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
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.
PG Study Worklife
Action Research Loop
PhD Program
Research Skills
RelevanceRelevance
Action Research Loop
A developmental model
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).
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
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
Recoverable Structures
• Common academic background• Studied together• Strong base in systems theory• Minor thesis on Action Research• Single supervisor • Emergent ideas• Metaphors• Cohort
Common Background
Systems
Thinking
and Theory
Organizational
Learning
System Dynamics
Modelling
Advanced Topics
in Systems
Masters
Action Research
Doctoral
Action Research
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.
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
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
Emergent idea 3
Ashby’s Law of Requisite Variety
Universities
Creation of Actionable Knowledge
Knowledge Action
Organisations
Thinking theory
University Organization
Publishing Action
Work to be done
The Metaphors 1 - The Journey
The Metaphors 2 - Siberian Winters
The Metaphors 3 - Tidal Waves
Implications
• Masters becomes entry requirement
• Research methodology in Masters
• Research component in Masters
• Build DBA out of resource/research strengths
The Importance of Cohorts
• High support needs of Doctoral students
• Role of co-researcher
• Lessen the impact of supervisor
• Commonality of interest (methodological)
Research MethodologyStudent
Organization
Supervisor
Research Context
Two Research Models
Research Methodology
Student
Organization
Supervisor
Research Context
The Challenges
• Differentiate from PhD
• Avoid “commodification”
• Provision of supervision
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