Hdl Handle:
http://hdl.handle.net/10034/205189
Title:
An accelerated practitioner research approach for professionals: A study
Authors:
Wall, Tony; Leonard, Dilys T
Abstract:
Negotiated work based learning pedagogies can be used to successfully engage busy professionals in higher level learning at universities, across professions and disciplines. Within this approach, professionals become familiar with designing, implementing and evaluating work based projects which contribute towards their degree. Yet when these professionals move from the familiar work based learning approach to ‘research’ (and particularly ‘insider-research’), they can experience significant challenge. There are a number of reasons for this: perceptions of (and beliefs about) ‘research’ as being objective/outside, diversity of approaches and language in research texts – and most significantly – the ‘extra layer’ of thinking of persuasive systematic inquiry (including focus, rigour and validity). In order to overcome this challenge, an accelerated approach has been developed and tested in practice with professionals across professions and disciplines, to enable them to design rigorous practitioner research. Data is drawn from one of the largest centres for negotiated work based learning. Procedure and/or instruments : This study draws on practice and data from the University of Chester’s Centre for Work Related studies, one of the largest providers of negotiated, work based university-level learning, globally. Academics at the Centre worked with practitioners who were studying the ‘Research Methods for Work Based Learning’ module as part of their work based learning undergraduate or postgraduate degree. The module delivery team developed facilitative approaches and tools through multiple action research cycles over the last two years. Each cycle involved a grounded, appreciative inquiry approach by the delivery team (four academics), and the wider Centre for critical peer questioning of evidence and logic, peer validation and idea development. Each cycle generated a new set of tools and approaches over time, including the design of a new ‘core process’, key questions, faciliated workshop, learning materials and re-development of the module specification. The latest version is openly shared and critiqued. What are the findings and interpretations? : Critical reflections amongst the delivery team highlighted the initial challenges above. As a result, a new approach was defined based on a ‘situated knowledge’ model, whereby the professional focuses on problems and developmental areas in their own practice (not academic ‘gaps’). With such a ‘critical-practical’ philosophical underpinning, a new ‘core process’ and key questions was developed. The ‘core process’ includes the professionals: in stage 1, reviewing context for desirable changes, reviewing external sources for insight and direction, and defining research purpose and research questions; and in stage 2, defining research approach, data collection and data analysis methods. We have found the following changes so far: professionals are more confident in designing and critiquing practitioner research; research designs are more focused, persuasive, realistic, rigorous and focused on ‘situated knowledge’; and designs are more strategically located within organisations. We are also expecting greater strategic impact when the professionals implement these designs.
Affiliation:
University of Chester
Citation:
Unpublished conference presentation given at the International EAPRIL Conference at Nijmegen, the Netherlands, 23-25 November 2011
Issue Date:
Nov-2011
URI:
http://hdl.handle.net/10034/205189
Additional Links:
http://eapril.org/EAPRIL2011
Type:
Meetings and Proceedings
Language:
en
Description:
This conference paper is available at http://chester.academia.edu/cwrstony/Papers/1303827/An_Accelerated_Practitioner_Research_Approach_for_Professionals_A_Study
Appears in Collections:
Centre for Work Related Studies

Full metadata record

DC FieldValue Language
dc.contributor.authorWall, Tonyen
dc.contributor.authorLeonard, Dilys Ten
dc.date.accessioned2012-01-26T20:13:56Z-
dc.date.available2012-01-26T20:13:56Z-
dc.date.issued2011-11-
dc.identifier.citationUnpublished conference presentation given at the International EAPRIL Conference at Nijmegen, the Netherlands, 23-25 November 2011en
dc.identifier.urihttp://hdl.handle.net/10034/205189-
dc.descriptionThis conference paper is available at http://chester.academia.edu/cwrstony/Papers/1303827/An_Accelerated_Practitioner_Research_Approach_for_Professionals_A_Studyen
dc.description.abstractNegotiated work based learning pedagogies can be used to successfully engage busy professionals in higher level learning at universities, across professions and disciplines. Within this approach, professionals become familiar with designing, implementing and evaluating work based projects which contribute towards their degree. Yet when these professionals move from the familiar work based learning approach to ‘research’ (and particularly ‘insider-research’), they can experience significant challenge. There are a number of reasons for this: perceptions of (and beliefs about) ‘research’ as being objective/outside, diversity of approaches and language in research texts – and most significantly – the ‘extra layer’ of thinking of persuasive systematic inquiry (including focus, rigour and validity). In order to overcome this challenge, an accelerated approach has been developed and tested in practice with professionals across professions and disciplines, to enable them to design rigorous practitioner research. Data is drawn from one of the largest centres for negotiated work based learning. Procedure and/or instruments : This study draws on practice and data from the University of Chester’s Centre for Work Related studies, one of the largest providers of negotiated, work based university-level learning, globally. Academics at the Centre worked with practitioners who were studying the ‘Research Methods for Work Based Learning’ module as part of their work based learning undergraduate or postgraduate degree. The module delivery team developed facilitative approaches and tools through multiple action research cycles over the last two years. Each cycle involved a grounded, appreciative inquiry approach by the delivery team (four academics), and the wider Centre for critical peer questioning of evidence and logic, peer validation and idea development. Each cycle generated a new set of tools and approaches over time, including the design of a new ‘core process’, key questions, faciliated workshop, learning materials and re-development of the module specification. The latest version is openly shared and critiqued. What are the findings and interpretations? : Critical reflections amongst the delivery team highlighted the initial challenges above. As a result, a new approach was defined based on a ‘situated knowledge’ model, whereby the professional focuses on problems and developmental areas in their own practice (not academic ‘gaps’). With such a ‘critical-practical’ philosophical underpinning, a new ‘core process’ and key questions was developed. The ‘core process’ includes the professionals: in stage 1, reviewing context for desirable changes, reviewing external sources for insight and direction, and defining research purpose and research questions; and in stage 2, defining research approach, data collection and data analysis methods. We have found the following changes so far: professionals are more confident in designing and critiquing practitioner research; research designs are more focused, persuasive, realistic, rigorous and focused on ‘situated knowledge’; and designs are more strategically located within organisations. We are also expecting greater strategic impact when the professionals implement these designs.en
dc.language.isoenen
dc.relation.urlhttp://eapril.org/EAPRIL2011en
dc.subjectwork based learningen
dc.subjectpractitioner enquiryen
dc.titleAn accelerated practitioner research approach for professionals: A studyen
dc.typeMeetings and Proceedingsen
dc.contributor.departmentUniversity of Chesteren
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