Action Research Theory Research Articles

Action Research and socio-environmental justice: decolonizing perspectives for a global responsibility

The text explores the relationship between socio-environmental justice and action research, arguing that the global ecological crisis demands a reassessment of our practices and values. It proposes the idea of an “ethics of the fair measure” as a means to achieve balance between human needs and the planet’s limits. Through an analysis of various philosophical and cultural traditions, it discusses the challenges and implications of socio-environmental justice for the theory and practice of action research, emphasizing the dimensions of interdependence, mutuality, and co-responsibility. As a conclusion, it highlights the need to decolonize the concept of humanity and incorporate perspectives that consider nature as a living and participatory organism into research methodology.

Fostering Community Dialogue through Participatory Methods: A People‐First Approach in Participatory Development Activities

ABSTRACTThis paper introduces innovative participatory methods designed to foster community dialogue and engagement in development initiatives. We present participatory mapping, participatory photography, and two culturally grounded games, “Mayuk” and “Cachiveras,” as tools to facilitate community participation, dialogue, and reflection. Grounded in the theory of participatory action research (PAR) by Orlando Fals Borda, these methods prioritize local knowledge, foster a dialogue of knowledge between communities and researchers, and aim for social transformation through active community participation. By implementing these participatory activities, we not only engage communities in identifying resources, strengths, and opportunities but also promote a playful strategy for adults to deepen analysis and engage in critical dialogue about their culture and communication. This approach aligns with the conference theme of Putting People First, demonstrating responsibility, reflexivity, and care in the creation and evaluation of participatory development activities.

DREAMers’ Perceptions of Relational Impacts After DACA

ABSTRACT DREAMers, undocumented people raised in the US, discussed their perspectives on changes in relational dynamics after access to Deferred Action for Childhood Arrivals (DACA) legislation. Ten participants, who through semi-structured interviews, discussed how DACA legislation impacted their mixed-legal status families. Using Interpretative Phenomenological Analysis with Participatory Action Research and Systems Theory frameworks, themes emerged that represented DREAMers’ collective experiences and the essence of the phenomenon related to how access to DACA legislation affected relationships. Themes included the superordinate theme, Relational Impacts of DACA and subthemes, Shared Wins and Resources and Mending Relationships. Discussion includes implications for clinicians, researchers, and policymakers.

Five methodological dilemmas when implementing an activity theory transformative intervention in higher education

ABSTRACT Activity theory is a relatively young methodology for researching higher education teaching practices. Beyond systemic analyse of workplace activities and their development, activity theory used in its full interventionist capacity can foster practitioners’ transformative agency to initiate practice change. Nevertheless, this is not an easy process. This paper shares activity theory research into the digital teaching activity of anatomy teachers within an Australian university. Using the lens of this project, the paper exposes several methodological dilemmas experienced by the researcher. Beyond the issue of the methodological level of activity theory used, these dilemmas relate to the authentic determination of both the unit of analysis and the object of the activity, the type of intervention (i.e. full Change Laboratory or modified), and the complexity in analysis using a concept-rich theory. Sharing these dilemmas invites further research to examine inherent contradictions in the human activity of conducting activity theory research focussed on university teaching.

