opportunities

To foster continuous improvement, action research provides ongoing learning opportunities that allow for the refinement of strategies and the enhancement of outcomes. These opportunities play a pivotal role in shaping the success of any action research initiative.

Here are three key aspects that highlight the significance of ongoing learning opportunities:

• Reflection and Adaptation: Continuous learning encourages researchers to reflect on their actions, outcomes, and challenges. This reflection enables them to adjust their strategies in real-time, leading to more effective solutions.
• Skill Development: Engaging in ongoing learning opportunities allows researchers to enhance their skills and knowledge. This continuous improvement not only benefits the current research project but also contributes to their professional growth in the long run.
• Stakeholder Involvement: By providing ongoing learning opportunities, action research encourages active participation from stakeholders. This involvement not only enriches the research process but also ensures that the outcomes are aligned with the needs and expectations of the stakeholders.

Data-Driven Decision-Making

Providing a solid foundation for refining strategies and enhancing outcomes , data-driven decision-making in action research offers valuable opportunities for continuous improvement . By collecting and analyzing relevant data throughout the research process, researchers can make informed decisions that lead to more effective interventions and solutions.

Utilizing data allows for the identification of trends, patterns, and areas needing improvement, enabling researchers to adjust their approaches in real-time.

Data-driven decision-making also fosters accountability and transparency within the research process. Stakeholders can track progress, evaluate the impact of interventions, and make adjustments based on concrete evidence. This iterative process of data collection, analysis, and decision-making promotes a culture of continuous learning and improvement.

Moreover, data-driven decision-making in action research helps in setting measurable goals and monitoring progress towards achieving them. By using data to inform decisions, researchers can guarantee that their efforts are focused on areas that will have the most significant impact.

Reflective Practice Benefits

Engaging in reflective practice cultivates a culture of self-assessment and growth within the domain of action research. Reflective practice benefits action research in various ways, providing opportunities for continuous improvement:

• Enhanced Learning : Through reflection, researchers can gain deeper insights into their actions, decisions, and outcomes. This process allows for a more profound understanding of what works well and what needs improvement, ultimately leading to enhanced learning experiences.
• Increased Self-Awareness : Reflective practice fosters self-awareness by encouraging researchers to critically analyze their approaches and behaviors. This heightened self-awareness can lead to personal growth, improved decision-making, and better interactions with others involved in the research process.
• Continuous Improvement : By regularly reflecting on their actions and experiences, researchers can identify areas for growth and development. This ongoing process of self-assessment enables continuous improvement in research methodologies, problem-solving skills, and overall project outcomes.

Ethical Considerations

Ethical considerations play an essential role in action research, ensuring that the rights and well-being of participants are protected throughout the research process. Researchers must adhere to strict ethical guidelines to maintain the trust and integrity of their work. Some key ethical considerations in action research include obtaining informed consent from participants, ensuring confidentiality and anonymity, minimizing harm, and providing the opportunity for participants to withdraw from the study at any time without consequences.

Here is a table summarizing some ethical considerations in action research:

Frequently Asked Questions

How can action research benefit interdisciplinary collaboration?.

Action research can enhance interdisciplinary collaboration by promoting a systematic approach to problem-solving that involves multiple disciplines. It encourages a holistic view, fosters communication, and allows for the integration of diverse perspectives to address complex issues effectively.

What Are the Potential Risks of Participant Bias in Action Research?

Participant bias in action research poses a significant risk to the validity of findings, as subjects may alter their behavior or responses based on personal biases or desires. Researchers must implement rigorous measures to mitigate this potential threat to research integrity.

How Can Action Research Contribute to Organizational Culture Change?

Action research can contribute to organizational culture change by promoting employee engagement, fostering a culture of continuous improvement, and facilitating collaboration. It allows for data-driven decision-making, empowers employees to drive change, and enhances organizational learning.

Are There Any Limitations to the Scalability of Action Research Projects?

Limitations to the scalability of action research projects may include resource constraints, time demands, and challenges in replicating findings across diverse settings. Careful planning, efficient execution, and clear communication are crucial for successful outcomes.

What Are the Ethical Considerations When Sharing Action Research Findings?

Ethical considerations when sharing action research findings include ensuring participant confidentiality, obtaining informed consent, acknowledging sources, and avoiding conflicts of interest. Transparency, respect for privacy, and responsible dissemination are essential for maintaining ethical integrity in research.

To sum up, action research offers numerous advantages, such as promoting practitioner involvement and opportunities for continuous improvement .

However, it also has limitations, challenges in implementation, and ethical considerations that must be carefully addressed.

Overall, the benefits of action research outweigh the drawbacks, making it a valuable tool for improving practices and driving positive change in various fields.

