HEA Action Research: Practice Guide

Autor/inn/en	Arnold, Lydia; Norton, Lin
Institution	Higher Education Academy (HEA) (United Kingdom)
Titel	HEA Action Research: Practice Guide
Quelle	(2018), (40 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Higher Education; Educational Research; Action Research; Definitions; Student Needs; Faculty Development; Guidance; Research Methodology; Research Projects; Standards; Reflection; Data Collection; Data Interpretation; Reliability; Generalizability Theory; Models; Ethics; Information Dissemination + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsforschung; Pädagogische Forschung; Projektforschung; Begriffsbestimmung; Beratung; Research method; Forschungsmethode; Forschungsvorhaben; Standard; Data capture; Datensammlung; Data evaluation; Datenauswertung; Reliabilität; Analogiemodell; Ethik; Informationsverbreitung
Abstract	This resource has been written specifically for higher education practitioners who are interested in improving students' learning experiences through the process of researching their own practice. We use the term 'higher education practitioners' to describe all who work in universities and who have a stake in students' learning experiences. Although not exhaustive, this would include all lecturers and university teachers (including associate, part-time and hourly paid); professionals such as librarians and information technology experts; and support specialists such as counsellors, disability advisors, and those working in careers and employability. For all these professionals, action research would be equally useful whether early, mid, or late career. The guide provides useful insights into what is involved through exploring the definitions that surround action research. The authors see action research is a type of inquiry that is: (1) "practical" as it involves making change to practice; (2) "theoretical" as it is informed by theory and can generate new insights; (3) "collaborative" as it encourages engagement with others in the process; (4) "reflexive" as it requires practitioner researchers to keep their own knowledge, values, and professional activities under review; and (5) "contextual" as it acknowledges institutional, national, historical and societal influences. The authors also outline what the key characteristics are of action research, and are keen to stress the cyclical nature from planning to reflection. Arnold and Norton (2018) are also keen to show how action research aligns closely to the UKPSF framework and how there is opportunity for colleagues to work with others as part of scholarship and the development of professional standards. The guide stresses the importance of how our professional values can be shaped and developed offering some good examples throughout the guide to help the reader understand how action research can be transformative for everyone involved. The authors explore both what action research means (reflexivity) and what it does not (reliability), offering up some clear guidance so that others can navigate their approach safely. The authors provide a very useful starting point for anyone considering undertaking action research; they should consider four areas of concern: (1) Concern of student needs; (2) Concern of staff development; (3) Concern for institutional priorities; and (4) Pursuit of intellectual interest. Finally the authors helpfully give advice and guidance on presenting action research, reminding readers of the importance of publishing outputs, disseminating the learning and sharing among wider community groups. (As Provided).
Anmerkungen	Higher Education Academy. York Science Park, Innovation Way, Heslington, York Y010 5BR, United Kingdom. Tel: 01904 717500; e-mail: enquiries@heacademy.ac.uk; Web site: https://www.heacademy.ac.uk/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01