Integrating Indigenous Knowledge into Livestock Policy Formulation

Purpose: The general study sought to understand the integration of indigenous knowledge into livestock policy formulation. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to the integration of indigenous knowledge into livestock policy formulation. Preliminary empirical review revealed that indigenous knowledge systems offer significant value to sustainable and resilient livestock management. It found that participatory policy-making, which includes indigenous communities, leads to more effective and inclusive policies. The study identified gaps in current policy frameworks, particularly the lack of systematic documentation and integration of indigenous knowledge, and recommended measures to address these gaps. It emphasized that aligning national policies with international frameworks like UNDRIP can enhance global sustainability efforts, improve food security, and promote biodiversity conservation. Unique Contribution to Theory, Practice and Policy: The Social-Ecological Systems Theory, Traditional Ecological Knowledge Theory and Participatory Action Research Theory may be used to anchor future studies on integrating indigenous knowledge into livestock policy formulation. The study made several key recommendations, contributing to theory, practice, and policy. Theoretically, it suggested expanding the Social-Ecological Systems (SES) and Traditional Ecological Knowledge (TEK) frameworks to include indigenous livestock practices. Practically, it recommended documenting indigenous knowledge through community-based repositories and implementing training programs combining traditional and modern practices. Policy recommendations included involving indigenous representatives in policy-making processes, formally recognizing indigenous knowledge in policy documents, and aligning national policies with international frameworks like the UN Declaration on the Rights of Indigenous Peoples (UNDRIP). These steps aimed to enhance sustainability, equity, and resilience in livestock management. Keywords: Indigenous Knowledge, Livestock Policy, Social-Ecological Systems (SES), Traditional Ecological Knowledge (TEK), Sustainable Livestock Management, Resilience

Automating the search and selection of news in municipal registries: Experiences from a Swedish participatory action research project

This article describes a Swedish case study with a focus on how to enhance journalists’ professional autonomy, local news coverage and local democracy with the help of an automated search tool. The aim was to involve journalists in the development project using the theory of participatory action research and tailor a search tool to their specific needs to search for news stories in documents from municipalities. We conclude that user-centred design is a viable methodology when developing a new tool, but not necessarily when it comes to implementing the tool in journalists’ everyday practice, as the implementation is dependent on other factors connected to management and organizational structures. It became clear that the journalists were optimistic about the automated search tool as long as it made their work more efficient in terms of time and money and offered better possibilities for independent news discovery. We also noticed that some of the journalists’ professional knowledge about a certain geographical area or municipality became subordinate to the knowledge of how to best use available search tools.

Combining action research theory with focus-solving short-term psychotherapy for psychological stress, adjustment, and rehabilitation in patients with postoperative acute myocardial infarction following percutaneous coronary intervention.

To evaluate the impact of combining action research theory with focus-solving short-term psychotherapy on the psychological stress, adjustment, and rehabilitation of patients with acute myocardial infarction (AMI) following percutaneous coronary intervention (PCI). Between January 2022 and January 2023, a prospective study was conducted involving 300 AMI patients at Union Hospital, Tongji Medical College, Huazhong University of Science and Technology. Participants were divided into a control group and a study group, with 150 patients in each. The control group received standard treatment and rehabilitation guidance, while the study group also received interventions based on action research theory and focus-solving short-term psychotherapy. Outcomes measured included scores from the Hamilton Anxiety Scale (HAMA), Hamilton Depression Scale (HAMD), Mental Health Inventory (MHI), National Institutes of Health Stroke Scale (NIHSS), Fugl-Meyer Assessment (FMA), Essential Skills for Caregivers Assessment (ESCA), and patient satisfaction. Prognostic factors were also analyzed. Post-intervention, the study group demonstrated significantly lower scores in HAMA and HAMD and reported less psychological pain, alongside higher scores in psychological well-being, compared to the control group (all P < 0.05). Additionally, the study group showed improved neurological function (NIHSS scores) and motor skills (FMA scores) as well as enhanced self-care abilities (higher ESCA scores) (all P < 0.05). Patient satisfaction was also notably higher in the study group (P < 0.05). Key prognostic factors included history of diabetes, Killip classification, and door-to-balloon (DTB) time. The integration of action research theory with focus-solving short-term psychotherapy significantly alleviated anxiety and depression in AMI patients post-PCI, enhanced their psychological adjustment, and facilitated the recovery of neurological and motor functions. This approach also improved self-care capabilities. Effective management of underlying conditions, vigilant monitoring of Killip classification, and minimization of DTB time are critical to reducing major adverse cardiac events and improving patient outcomes.

