Davide Nicolini &
Richard Holti , OU
Warwick Business School
Today’s session
Introduce the tradition, basic principles, and
basic methodological assumptions of Action
Research
 Examine some of the research designs utilised
within this tradition
 Examine some of the practicalities and issues of
conducting engaged research (Prof, Richard
Holti, OU)

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4 stars ABS
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A quick ‘definition’

A ‘family’ of intervention practices which
combine research, action, and members’
participation.
As a rule, all these ingredients need to be
present in AR – otherwise we are talking about
something else.
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Other definitions

A primary purpose of action research is to produce practical
knowledge that is useful to people in the everyday conduct of their
lives. A wider purpose of action research is to contribute through this
practical knowledge to the increased well-being - economic, political,
psychological, spiritual - of human persons and communities, and to
a more equitable and sustainable relationship with the wider
ecology of the planet of which we are an intrinisic part."
(Reason P. & Bradbury H., Handbook of Action Research, Sage
Publications, 2001, p2)

"Action research is an approach to research which aims at both
taking action and creating knowledge or theory about that action.
The outcomes are both an action and a research outcome ... it is
collaborative, in that the members of the system which is being
studied participate actively in the process."
(Coghlan D. and Brannick T., Action Research in Your Own
Organization, Sage Publications, 2005, pxii)
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Traditions






Participatory research in Community
development (0:53- 3.36) (Southern
perspective)
Action Research in schools (0.00- 9:20; 19.1020.52)
Farmers PAR
Participatory evaluation
Action research in healthcare
Action research in work organisations
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Work on case studies

Questions :
 What are the objectives of the projects described in
the case studies and who determined them?
 What were the main phases or steps of the
project(s)? Is there a common pattern emerging?
 What was the researchers’ role?
 Can these projects be considered research?
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Some common elements (1)

Rejects in principle and blurs in practice the distiction between
research/action, producer/user, change/new knowledge,
expert/lay person

The focus is on real problems and/or opportunities as
perceived by the practitioners

Members of the organisation are assumed to be highly
knowledgable

Aim is producing local knowledge relevant to the practitioners
(as well as the other constituencies represented in the project)
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Some common elements (2)

Members of the organisation take active part in (many, most
aspects of) the inquiry process

Learning and change go hand in hand

Based on a democratic ethos (Collaboration and participation
as both means and ends)

The research process is not linear and proceeds in cycles

The researcher is part of the research community and act as
facilitator
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AR and ideology
Interest
Technical
Scientific-
technical
(positivist)
Practical
Practical
deliberative
Knowledge
Instrumental
[causal
explanation]
Medium
Work
Practical
[understanding]
Language
Emancipatory
[reflection]
Power
mutual collaboration
Emancipatory
Science
Empiricalanalytic
or
natural
sciences
Hermeneutic
or
‘interpretive’
sciences
Critical
sciences
Fundamental Interest
Controlling the environment
through rule-following action
based
upon
empirically
grounded laws
Understanding the environment
through interaction based upon
a consensual interpretation of
meaning
Emancipation
and
empowerment to engage in
autonomous action arising out
of authentic, critical insights into
the social construction of
human society
Source: Based on Carr and Kemmis [1986] and Grundy [1987]
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Doing research in your own organization:
goals and expectations
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The ‘moments’ of Action Research
RECONSTRUCTIVE
CONSTRUCTIVE
DISCOURSE
Among participants
REFLECT
PLAN
PRACTICE
in the social context
OBSERVE
ACT
Source: Carr and Kemmis 1986:186
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The cycle of AR (+ time)
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Ideal-Typical cycle of AR
Entry and contracting
Understanding
Plan/negotiate intervention
Institutionalisation
Take action
Evaluation
Narration and circulation of
findings and exit
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