Subject Index
Action Learning and Action Research: Genres and Approaches
ISBN: 978-1-78769-538-2, eISBN: 978-1-78769-537-5
Publication date: 11 March 2019
This content is currently only available as a PDF
Citation
(2019), "Subject Index", Zuber-Skerritt, O. and Wood, L. (Ed.) Action Learning and Action Research: Genres and Approaches, Emerald Publishing Limited, Leeds, pp. 229-242. https://doi.org/10.1108/978-1-78769-537-520191020
Publisher
:Emerald Publishing Limited
Copyright © 2019, Editorial matter and selection Editors, individual chapters their respective authors.
INDEX
Acceptance and Commitment Therapy (ACT)
, 55
Action Learning (AL)
, (see also Lifelong action learning (LAL))
building agency in workplace through
, 59–61
coaching
, 154–155
complementarity and mutual reinforcement
, 54–55
conceptions of
, 24
corporate culture and ethics
, 28
definition
, 4, 6–7, 12, 17, 19–21, 36, 53–54, 56, 59, 69–70, 76, 90, 209–210, 212
developing self-awareness through
, 56–57
environment and sustainability
, 27–28
experiential school
, 23
improving toxic work environment through
, 62–64
learning circles
, 21
lifelong (LAL)
, 13, 17, 35–50, 212
organizational learning and restructuring
, 26–27
past, present and future
, 19–30
peer coaching
, 21
product and service innovation
, 28
questions
, 21–23, 29–30, 56, 73, 170–171
reflection school
, 23–24
reflections on Waddington’s action learning intervention
, 64–65
sales and marketing
, 27
schools
, 22–24
scientific school
, 23
talent and leadership development
, 25–26
Action Learning, Action Research and Process Management (ALARPM)
, 24, 70–71
Action Learning and Action Research (ALAR)
, 13
approach
for addressing ‘wicked’ problems
, 9–10
challenges facing ALAR and ALAR networks
, 74–76
contributions to knowledge
, 220
core principles
, 210–211
demystifying
, 210–211
difference
, 6, 11, 13
distinctive features of
, 211
evolutionary nature
, 9, 211, 216
experts
, 7, 69
family
, 218
‘giants’
, 218
genres of
, 12–14
inclusive overview of most common
, 211
insights into
, 219–220
integration
, 17, 72–74
main features
, 212–215
model of main principles and processes
, 209
non-negotiables
, 209
paradigm
, 69–70, 74, 76, 77, 213, 217, 209
participants
, 77
practitioners
, 75
preparation
, 217–218
principles
, 218
processes
, 218
reflections
, 77
relationships
, 11
scholarship
, 75
in social sciences
, 7–9
successes
, 74
usefulness in today’s world
, 216
Action Learning and Action Research Association (ALARA)
, 71, 77
culture
, 71
evolution
, 71
history
, 71
origin
, 71
Action Learning and Mindfulness
, 212
Action Research (AR)
AI as
, 172–175
challenges of Action Research
, 121–122
collaborative
, 5, 76, 112–113
critical
, 5, 199
cycles
, 69, 88
definition
, 4–7, 17, 69–70, 83–84, 87, 89–90, 97, 100–101, 111, 170, 209–210, 213
demystifying
, 13, 85–94
design
, 131–137
emancipatory
, 5
family
, 210–211
‘giants’
, 218
interpretive
, 5
modalities
, 89–94
paradigm
, 7–9, 15, 71, 74
participative
, 5, 76
participatory
, 13, 71–72, 91, 93, 93–94, 101, 127, 194
positive
, 163–175
as practical knowing
, 85–87
practical
, 5
practices
, 88
principles
, 211, 216
problems
, 121–122
processes
, 218
quality
, 88
spiral of cycles
, 5
systemic
, 69, 127–140
theory
, 87–88
traditional technical forms
, 211
Action Research and Minority Problems
, 170
Action Research for Self-Study and Living-Educational Theory
, 213
Action Research Network of the Americas (ARNA)
, 71, 100
Action Science
, 90, 92–93, 143–144, 214
applied to facilitation, leadership and coaching
, 154–155
balancing advocacy and inquiry
, 153
concepts and processes for developing model II
, 150–153
defensiveness as natural response
, 156–157
double-loop learning
, 150–151
extensions to
, 153–155