How do Researchers Address the Criteria for Quality of Action Research Studies in Healthcare: A Scoping Review

Background: The challenges being experienced by health and care systems across the globe are not being adequately addressed by current research paradigms and approaches. The scientific literature has recommended that in order to understand complex interventions, such as the implementation of integrated care, in complex systems, longitudinal and qualitative research approaches are required. Action research approaches have the potential to be a transformative force in healthcare through its dynamic dual intention of action and research that facilitates organisational change, teamwork and the empowerment of heath care professionals in hospitals and communities thus contributing to improvements in the quality of care. Despite its potential value, there is no clear consensus on what constitutes ‘good’ action research with many empirical investigations appearing to insufficiently engage with quality criteria that has been described in some detail in the literature including four factors from Shani and Pasmore’s complete theory of action research.&#x0D; Objectives: The aim of this scoping review was to explore the extant literature on action research studies in healthcare and assess and synthesise how researchers addressed criteria for quality of action research studies in healthcare.&#x0D; Eligibility criteria: This scoping review considered qualitative and quantitative primary research utilising action research approaches, published in the English language between the years 2016 and 2021.&#x0D; Sources of evidence: The following databases were searched: PubMed, CINAHL and ProQuest. In addition, a manual search of key action research journals was performed.&#x0D; Data extraction was conducted using Rayyan software and a bespoke data extraction table was developed to produce a descriptive summary of the results, addressing the objectives and research question. The review used the Arksey, and O’Malley (2005) revised six-step framework and adhered to the Preferred Reporting Items for Systematic Reviews and Meta-analysis Extension for Scoping Reviews (PRISMA-ScR). As recommended, the findings are presented in narrative and tabular form with figures to support the data where appropriate.&#x0D; Results: 3263 articles were originally identified. 641 articles were identified as duplicates entries and were removed before screening. A further 2565 articles were excluded as they did not meet the inclusion criteria. A total of 57 articles were included in the review. Most publications were in 2016. Several different action research approaches were used. Most studies had nursing participants and were set in hospitals with most publications in Europe. Only 13 of the 57 articles considered all 4 of the Shani and Pasmore quality factors and none considered the integration of these factors.&#x0D; Conclusion: This Scoping review builds upon knowledge generated by previous systematic reviews and contributes to knowledge and practice by providing coherence on how best to approach an action research project and attend to quality. If action research is to fulfil its potential as a transformative power for change within health care, action researchers need to demonstrate the rigor in their work. The authors offer some guidance in this area. Just as AR has dual intention, researchers have a dual obligation, to do good and to do good action research.

The experience of youth-participatory action research in a social innovation lab: A methodological and organizational approach

Based on the theory and quality criteria of Youth-Participatory Action Research (Y-PAR), youth and adult co-researchers at a social innovation lab in Ontario, Canada, have undertaken various knowledge generation and action activities for the purpose of supporting youth mental health and wellbeing among transitional-age youth (ages 16–25). We describe the methodological and organizational approach employed in this undertaking, including aspects of the social innovation model to support the action components of Y-PAR. We draw on Bradbury-Huang’s (2010) seven choice points for quality in action research to structure this collective reflection. Our experiences illustrate the tensions and opportunities arising from housing a Y-PAR project within a large health services institution. We also note how social innovation lab processes can support the emancipatory aims of participatory research. Implications for using Y-PAR in other areas are included.

Penggunaan buklet dalam meningkatkan literasi perilaku hidup bersih dan sehat kader posyandu

