Systemic Approaches to Managing Across the Gap in the Public Sector: Results of an Action Research Programme

This paper tells the story and conclusions of a 1 year research project which took place over the calendar year of 2006. It was undertaken within a local government authority (or Local Authority—LA) in the UK. The specific research question to be answered was: “Can the application of systems methods in the LA aid Authority staff in developing and enhancing their professional practice?” A supplementary question arising was: “Can such learning be of wider value to other sections of the public sector (for example in other regions of local government or the health sector)?” In the process of the year 91 separate action research interactions took place. The research comes to three systemically linked findings: Firstly, LA middle managers are often caught between two realities ... strategic initiatives and operational demands. In the gap between these two realities they experience change in many guises but most critically in terms of government directives, ICT initiatives and restructuring. Despite this complexity managers did not appear to always have adequate tools to deal with issues arising in their context. Secondly, an assessment matrix developed originally at the Open University is a valuable tool for assessing the systemisism and reflective capacities of staff and, thirdly, a new, blended hybrid training programme to develop systemic reflective practitioners able to manage across the strategy/operations gap was developed and pilot tested in 2007. This programme shows signs of providing enhanced professional practice and, at the time of writing, is being further piloted with a view to establishing its wider applicability within the public sector.     

Action Learning and Action Research (ALAR): A Methodological Integration in an Inter-Organizational Setting

The purpose of this article is to demonstrate how action learning and action research were used concurrently as a single ALAR methodology in one research project which focused on collaborative improvement in the supply chain. The research in which the ALAR methodology was used was a European Union funded research project called CO-IMPROVE which sought to develop a business model, supported by a web-based software system, and action learning-based implementation guidelines to support the design, implementation and ongoing development of collaborative improvement between partners in Extended Manufacturing Enterprises (EMEs). The article describes how the participating managers worked in an action learning to achieve their commercial objectives and how action research was used by academic researchers to consolidate the action learning processes and to generate actionable knowledge.     

Claremont Colleges Emergency Preparedness: An Action Research Initiative

This study examines the role of knowledge management systems in the context of emergency preparedness at Claremont University Consortium. The research objectives required the researcher's direct involvement with CUC. Canonical action research methodology was used to guide the project. Overall, the client was satisfied with the project's outcome. The researcher designed and implemented an instantiation of a web-based knowledge management system using Wiki technology. This system can assist CUC in overcoming some of its immediate concerns with emergency preparedness. These include the ability of the system to facilitate the communication process, and enable a more structured approach for documenting and storing emergency related information. The system as it exists today is subject to further improvement. This includes the need for continuous training with the system, improving the navigational aspects, and seeking a better fit between the system and the emergency planning and response processes.

Improving End User Behaviour in Password Utilization: An Action Research Initiative

This paper is about the design and implementation of techniques and strategies to improve end user behavior in the utilization of passwords within a formal setting. The researchers were requested to investigate the issues inherent in the password management and utilization procedure within the client organization and thereby improve end user behavior in utilization of passwords within the organization. The researchers completed an action research study and successfully implemented a training program to improve system users’ behavior related to passwords. They used a unique approach by designing training for creating passwords to fit with theories pertaining to human memory. In addition, the researchers also created and delivered security awareness training. The end users of the target information systems reported that after training they were able to use strong passwords (A strong password in our organization is one that has 15 characters with at least two numbers and one symbol) without writing them down. Requests to the help desk for password resets decreased. Users also reported that they are much more aware of security threats.

The Role of Action Research (AR) in Environmental Research: Learning from a Local Organic Food and Farming Research Project

We expand on the FMA model of inquiry elucidated by Checkland and Holwell (Syst Pract Act Res 11:9, 1998) and identify three kinds of research: interactive Action Research (AR), extractive participatory research, and traditional science, that were integrated into an interdisciplinary agro-environmental research project involving researchers from eight countries around the Baltic Sea. The research project held the goal of creating scientific understanding of the ecological, economic and social effects of the sustainable development of local food systems, while also having the explicit goal of implementing change in the studied systems. Based on our experience working as action researchers in the project, we highlight the role that normative goals and facilitation process competence play in complex interdisciplinary research projects. Our reflections focus on project design, including the relation between AR and other kinds of research when employed in a single project, and includes reflections on preconditions for stakeholder participation in AR projects.     

From Researching Regions at a Distance to Participatory Network Building: Integrating Action Research and Economic Geography

This paper describes the change in a researcher's practices from one of studying regional industrial development at a distance to one of working closely with a network of agri-food managers. This is accompanied by a discussion of the methodological and theoretical possibilities for an action research inspired economic geography. Some of the core characteristics of a pragmatic conceptualization of action research are revised. It is argued that theoretical developments within economic geography make possible a dialogue between researchers and local actors and that economic geography is challenged to accept that knowledge is generated through such a dialogue. Attempts to create a dialogue between action research and economic geography in a specific Norwegian industrial and geographical context are described. These attempts indicate that the researcher's methodological approach has been transformed from a narrow one relying solely on conventional social science methods to a broader one including participatory action research.     