intrapersonal and interpersonal dynamics
, 144–145
ladder of inference
, 151
left-hand and right-hand analysis
, 151–153
mapping interaction patterns
, 152–153
model I and model II as non-binary
, 157
organizational learning
, 148–150
theory of action
, 145–148
Action-research-based professional development programs
, 112
Action/acting
, 4–5, 36, 114
inquiry
, 129, 136
leadership development
, 36
in practice
, 121
Action–reflection cycles
, 100
Active persistence and resilience
, 124
Activism
, 8
Activity
, 187–189
Advocacy
, 153
Affiliate organizations
, 43
Affirmative change agenda and topic choice
, 164–165
Agency
, 58–59
non-managerial employees for
, 62
AL/AR paradigm
, (see Action Learning and Action Research paradigm (ALAR paradigm))
Ambassador program
, 174
Americanized version of action learning
, 24
Analysis
stakeholder
, 76, 136
SWOT
, 76
Anglo American Mining
, 26
Anti-slavery program
, 133
Appreciative inquiry (AI)
, 90–92, 163–164
as action research
, 172–175
4-D cycle
, 164–165
future making focus
, 170–172
improvisation and self-organizing
, 171–172
inclusive, relational stance
, 167–170
inspiring images of future
, 171
as positive action research
, 215
positive bias
, 164–167
Appreciative Inquiry Summit
, 165
Appreciative interview protocol
, 173
Approach(es)
child-centred
, 130
client-directed
, 156
‘disciplines’
, 98
flexible
, 10
GULL’s
, 37–38
‘intervention’
, 194
Living Theory
, 98
Aristotelean Law of Contradiction
, 107
Assumptions
epistemological
, 211
methodological
, 211
ontological
, 211
tacit
, 144–146
Austrian perspective
, 114–115
Authenticity
, 99, 201
Autonomy
, 114
Axiology
, 8
axiological
, 211
Basic Business Philosophy (BBP)
, 28
Behavioural science knowledge
, 87
“Best in class” customer service
, 167
Blame
, 148, 169
Bonded labour
, 130–132, 134
Bonded Labour project
, 130, 137–139
Breaking glass
, 86–87
British Red Cross (BRC)
, 129, 133
Buddy Site Initiative
, 168
Building agency in workplace
, 59, 61
through action learning intervention
, 64
building capacity of non-managerial employees for agency
, 62
building managerial agency through action learning
, 59–60
building managerial agency through mindfulness
, 61
of non-managerial employees through action learning
, 60–61
Business Week
, 25
Business-led development
, 38–40
Causality
, 128
Cause-led development
, 43–44
Central to action science
, 144
Challenges
of action research
, 121–122
complex
, 6
facing ALAR and ALAR networks
, 74–76
global
, 6
Living Theory
, 106–107
visible
, 123
Change projects
, 123–124
Child-centred approach
, 130
Child labour
, 130, 134
Church and Community Mobilization process (CCM process)
, 47–48, 50
Client-directed approach
, 156
Climate change
, 185, 216
Clinical inquiry/research
, 92
Co-creative meaning making
, 169
CO2 emissions
, 27
Coaching, action science applied to
, 154–155
Collaboration
, 73–74, 202
cycles of inclusive collaboration, planning, action and reflection
, 211
Collaborative
action learning
, 36, 72
action research
, 5, 112–113
action inquiry
, 7, 92–93
team work
, 69
Collaborative Action Research Network (CARN)
, 71
Collective analysis
, 135–136, 138–139
Collective consciousness
, 12
Colombian sociologist Orlando Fals Borda
, 101
Common good, the
, 4, 12, 74, 203, 216, 219
Communication
, 71, 73, 115, 149, 157, 184, 202
Communication, Commitment, Competence, Compromise, Critical reflection, Collaboration and Coaching (7 Cs)
, 73–74, 202
Communicative
action
, 179, 182–185
power
, 183, 185
space
, 179, 183, 184
Community
-based research
, 195
development
, 37–38, 42–43
education
, 194–196, 198, 203
engagement
, 49, 76, 173–174, 193–203
operational research
, 127
Competence-oriented assignments
, 117–118
Competition
, 12, 149
Competitive individualism