This study was conducted to determine the effective booklet design and its use in enhancing the literacy of PHBS cadres at Posyandu in Jatinangor Sub-district. The method used is qualitative with an action research approach. The booklet creation followed four stages based on the action research theory: planning, implementing, observing, and reflecting. The informants in this study consisted of eight cadres from two community health posts in Jatinangor Sub-district. These eight cadres are from Posyandu Nuri 3 (Cikeruh Village, RW 03) and Posyandu Nuri 4 (Cikeruh Village, RW 04). Data were collected through interviews, observations, FGDs, and literature studies. The results of this study indicated that the criteria for an effective booklet include being user-oriented, credible, easily understandable, and visually appealing. The information sources used in the booklet come from trusted sources such as the Jatinangor Health Center, the Indonesian Ministry of Health, and health journals. The language used in the booklet is clear, straightforward, and simple in Indonesian, making it easily understandable for the cadres. The booklet has a colorful design and supporting images to make it more appealing. The booklet aims to enhance the cadres' knowledge of self-care, caring for others, preventing diseases, and persuading the community to apply these principles in daily activities. In conclusion, the booklet can be used to improve the PHBS literacy of Posyandu cadres.

Development of a Scale of Professional Competence of Preschool Teachers

Circular 26/2018/TT-BGDĐT of Vietnam’s Ministry of Education and Training promulgates standards, policies and guidelines for measuring and assessing professional competences of preschool teachers in Vietnam. However, this set of standards has not yet met the requirements of action research on professional competences of preschool teachers. Therefore, this study aims to construct a valid and reliable self-reporting scale to measure the competences of preschool teachers in performing their work in preschools as one of the tools for impact assessment. The researchers approached Johnson’s theory of action research (2008) to research and develop a competency assessment toolkit according to 4 components of professional competences of preschool teachers (knowledge and understanding, operational skills, self development skills, social interaction skills). The validity and reliability of the scale was established by examining the responses of 186 preschool teachers of the selected preschool educational institutions in Southeast provinces in Vietnam. Cronbach’s alpha was also calculated as an internal consistency measure for the scale. Therefore, the findings of this study provide important evidence of the validity and reliability of the preschool teacher professional competency assessment standards.

Training for teachers in classroom action research at Yayasan Pendidikan Al-Mutawally Kuningan

Teachers have other obligations related to developing abilities and skills as professional teachers. Based on teacher competency standards, one of the professional competencies that needs to be possessed is writing scientific papers. However, there are still many teachers who do not understand writing classroom action research, causing them to lag behind in terms of writing scientific papers. The purpose of this community service is to increase teacher understanding, knowledge, abilities and skills in writing classroom action research. The method used is the service learning approach. The results obtained from this training were an increase in the participants' understanding, abilities and skills in writing classroom action research. Participants are able to write down and know problems in class, class action research theory, prepare classroom action research proposals, conduct research, compile research reports to publish scientific papers.

Strategi Pengembangan Organisasi Dalam Menghadapi Revolusi Industri 4.0: Studi Kasus Pimpinan Pusat Ikatan Pelajar Nahdlatul Ulama (PP IPNU) Tahun 2019-2021

The Nahdlatul Ulama Student Association (IPNU) is an autonomous body of the Nahdlatul Ulama (NU) socio-religious organization that carries out the noble mandate as a cadre organization for male students and santri. IPNU is a forum for the struggle of Nahdlatul Ulama students to prepare cadres to succeed Nahdlatul Ulama and national leaders. The Industrial Revolution 4.0 which was marked by technological developments became a challenge for the IPNU Central Management (PP IPNU) to remain consistent in carrying out the mandate and duties of IPNU. This reasearch uses a qualitative approach with descriptive analysis. The researcher uses the System Theory and Action Research Theory to find out the efforts to develop the NU organization in facing the Industrial Revolution 4.0. Based on System Theory, IPNU prioritizes systematic organizational management with the organization's digitalization movement, in the form of SIAPNU and SAM IPNU to support organizational needs such as correspondence and databases that can be accessed by all IPNU cadres, administrators, and members at all levels of management. Based on Action Research Theory, the emergence of SIAPNU and SAM IPNU are IPNU's action in achieving change to be more adaptive to the Industrial Revolution 4.0. IPNU also launched the Penapedia application as a learning management system for IPNU cadres for online education guidance services.