Action Research on Operations Research for Street Children

This paper discusses an application of the CRASP model of Action Research (AR) on Operations Research (OR). The CRASP model portrays AR as a style of staff development that would lead to professionalism. It also advocates social responsibility, committed and informed action, and a critical approach. All of these concerns are inherent to the process of reflection and development characteristic of OR. As an OR practitioner I participate in this process of reflection and development and applied the CRASP model of AR in performing one application novel to OR, namely, OR for street children. Reflecting on this application of AR on OR for street children, some similarities between AR and OR surface, as well as some difficulties in applying AR on OR, thereby enriching both AR and OR. It is hoped that through collaborative reflection with other AR and OR practitioners, this paper will further our professional development.     

Overcoming Challenges in Writing About Action Research—The Promise of the Development Story

There is great demand for articles and books describing what action researchers do but little methodological literature available explaining how researchers can go about writing such articles and books. This constitutes a serious challenge as writing high quality scientific texts is crucial for researchers to learn about and improve their practice. This paper addresses that challenge and offers a ‘recipe’ for writing, the development story, which aims to help action researchers reflect deeply on their empirical observations and convert these into concise and meaningful texts. The main purpose is to examine how using the development story as a support tool for writing impacts on engaged researchers’ field practice. We assess the value of the development story by using it to analyse and present an organizational development project in four Norwegian industrial service firms. We conclude that the development story can help instigating valuable reflection on the various roles researchers play out in the field, thereby helping them improve future practice. There is a need for more literature about analysis and writing adapted to the specific challenges of action research.     

Doing Action Research in One's Own Organization: An Ongoing Conversation Over Time

There are many variants of action research. This article describes a socioecological action research approach done from inside an organization-in-environments. Building on past discussions of action research, an inside-outsider action research model is presented, and using the author's own experience, the paper explores some special relations inherent in such a model. The paper starts with a brief outline of the theory, then discusses some of the structural relations of inside-outsider action research, some practical issues and then reports several vignettes as examples. The paper concludes that action research is still an evolving paradigm.     

Implementing and Evaluating Performance Measurement Initiative in Public Leisure Facilities: An Action Research Project

This paper addresses issues when implementing and evaluating performance measurement initiative. Applying action research, the study began with designing an innovative performance measurement system and applied the system in three public leisure centres in England during 2005–2007. It was found that, for practitioners in the public leisure sector, inclusiveness and simplicity are the most important criteria of a good performance measurement system. That is, not only does performance data need to be inclusive, the analytical process also needs to be simple and understandable. In addition, facility managers’ analytical skills and motivations for benchmarking are two factors determining the practicability of the system developed. Finally, while conducting a long-term action research, there is a need to continually communicate the actual and potential benefits of the change with senior managers. If they are committed and enthusiastic, it is easier to gain the support of other levels of the organisation.     

Action Research: Its Nature and Validity

The process of knowledge acquisition which has the strongest truth claim is the research process of natural science, based on testing hypotheses to destruction. But the application of this process to phenomena beyond those for which it was developed, namely, the natural regularities of the physical universe, is problematical. For research into social phenomena there is increasing interest in action research in various forms. In this process the researcher enters a real-world situation and aims both to improve it and to acquire knowledge. This paper reviews the nature and validity of action research, arguing that its claim to validity requires a recoverable research process based upon a prior declaration of the epistemology in terms of which findings which count as knowledge will be expressed.     

Action Research on Land Management in the Western Amazon, Peru – A Research Process, Its Outcomes and the Researcher’s Role

The article explores the action research process throughout a land management research project, with the ambition to reflect upon action research as a working approach. It is shown how this process is experienced from a researcher’s point of view and it critically analyses its methodology and process, outcome and the role of the action researcher.The learning environment known to farmers and framed by local institutions and practical experimentation, embedded in the local worldview, constituted a necessary starting point for achieving motivation and practical outcomes. Tight feedback loops between practice and reflection enabled joint learning and innovation and rapid implementation of measures suggested by the farmers. The approach could be particularly useful for local NGOs and local universities.     

Using Action Research to Improve Communication and Facilitate Group Work in a Multicultural Classroom: A South African Case Study

This study started with problems that my colleagues (and I) were experiencing with interaction and intercultural communication among students in our diverse classrooms. Educators were also experiencing difficulties in motivating students to work effectively in groups. The purpose of this paper was to seek solutions to these problems by exploring variations of the group oral assessment structure in a multilingual and multicultural context. Four phases of assessments were conducted at two tertiary institutions in South Africa using a combination of action research and a participatory approach. Not only did this study succeed in addressing the problems but it also revealed the added benefits of using an action research methodology.     

