An action researcher in an advisor’s hat: A short reflection on lessons the OECD has learned from undertaking action research in the realm of policy and politics

Action research has enormous potential for policymakers, and those who advise them, to work in more iterative, reflective, and collaborative ways. For complex systems facing wicked problems, any approach that gets it closer to framing a problem well and drawing upon diverse forms of knowledge to bring about change, is good. Advisors who do action research in policymaking or political settings should be sensitive to the fact that this methodology may confound expectations regarding the ‘traditional’ advisor role. As such, some careful navigation of this approach (and what it means for the relationship and perception policymakers may have with those they engage to advise them) is required. This opinion piece shares lessons from an advisor working in the OECD’s innovation team, which embraced the action research methodology to reflect on and design innovative policy interventions with public sector policymakers. Action researchers who are using this methodology to produce policy advice may be more successful in auguring, and better navigating, new kinds of relationships with government if they heed the following lessons: frame the value of action research with decision makers, diversify your data and follow the story, and prime practitioners to participate.

Power and Politics in New Service Development: An Insider Action Research Study

This paper examines power dynamics and political challenges which an insider action researcher without line authority or formal power encountered while leading cross-functional New Service Development (NSD) initiatives in a traditional, publicly funded university. NSD, as any development activity, faces competing interests in organisations and often power dynamics and political tactics which may impede service actors’ development endeavours. The paper describes and reflects on how an insider action researcher together with service staff, managers and directors, conducted several different types of NSD initiatives. The paper draws on insider action research (IAR) principles, which engage theory with practice, and action with reflection. The study was carried out over an extended time period of almost three years. The paper concludes with a framework for addressing power dynamics and political action, identifying tactics available to service development actors when engaging in NSD.

Recognition-based Action Research. Inspired by third generation critical theory and dialectic relationship theory

In action research the quality of the interpersonal relationship between the researcher and the practioners is significant, as it affects which knowledge about the problem explored it is possible to obtain, just as the problem itself affects how that relationship evolves. The problem and the interpersonal relationship are thus dialectically connected. Therefore, the action researcher must have a dual focus concerned with generating knowledge and development in both areas. With that in mind, this article develops Recognition-based Action Research, where Axel Honneth's critical, sociological perspective on society is combined with Anne-Lise Løvlie Schibbye's dialectical relationship perspective on interpersonal relationships: with both perspectives grounded in Georg W.F Hegel’s thoughts on recognition.

Developing Scholarly Dispositions While Becoming a Participatory Action Researcher

Participatory action research can be difficult to enact, especially as a novice researcher. The tensions between remaining true to the heart of PAR while also reconceptualizing her own identity as a student, novice, teacher, scholar proved challenging. This feat was accomplished with a thorough understanding of participatory action research; the scholarly dispositions needed to engage in this work; and the guidance, support, and careful questioning of a dissertation chair and committee. This chapter includes an overview of the methodology, participatory action research with photovoice; the possibility of unique scholarly dispositions needed by doctoral candidates interested in action-oriented methodologies; the author's own dissertation experiences; and concludes with lessons learned throughout the dissertation. Although a framework for the scholarly dispositions specifically for action-oriented methodologies is yet to be determined, the dissertation journey shared in this chapter could be a launching point for such work to occur.

Supervisi Akademik Meningkatkan Kompetensi Pedagogik Guru

The condition of the teacher at SDN Kepanjen 2 shows far from ideal conditions. The results of preliminary surveys conducted by researchers in the execution of teachers ' duties, seven aspects of pedagogic competence teachers have not seen showing the skills of teachers in carrying out learning. Academic supervision is a selected action researcher to help teachers develop pedagogic skills of the teacher. This research is done cycle by cycle according to the concept of research action, planned there are 2 cycles with each cycle implemented measures planning, implementation, observation, reflection. Data collection techniques used in research using observations, interviews and documentation studies. The results of data analysis obtained exposure that proves that of the seven competencies that are targeted to research obtained an average value increase of 86%. So it can be concluded that the application of academic supervision can improve the pedagogic competence of teachers.

Exploring the Impact of SoTL on Day-to-Day Learning and Teaching

The Curriculum Evaluation Research (CER) Framework was developed as a response to increasing scrutiny and expectations of the higher education sector, including legislated standards for curriculum and professional teachers that explicitly require a systematic and comprehensive approach to evaluating curriculum. The CER Framework is designed to facilitate a scholarly environment to drive and assure the quality of a curriculum and the capabilities of its teaching team. It stems from a synthesis of teacher as action researcher (TAAR), quality improvement (QI), quality assurance (QA), and the Scholarship of Teaching and Learning (SoTL) applied to the curriculum as it is designed, taught, and revised. In this chapter, the implementation of the CER Framework to the University College is reviewed and evaluated. The University College is an organisational unit comprises approximately 600 students and 80 staff. This chapter includes a reflection on the barriers and enablers of implementing the CER Framework.