Design and Application of the Digital-Oriented Interactive System for Teaching Preschool Art Education

In this paper, the design of a teaching interactive system for preschool art education is digitally studied and analyzed, and the teaching interactive system is designed to be applied to the teaching process of preschool art education. It is to design and implement a convenient and feasible art education study and research mutual aid system. The art teaching mutual study and research system is based on the three-layer architecture of NET as the main system structure. The main function of the representation layer is to process the data requested by users and realize the interaction between users. The data layer is mainly to realize the processing of data logic, through the call and operation of the database, to realize the interactive access function of the database. The business logic layer is a relationship in the middle and plays the function of carrying on the top and bottom, realizing the logical processing of the database, and then realizing the business objectives of the system. The design and implementation of the multitier mechanism are of great importance in terms of improving system reliability as well as system compatibility. In the framework of activity theory research, the concept of dynamic integration of digital learning resources is proposed in conjunction with relevant research on digital learning resource integration. The intermediary of the interaction between subjects and digital learning resources in the digital learning process establishes the connection between different subjects through the interaction between elements in the activity system, promotes the accumulation of the number of digital learning resources and the two-way interaction of effective information, and thus realizes the orderly organization and management of the digital learning resource system. The theoretical basis of dynamic integration of digital learning resources, including activity theory, knowledge organization theory, and feedback principle, is discussed in detail in the study to provide a basis for the construction of the theoretical model of dynamic integration of digital learning resources.

Assembling a Cabinet of Curiousities: Using Participatory Action Research and Constructivist Grounded Theory to Generate Stronger Theorization of Public Sector Innovation Labs

This paper describes how a critical qualitative bricolage of research methods, with participatory action research and constructivist grounded theory at the center, were assembled and applied to support stronger theorization of the work of public sector innovation labs while remaining strongly grounded in the experiences and intelligence of practitioners. We begin by sharing the context for this research, including describing what PSI labs are, the purpose for this research, and an overview of the process and participants. Next, the framing for this approach is described, detailing the metaphor of assembling a cabinet of curiosities. This cabinet contains five main methods and approaches including: critical research bricolage; sensitizing concepts; participatory action research; constructivist grounded theory; and weaving the assemblage together. We conclude by discussing the four key methodological insights generated , the contribution that this work makes to the literature about participatory research methods, and how researchers with a transformative intent can use this in practice.

Cultural Challenges of ERP Implementation in Middle-Eastern Oil & Gas Sector: An Action Research Approach.

The purpose of this paper was to examine the cultural barriers that existed at various stages of the Enterprise Resource Planning (ERP) implementation process, using the Middle-Eastern oil and gas sector as a case study. Due to a variety of cultural implications, ERP implementation rates in the oil and gas sector in Middle-Eastern developing countries are extremely low. Although the literature highlighted numerous ERP implementation theories that attempted to overcome the cultural complexities of ERP systems, there are few studies that have framed these complexities using action research theory in order to provide potential solutions to these challenges, particularly in Middle-Eastern developing countries where cultural settings are distinct from those in Western developed countries. Action research AR, in conjunction with documentation, observations, and interviews, aided in the exploration of the culturally complex barriers encountered during the pre-implementation (plan and propose), implementation (do), and post-implementation (assess and improve) stages of ERP projects conducted within a Middle-Eastern oil and gas organisation. This article confirms numerous cultural implications at each stage of the ERP implementation process, including team conflict, managerial authority, and a lack of an IT culture, all of which contributed to the project's delay. Other impediments, such as a lack of commitment to training and technophobia, persisted throughout the post-implementation phase and the subsequent follow-up experience under the recent COVID-19 pandemic. This article contributes to theory and practise by highlighting the culturally complex barriers that underpin many ERP implementations in the Middle Eastern oil and gas sector. This information can assist practitioners and researchers in developing future research and ideas to mitigate future ERP implementation challenges in this region.