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Educational Wave Team

ACTION RESEARCH

Jan 13, 2013

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ACTION RESEARCH. © LOUIS COHEN, LAWRENCE MANION & KEITH MORRISON. STRUCTURE OF THE CHAPTER. Defining action research Principles and characteristics of action research Participatory action research Action research as critical praxis Action research and complexity theory

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• professional development
• tacit theories
• participatory action research
• real problem

Presentation Transcript

ACTION RESEARCH © LOUIS COHEN, LAWRENCE MANION & KEITH MORRISON

STRUCTURE OF THE CHAPTER • Defining action research • Principles and characteristics of action research • Participatory action research • Action research as critical praxis • Action research and complexity theory • Procedures for action research • Reporting action research • Reflexivity in action research • Some practical and theoretical matters

ACTION RESEARCH • Action research is a small-scale intervention in the functioning of the real world to address practitioners’ own issues, and a close examination of the effects of such an intervention. • Kemmis and McTaggart (1992: 10): ‘to do action research is to plan, act, observe and reflect more carefully, more systematically, and more rigorously than one usually does in everyday life’. • Action research combines diagnosis, action and reflection.

ACTION RESEARCH COMBINES SIX NOTIONS • A straightforward cycle of: identifying a problem, planning an intervention, implementing the intervention, evaluating the outcome; • Reflective practice; • Political emancipation; • Critical theory; • Professional development; and • Participatory practitioner research.

ELEMENTS OF ACTION RESEARCH • It works on participants’ own problems; • It seeks to improve practice; • It is collaborative and participatory; • It is problem-solving; • It is undertaken in situ; • It is an ongoing cycle of diagnosis, planning, implementation and evaluation; • It is methodologically eclectic; • It requires reflection; • It builds on professional development.

ACTION RESEARCH IS . . . • Critical (and self-critical) collaborative inquiry by • Reflective practitioners being • Accountable and making results of their enquiry public • Self-evaluating their practice and engaged in • Participatory problem-solving and continuing professional development.

PARTICIPATORY ACTION RESEARCH • It commences with explicit social and political intentions that articulate with the dominated and poor classes and groups in society; • It involves popular participation in the research process; • It regards knowledge as an agent of social transformation as a whole, constituting a critique of those views of knowledge (theory) as separate from practice; • Its epistemological base is rooted in critical theory and its critique of the subject/object relations in research; • It engages issues of power; • It raises the consciousness of individuals and groups; • It is a democratic activity.

ACTION RESEARCH AS CRITICAL PRAXIS • The emancipatory interest of Habermas: to understand and change the world • Ideology critique and action • People taking control of their own lives • A challenge to the illegitimate operation of power • A concern for equality and social justice • Empowerment of individuals and groups

ACTION RESEARCH AS CRITICAL PRAXIS • Constructing a system of meaning; • Understanding dominant research methods and their effects; • Selecting what to study; • Acquiring a variety of research strategies; • Making sense of information collected; • Gaining awareness of the tacit theories and assumptions which guide practice; • Viewing teaching as an emancipatory, praxis-based act. • ‘Praxis’: action informed through reflection, with emancipation as its goal.

CRITICISMS OF ACTION RESEARCH AS CRITICAL PRAXIS • It is utopian and unrealizable; • It is too controlling and prescriptive; • It adopts a narrow and particularistic view of emancipation and action research; • It undermines the significance of the individual teacher-as-researcher in favour of self-critical communities. • It assumes that rational consensus is achievable, that rational debate will empower all participants (i.e. it understates the issue of power); • It overstates the desirability of consensus-oriented research; • Power cannot be dispersed or rearranged simply by rationality;

CRITICISMS OF ACTION RESEARCH AS CRITICAL PRAXIS • It is uncritical and self-contradicting; • It will promote conformity through slavish adherence to its orthodoxies; • It is naïve in its understanding of groups and celebrates groups over individuals; • It privileges its own view of science (rejecting objectivity) and lacks modesty; • It privileges the authority of critical theory; • It is elitist whilst purporting to serve egalitarianism; • It assumes an undifferentiated view of action research; • It attempts to colonize and redirect action research.

ACTION RESEARCH AND COMPLEXITY THEORY • Both accept that systems are unpredictable, open and non-linear; • Both concern issues of adaptation to environment; • Action research can lead to bifurcation (i.e. when a system moves from one point of stability to another); • Both celebrate the interaction of participants; • Both require feedback and feed forward; • Both are reflective; • Both show an interest in ‘exceptions’ or outliers (which can lead to major change); • Both are less concerned with controlling variables; • Both accept that the systems in which action takes place are complex and dynamic.