Power,Conflicts, and Resolutions: A Change Agent's Perspective on Conducting Action Research Within a Multiorganizational Partnership

Partnership has become the watchword of government policy over the past 10 years. It is a politically expedient solution to a wide range of complex public policy issues. Although examined in the literature from the viewpoint of an external observer, there has been relatively little examination of what it means to be working in a partnership from the inside. Based on experience as a change agent and action researcher working within a multiorganizational partnership, this paper considers the dilemmas and resolutions experienced in this role. The paper provides a first person reflective account of the inherent ethical, political, and personal turmoils and issues around multilevel dynamics, role ambiguity, power games, political entrepreneurship, and shadows of the past. The paper exposes the key learning points to emerge and concludes that change agents need good support mechanisms and bestowed power in order to challenge vested and powerful interests.     

Distance Education: A Reflective Action Research Project and Its Systemic Implications for Higher Education

This reflective action research study examines faculty experience with distance education. Distance education has become increasingly of interest in higher education and is seen by many as the opportunity for systemic change in higher education. This study is a reflective action research project which examined the author's experiences teaching a distance version of a basic instructional design course at the same time as teaching a residential version of that same course. The examination finds significant faculty issues that emerged during the experience and specifically found concerns with the distance education learner. In the end, the study finds that as a tool for systemic change of higher education, distance delivery will have to engage faculty with their concerns in more substantive ways than they have to date. In essence, this study asserts that the current demands on distance educators are not motivating for traditional faculty members because of increased time demands, lack of traditional rhythm, lack of personal contact with students, and less evident interest among distant students in the areas that faculty value.     

Action Research: Its Role in the University/Business Relationship

The Action Research (AR) PhD program at Monash University had its genesis in Systems Thinking and Organizational Learning. This paper discusses the role of the university in AR projects in business and the central role that AR projects can have in a Faculty's strategic positioning. The issues that have emerged in the project to date are discussed.     

Addressing Online Information Needs in Palliative Care: An Action Research-Inspired Approach

Whereas user participation has been embraced worldwide as a means to provide better patient outcomes, the implementation of formative, action research approaches in online health information has remained under-explored. The purpose of this study is to present an action research-based methodology that allows the scoping of health information and design needs in complex, multi-user online environments. The project's four main stages were informed by an iterative, formative approach involving continuous expert and user evaluation. The study suggests that an action research-inspired formative approach can be successfully employed to generate user-participation. Moreover, sustained user-participation effectively addresses most quality issues regarding content, language, and accessibility raised in the recent literature. The paper concludes that an action research approach geared to develop online health resources deserves more attention.     

Action Research as Experimentation

This paper suggests that the metaphors of experimentation and the laboratory are applicable when positioning action research vis-à-vis more conventional business school research. Following on from three different action research projects in a large multinational pharmaceutical company, the paper argues that an action researcher can never construct a sheltered environment wherein certain qualities of nature can be isolated, purified, and enhanced, but must always undertake research activities in vivo, in real life organizational setting. Still, the metaphor of the laboratory is applicable because it enables for an understanding of how what Ian Hacking calls interventions in the hard sciences share certain characteristics with the action research activities. When action researchers intervene within organizations, the activities are always experimental in nature, i.e., they can never be fully predicted or anticipated, but are initial steps in an emergent process of organizational change.     

The Action Research Paradigm: An Alternative Approach in Negotiation

The action research model has been widely used by practitioners in many social science fields as a practical problem-solving method. Unique to the action research paradigm is that it allows research and practice to coexist and cowork simultaneously in problem solving. Due to increasingly complex relationships between governments, organizations, groups, and individuals, scholars and practitioners of negotiation are mandated to address and resolve different types of disputes by using various negotiation models and techniques to thoroughly understand and study the underlying foundations of these conflicts. This paper attempts to investigate the potential applications of the action research model as an appropriate tool for the negotiation as a process of dispute settlement.     

A Systemic Action Learning Cycle as the Key Element of an Ongoing Spiral of Analyses

The Systems movement in the United Kingdom, in addressing the task of enquiry, has created a surfeit of methodologies. Each, like some closely guarded religious sect, demands adherence to its own presentational rules and procedures, its own epistemological and ontological position. Much of the secondary literature of the U.K. Systems movement focuses on examining the strengths and weaknesses of these separate approaches, devises complex decision rules for when to use which methodology, and attempts to map particular methodologies onto "appropriate" scenarios. This paper attempts to present a generalized form of the cyclic activity of investigation and action which is encompassed by many of the methodologies. It is shown that this does not require the presentation of a "lowest common denominator" activity set, which is of no value, but rather draws on the underlying power of the approaches to present a robust and defensible cycle of activities which are continuously reenacted over time. The implications of this spiral model of Action Learning are examined, both in relation to the development of existing methodologies and in relation to the issues related to managing a complex analysis project. The paper concludes by showing how individual analysis cycles merge into a never-ending learning spiral in a complex, dynamic, real-world environment.