, 216, 219
Complementarity reinforcement
, 54–55
Complexity
, 5, 7, 9, 128, 144, 168, 216
Confident People Management program, (CPM program)
, 59, 60
Confidentiality
, 169–170
Conflict
, 84, 133, 139, 145, 155, 157, 166, 216
Consciousness
collective
, 12
individual
, 12
shared
, 12
Constructivism
, 7, 113
Context
not-for-profit
, 77
private
, 77
public
, 77
Cooperative inquiry
, 92
Cooperative learning and exchange
, 116
Core team
, 167–168
Corporate culture and ethics
, 28
Corporate Executive Board
, 25
Critical
community
, 5
friends
, 73–74, 113, 115–117, 119, 136, 138, 217
“Critical Incidents eBook”
, 60
Critical Participatory Action Research (CPAR)
, 179–180, 215
changing practices and practice architectures
, 186–188
communicative action in public spheres
, 182–185
individual and collective self-reflective cycles
, 181
participating in public sphere
, 186
as practice-changing practice
, 188–190
as research within practice traditions
, 190
as social practice
, 186
Critical reflection school of action learning
, 23–24
Critical research
, 5
Cultural-discursive arrangements
, 187–189
Dahlia Campus for Health and Well-Being
, 172–175
Dahlia Campus’ AI process
, 173–174
Defence mechanism
, 148
Defensiveness as natural response
, 156–157
Demystifying action research
action research as practical knowing
, 85–87
action research modalities
, 89–94
action research practices
, 88
action research theory
, 87–88
first-person practice
, 88–89
human knowing structure
, 84–85
patterns of knowing
, 85
second-person practice
, 89
synthesis through interiority
, 94
third-person practice
, 89
Development
academic staff
, 70
business-led
, 38–40
cause-led
, 43–44
classroom
, 114
community
, 37–38, 42–43
non-governmental organization-led
, 45–46
organizational
, 24, 199
organization-led
, 41–42
people-focused
, 40–41
personal
, 44–45
professional
, 113–116
school
, 121
sustainable
, 10, 118
young adult
, 44–45
Department of Arts, Culture, Science and Technology (DACST)
, 195
Designing inclusive pathways with young adults
, 48
Deutsche Bank
, 26–27
Dialogical conversation
, 89
Didactics
, 115
Dimensions of professional practice
, 114
‘Disciplines’ approach
, 98
Discovery, Dream, Design and Delivery (Ds)
, 92
Discussable
, 158
Distributed leadership across system
, 137
Doctoral case study
, 62–64
Doings
, 187–189
Double-loop learning tool
, 37, 150–151
Dynamic three-step process
, 84
Dynamics
, 152
Education
community
, 194–196, 198
higher
, 70–71, 195
4.0
, 195–196
Educational action research (EAR)
, 112, 214
accepting and allocating responsibility
, 124
active persistence and resilience
, 124
collaborative action research
, 112–113
examples from Austrian perspective
, 114–115
first person research
, 112
flexible plans and use of windows of opportunity
, 123
individual and organizational efforts
, 123
masters course “professionalization in teaching profession”
, 119
PFL courses, evaluation outcomes and research findings across
, 118–119
practitioners’ research
, 112
primary school participating in PFL
, 116–118
problems and challenges of Action Research
, 121–122
ProFiL courses, evaluation outcomes and research findings across
, 120–121
reflections
, 122–123
secondary school participating in ProFiL
, 119–120
teacher professional development
, 113–114
university course “teacher education in subject areas”
, 115–116
visible challenges and visible success
, 123
Educational influence in learning
, 98, 104
Educational knowledge
, 122
Educational theory
, 98
Emancipation, empowerment and emergence (Three Es)
, 74
Emancipatory research
, 5
Embarrassment
, 145–146, 149, 157
Embedded processes for collective analysis of data
, 135–136
Embodied beings
, 188, 189
Emergence
, 74, 219
Emergent inquiry process