The good fight: action research as resistance

ABSTRACT What options are available for educational action researchers whose research proposals have been denied by an institutional review board (IRB)? This article introduces critical post-intentional phenomenological action research (CP-IPAR) as one remedy for such rejections. In the spirit of accidental ethnography, whereby unexpected, accidental events produce unintended data and findings, the authors, a doctoral candidate and dissertation chair, reflect on insights that emerged from the district-level rejection of Martin’s dissertation proposal. Together, the authors explore action research as a tool for resistance to this rejection, recounting how CP-IPAR allowed them to work through the district’s prohibition of traditional forms of action research. CP-IPAR’s examination of how events change with context dovetails with action research’s emphasis on recursive growth and amplifies the dialogue between action research and critical theory. We propose that CP-IPAR is an ideal methodology for conducting action research in restrictive environments, particularly for teacher-researchers whose work must be approved by both university and local school district review boards. This article situates the precipitating incident within scholarship on action research’s evolving relationship with institutional review, demonstrates how accidental ethnography created space for us to examine the incident generatively, and illustrates how CP-IPAR deepens our understanding of action research.

Back in on the Outside: Racialized Exclusion at Chicago's School/Prison Nexus and the Promise of Student Voice

Most students released from detention never return to school. This study uses youth participatory action research and Social Justice Youth Development Theory to explore the experiences of those who do. Findings demonstrate that formerly incarcerated students want to return to school but face institutionalized resistance that amounts to racialized exclusion, violence, and state-sanctioned neglect at Chicago's school/prison nexus. We offer recommendations on how to “reverse” the school-to-prison pipeline by shifting educational and youth policies from surveillance and control to care, harm reduction, and greater youth and community oversight; shifts already arising out of student and educator activism, including through YPAR.

Empowering Current and Future Educators: Using a Scalable Action Research Module as a Mechanism to Promote High-Quality Teaching and Learning in STEM

Professional development in action research methods can increase educators’ dispositions toward the adoption of evidence-based practices and data-based decision making. However, an in-depth review of the literature revealed that extant forms of action research professional development (ARPD) may not be accessible to all educators as they are often relegated to full-semester undergraduate and/or graduate courses, internships, and teacher education programs. To address this issue, we designed, implemented, and assessed a scalable active-learning module on action research to strengthen the cognitive and affective outcomes of prospective and in-service STEM teachers (N = 26) enrolled in a cross-listed Scientific Teaching course, all of whom had not previously conducted action research. This three-session module integrated case studies, collaborative practice, group discussions, and instruction on action research theory and data collection methodologies. Analysis of pre-/post-intervention survey responses revealed that participants expressed greater self-efficacy related to their ability to design and conduct action research, strengthened knowledge of the process of action research, and greater awareness of the utility of data to inform research and teaching. When asked about the benefits of engaging in action research, participants suggested it could enhance their pedagogical content knowledge and reflectivity. However, participants identified logistical issues such as time constraints and resource availability, lack of institutional support, and possible student resistance to data collection as potential barriers to future action research practice. Overall, our module provides a scaffold to enculturate in-service educators to inquiry dispositions while offering a scalable approach to help prospective teachers in their transition to in-service practice.

An Innovative Approach for Lesson Improvement through Collaboration

This study proposes a method for improving lesson revision using the analytical hierarchy process (AHP), which is a structured technique for organized group decision-making. As a fundamental pedagogical principle of the proposed lesson improvement approach, we utilized collaborative action research theory, which involves applied action research, and focused on group-based lesson improvement. Furthermore, this study demonstrates a practical method that enables the incorporation of diverse assessment opinions from itinerant supervisors of educational boards to flow into a common conclusion to improve the lesson. We simulated a discussion case that involves informational avoidance actions. The consistency index of AHP could promote group decisions by presenting scores of consistency value across decision scenes. Furthermore, we present the effect of this method, in which a group produced a written document to transfer the record of the discussion process. This study is the first to illustrate the improvement of lesson design through collaboration among individuals with varied areas of expertise.