Creating actionable knowledge: Reflections of an Action Research Cohort.
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Transcript of Creating actionable knowledge: Reflections of an Action Research Cohort.
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Creating actionable knowledge: Reflections of an Action Research
Cohort.
Tim Haslett, John Barton, John Molineux, Jane Olsen, Rod Sarah, John Stephens,
Susanne Tepe and Beverly Walker
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Monash Action Research PhD Cohort
• Eight members.
• Six PhD, one DBA, one supervisor.
• All have completed or taught in the MOS.
• High social cohesion.
• Significant publication record.
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PG Study Worklife
Action Research Loop
PhD Program
Research Skills
RelevanceRelevance
Action Research Loop
A developmental model
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Guiding Principle
There is a nexus between theory and action that is dynamic and on-going.
It is a function of the university to create the knowledge for this connection
This should be “recoverable” (Checkland and Howell, 1998).
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The Cohort
• John Barton
– Director, Marshall Place Associates
– Extensive teaching systems theory in Higher Education.
• John Molineux
– HR Manager - Australian Tax Office
– Change programs reshaping organisational culture.
• Jane Olsen
– Director, Arras Noble
– Strategic management and change in banking
• Tim Haslett
– Senior lecturer, Department of Management, Monash
– Action research in universities
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The Cohort
• Rod Sarah
– Learning and Development Manager, Monyx
– Translating Master’s degrees into Organizational Learning
• John Stephens
– CEO, Greyhound Racing Victoria
– implementations of viable systems methodology..
• Susanne Tepe
– Director, Australian Management Systems
– Translating science decisions into public policy
• Bev Walker
– Director, Janusian Consulting
– implementing strategic change in NFPs
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Recoverable Structures
• Common academic background• Studied together• Strong base in systems theory• Minor thesis on Action Research• Single supervisor • Emergent ideas• Metaphors• Cohort
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Common Background
Systems
Thinking
and Theory
Organizational
Learning
System Dynamics
Modelling
Advanced Topics
in Systems
Masters
Action Research
Doctoral
Action Research
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Flood (2001) argued that System Dynamics, Soft
Systems Methodology, Critical Systems
Thinking, Total Systems Intervention and
Complexity Theory were necessary
pre-requisites for conducting AR.
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Emergent idea 1
FF
MM
AA
There are somelinked ideas These are ways
ofapplying the ideas There is an
Area where theideas areapplied
Content Reflection- you think about the issues, what happened, etc
Process Reflection- you think about the strategies, procedures & how things are being done, etc
Premise Reflection- you think about the underlying assumptions, perspectives & premises that you based your ideas on (ie-your mental models)
Checkland-Mezirow Representation of Action Research
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Emergent idea 2
Lewin’s Experiential Learning Model. (Source: Kolb, 1984: 21)
ConcreteExperiences
Testing implications ofconcepts in new
situations
Formation of abstractconcepts and
generalizations
Observations andreflections
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Emergent idea 3
Ashby’s Law of Requisite Variety
Universities
Creation of Actionable Knowledge
Knowledge Action
Organisations
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Thinking theory
University Organization
Publishing Action
Work to be done
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The Metaphors 1 - The Journey
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The Metaphors 2 - Siberian Winters
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The Metaphors 3 - Tidal Waves
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Implications
• Masters becomes entry requirement
• Research methodology in Masters
• Research component in Masters
• Build DBA out of resource/research strengths
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The Importance of Cohorts
• High support needs of Doctoral students
• Role of co-researcher
• Lessen the impact of supervisor
• Commonality of interest (methodological)
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Research MethodologyStudent
Organization
Supervisor
Research Context
Two Research Models
Research Methodology
Student
Organization
Supervisor
Research Context
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The Challenges
• Differentiate from PhD
• Avoid “commodification”
• Provision of supervision