PROCEDURES FOR ACTION RESEARCH IDENTIFY PROBLEM EVALUATE PLAN ACTION ACT

STEPS IN ACTION RESEARCH (McNiff, 2002) • Review your current practice; • Identify an aspect that you wish to improve; • Imagine a way forward in this; • Try it out; • Monitor and reflect on what happens; • Modify the plan in the light of what has been found, what has happened, and continue; • Evaluate the modified action; • Continue until you are satisfied with that aspect of your work (e.g. repeat the cycle).

AN EIGHT-STAGE MODEL OF ACTION RESEARCH Stage One: Decide and agree one common problem that you are experiencing or need that must be addressed. Stage Two: Identify some causes of the problem (need). Stage Three: Brainstorm a range of possible practical solutions to the problem, to address the real problem and the real cause(s). Stage Four: From the range of possible practical solutions decide one of the solutions to the problems, perhaps what you consider to be the most suitable or best solution to the problem. Plan how to put the solution into practice.

AN EIGHT-STAGE MODEL OF ACTION RESEARCH Stage Five: Identify ‘success criteria’ by which you will be able to judge whether the solution has worked to solve the problem, Stage Six: Put the plan into action; monitor, adjust and evaluate what is taking place; Stage Seven: Evaluate the outcome to see how well it has addressed and solved the problem or need, using the success criteria identified in Stage Five. Stage Eight:Review and plan what needs to be done in light of theevaluation.

THE ACTION RESEARCH CYCLE(Tripp, 2003)

STEPS IN EMANCIPATORY ACTION RESEARCH • Strategic planning • Implementing the plan (action) • Observation, evaluation and self-evaluation • Critical and self-critical reflection on the results of (1) – (3) and making decisions for the next cycle of research.

IDENTIFY THE PROBLEM – CAUSES NOT SYMPTOMS Diagnosis: • What actually is the real problem? • What are the causes?

PLAN INTERVENTIONS Divergent Phase: • What actions are possible? • What alternatives are there? • Evaluate alternatives. Convergent Phase: • Which intervention will be adopted? • Decide from amongst the alternatives. Planning: • How will the intervention be implemented?

IMPLEMENTATION Putting the plan into action • Initiation • Development • Sustenance • Follow-up

EVALUATION How successfully has the intervention addressed the issue? • What are the success criteria? • How will you know if the intervention has been successful? • What are the outcomes of the intervention? • What ongoing monitoring will there be? • What will you do if the intervention is not working?

EVALUATION INITIAL PROBLEM PROPOSED INTERVENTION IMPLEMENTATION OUTCOME

IDENTIFY PROBLEM EVALUATE EVALUATE PLAN ACTION EVALUATE EVALUATE ACT EVALUATE

ADVICE FOR NOVICE ACTION RESEARCHERS • Stay small, stay focused; • Identify a clear research question; • Be realistic about what you can do; • Plan carefully; • Set a realistic time scale; • Involve others (as participants, observers, validators – including critical friends – potential researchers); • Ensure ethical practice; • Concentrate on learning, not on the outcomes of action; • The focus of the research is you, in company with others; • Beware of happy endings; • Be aware of political issues.

REPORTING ACTION RESEARCH Report: • The research issue and how it came to become a research issue in the improvement of practice; • The methodology of, and justification for, the intervention, and how it was selected from amongst other possible interventions; • How the intervention derived from an understanding of the situation; • What data were collected, when, and from whom; • How data were collected, processed and analyzed;

REPORTING ACTION RESEARCH Report: • How the ongoing intervention was monitored and reviewed; • How reflexivity was addressed; • What were the standard and criteria for success, and how these criteria were derived; • How conclusions were reached and how these were validated; • What and how the researcher learnt as a consequence of the action research; • How practice was changed as a consequence of the findings.

REFLEXIVITY IN ACTION RESEARCH • A self-conscious awareness of the effects that the participants-as-practitioners-and-researchers are having on the research process, how their values, attitudes, perceptions, opinions, actions, feelings etc. are influencing the situation being studied. • How the researcher/practitioner may be biasing the research.

MAKING ACTION RESEARCH WORK Collegiality must be present, e.g.: • Participatory approaches to decision-making; • Democratic and consensual decision-making; • Shared values, beliefs and goals; • Equal rights of participation in discussion; • Equal rights to determine policy; • Equal voting rights on decisions; • The deployment of sub-groups who are accountable to the whole group; • Shared responsibility and open accountability; • An extended view of expertise; • Judgements and decisions based on the power of the argument rather than the positional power of the advocates; • Shared ownership of decisions and practices.

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Introduction to Action research

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