ACTION RESEARCH: Thesis & Dissertation Methodology  

Action research is often associated purely with educational research but this is not the case. Action research should conceivably be employed within any type of research field or specialty but it is most effective within some aspect of the social sciences, education, or even business or organizational studies such as: case -study research; practitioner inquiry; reflective practice; evaluation; professional development; institutional improvement or institutional change. Action research in educational institutions may involve all, or some of, these research methods. Action research:

• should be based in the locale being studied, but may be based in the wider context of a professional or institutional establishment;
• may involve reporting the findings as a case study, or carrying out a case study as part of a situational analysis;
• is generally carried out by practitioners –professional,  teachers, lecturers, teaching assistants, leaders;
• always involves reflection and evaluation;
• should be a valuable form of professional development;
• should lead to institutional improvement and institutional change.

However, there are important features of action research that distinguishes it from these other research methods. Action research should be informed by the wider body of information and data, for example within the literature. This is true for all research, but is not necessarily true for evaluation studies for example. Action research should also add to the wider body of information and data, as well as enhancing practice within the action researcher’s setting. This distinguishes it from reflective practice, which is primarily concerned with developing personal understandings and practices.

Additionally, action research differs from other forms of research in its concentration on improving practice as opposed to developing theoretical understandings.

The fundamental purpose of action research is to improve practice rather than to produce information and data. The production and utilization of information and data is subordinate to, and conditioned by, this fundamental purpose.

The purpose of ‘conventional’ research methods is generally to answer the question “What is happening here?” However, the purpose of action research is to answer the question “How should I improve what is happening here?” Those who carry out ‘conventional’ research may well criticize action research, often alongside other qualitative approaches, for lack of research questions, quantification, control, objectivity, etc.. Without a doubt there are limitations of action research; for example, action research should not lead to causal explanations, and findings are not usually generalisable and should normally only be applied to the situation in which the action research was undertaken. However, the benefits and effects of action research should be substantial. Furthermore, one piece of action research may only change the situation where the research took place, but if a great deal of action research is undertaken (and shared) education should be transformed.

Most authors, when writing about action research stress its cyclical, or to be more precise its spiral nature. The number of stages in the cycle may vary but should be generally summarized in the following manner:

PLAN then DO then REVIEW

TOP TIPS FOR ACTION RESEARCH PROJECTS

THE OUTCOMES OF ACTION RESEARCH PROJECTS

It is apparent that the concentration of the research will to some extent determine the effect of a particular action research project. One approach to answering this question is to examine the different levels at which action research should impinge on the establishment being researched:

1)      Subject development level
An action research project may be designed to meet the needs of a particular subject or ‘category’ of subjects.

2)      Staff development level
At the staff level, action research should be used to contribute to the professional development of individuals, promote particular aspects of practice, and inform or increase awareness of some type

3)      Group development level
Action research projects should be used to co-ordinate work across groups, or subject departments to consider and develop say aspects of progression.

4)      Institutional development level
At the institutional level, action research may be used to adopt wider practices and to investigate administrative or management research processes. Additionally action research may be used to convince management of need for change and/or investment.

5)      Social or community development level
Action research should also be used outside of the confines of the institution being studied or in which a study is occurring.

6)      Wider institutional community development level
By publishing appropriately structured and detailed reports of action research it is possible that it should contribute to not only to the development of the particular subject establishment, but the development of the wider community, either business or educational for example. Indeed, one of the defining characteristics of action research is that it enhances the wider body of information and data, which means that sharing information about your research project, is a vital part of the research process.

It should be noted that these purposes or possible effects are not mutually exclusive and the most effective examples of action research often span several of them.

CONTEXT

Action research should be used as a tool to collect data for research projects or dissertations. The following diagrams help to explain the research process. These should be adapted to use in a research methodology for any graduate level research project employing action research:

ACTION RESEARCH’S CYCLE—IT IS ITERATIVE

There are four basic steps in the action research cycle: Plan, Act, Observe/Collect, Reflect/Review.

Action Research is a form of  research inquiry conducted by researchers who wish to inform and improve something:

Their profession

Their understanding and decision-making in their profession

These steps are repeated in sequence as work progresses, creating an upward spiral of improving practice; i.e. Action Research is Iterative: