Creating actionable knowledge: Reflections of an Action Research

Cohort.

Tim Haslett, John Barton, John Molineux, Jane Olsen, Rod Sarah, John Stephens,

Susanne Tepe and Beverly Walker

Monash Action Research PhD Cohort

• Eight members.

• Six PhD, one DBA, one supervisor.

• All have completed or taught in the MOS.

• High social cohesion.

• Significant publication record.

PG Study Worklife

Action Research Loop

PhD Program

Research Skills

RelevanceRelevance

Action Research Loop

A developmental model

Guiding Principle

There is a nexus between theory and action that is dynamic and on-going.

It is a function of the university to create the knowledge for this connection

This should be “recoverable” (Checkland and Howell, 1998).

The Cohort

• John Barton

– Director, Marshall Place Associates

– Extensive teaching systems theory in Higher Education.

• John Molineux

– HR Manager - Australian Tax Office

– Change programs reshaping organisational culture.

• Jane Olsen

– Director, Arras Noble

– Strategic management and change in banking

• Tim Haslett

– Senior lecturer, Department of Management, Monash

– Action research in universities

The Cohort

• Rod Sarah

– Learning and Development Manager, Monyx

– Translating Master’s degrees into Organizational Learning

• John Stephens

– CEO, Greyhound Racing Victoria

– implementations of viable systems methodology..

• Susanne Tepe

– Director, Australian Management Systems

– Translating science decisions into public policy

• Bev Walker

– Director, Janusian Consulting

– implementing strategic change in NFPs

Recoverable Structures

• Common academic background• Studied together• Strong base in systems theory• Minor thesis on Action Research• Single supervisor • Emergent ideas• Metaphors• Cohort

Common Background

Systems

Thinking

and Theory

Organizational

Learning

System Dynamics

Modelling

Advanced Topics

in Systems

Masters

Action Research

Doctoral

Action Research

Flood (2001) argued that System Dynamics, Soft

Systems Methodology, Critical Systems

Thinking, Total Systems Intervention and

Complexity Theory were necessary

pre-requisites for conducting AR.

Emergent idea 1

FF

MM

AA

There are somelinked ideas These are ways

ofapplying the ideas There is an

Area where theideas areapplied

Content Reflection- you think about the issues, what happened, etc

Process Reflection- you think about the strategies, procedures & how things are being done, etc

Premise Reflection- you think about the underlying assumptions, perspectives & premises that you based your ideas on (ie-your mental models)

Checkland-Mezirow Representation of Action Research

Emergent idea 2

Lewin’s Experiential Learning Model. (Source: Kolb, 1984: 21)

ConcreteExperiences

Testing implications ofconcepts in new

situations

Formation of abstractconcepts and

generalizations

Observations andreflections

Emergent idea 3

Ashby’s Law of Requisite Variety

Universities

Creation of Actionable Knowledge

Knowledge Action

Organisations

Thinking theory

University Organization

Publishing Action

Work to be done

The Metaphors 1 - The Journey

The Metaphors 2 - Siberian Winters

The Metaphors 3 - Tidal Waves

Implications

• Masters becomes entry requirement

• Research methodology in Masters

• Research component in Masters

• Build DBA out of resource/research strengths

The Importance of Cohorts

• High support needs of Doctoral students

• Role of co-researcher

• Lessen the impact of supervisor

• Commonality of interest (methodological)

Research MethodologyStudent

Organization

Supervisor

Research Context

Two Research Models

Research Methodology

Student

Organization

Supervisor

Research Context

The Challenges

• Differentiate from PhD

• Avoid “commodification”

• Provision of supervision