, 87
Emotional states
, 57
Empirical method
, 84–85
Engagement
, 63, 75
Energy-flowing values
, 102
Environment and sustainability
, 27–28
Epistemicide
, 102
Epistemology
, 8
epistemological
, 6, 211
Equality
, 77, 219
Espoused theory of action
, 146–147
Ethics
, 28
Eurest
, 41
Evidence based change
, 102
Experiential school of action learning
, 23
Exploring Modes of Inquiry
, 167
Extended epistemology
, 85
Facilitating SAR
, 127–140
Facilitation, action science applied to
, 154–155
Fear of Freedom
, 103
Fear-based images
, 171
Feeling relatedness
, 29
First ALARPM World Congress
, 71, 77
First person research
, 112
First Symposium on Action Research in Higher Education, Industry and Government
, 77
First-person practices
, 88–89
Freedom Fund modern slavery project
, 138
Fundamental attribution error
, 148
Future making of AI
, 170, 174
General empirical method
, 90
Generative insights and empirical method across action modalities
, 91
Genre(s)
, 6–7, 90, 211–212, 219
Global Centre for Work-Applied Learning (GCWAL)
, 71
Global competencies
, 26
Global Leadership Program
, 26
Global University for Lifelong Learning (GULL)
, 35–37, 39, 49–50, 71
approach to LAL for personal and community development
, 37–38
development initiative
, 41
Globalization
, 30
Governing values
, 146–148, 150
Governing variables
, 146
Government
, 71, 195
Ground rules
, 154–156
High reliability organizations (HROs)
, 149
Higher Education
, 70–71
Hospital International Communications project (HIC project)
, 20
Human Development Institute (HDI)
, 43
Human knowing, structure of
, 84–85
Human relationships
, 11
Human Resource Development (HRD)
, 62
Human sentience
, 219
Human systems
, 165, 170–171
Humanity
, 98, 102–105
Hunter Douglas Window Fashions Division (HDWFD)
, 172
‘I’ as a living contradiction
, 105
Implicit theory
, 146
Improvisation
, 171–172
In-company action learning
, 21
Inclusion
, 40
Inclusive, relational stance of AI
, 167–170, 173–174
co-creative meaning making
, 169
confidentiality
, 169–170
core team
, 167–168
inclusive inquiry
, 168
‘Innovation culture’
, 123
Inquiry, balancing
, 153
Inspiring images of future
, 171
Institut für Unterrichtsund Schulentwicklung (IUS)
, 114
Institute of Development Studies (IDS)
, 130
Institutionalized reflection loops
, 113
Instrumental action
, (see Strategic action)
Inter-subjective
agreement
, 182
conditions
, 187
criticism
, 99
testing
, 99
Interiority
, 94
Interlocutors
, 187, 189
Internally displaced people camps (IDP camps)
, 139
International Federation of Action Learning (IFAL)
, 25
International Financial Review (IFR magazine)
, 26
International Management Centre
, 24
International Management Centres Association (IMCA)
, 70
International NGO (INGO)
, 132
Interpersonal dynamics
, 144–145
Interpretive research
, 5
Intersubjective agreement
, 182, 185, 186
Intervention approach
, 194
Intrapersonal dynamics
, 144–145
Irrational practices
, 181
Journals
, 211
Joy to World Community Services (JWCS)
, 44
Knowing
practical
, 83, 85–88
Knowledge
contributions to
, 6, 99, 209–210, 220
created through democratic, distributed action leadership
, 220
creation
, 99
democracy
, 99–100
indigenous
, 102, 220
intuitive
, 220
local
, 197–198, 203, 219–220
mobilization
, 99–100
practical
, 5, 112, 216
scientific
, 87, 196–197
shared
, 219–220
spiritual
, 220
theoretical
, 74, 113, 121, 219–220
Krainer’s four-dimension model
, 114
Ladder of inference
, 151
Language
, 187–189
Large System Action Research
, 127
Leadership
action science applied to
, 154–155
democratic
, 209–210, 216, 220
distributed
, 131, 137
facilitative
, 10
shared
, 210
Learning
, 23, 93
collaborative
, 40, 209–210, 216
conference
, 71–72, 107
cycle
, 38
double-loop
, 37, 150–151
educational influences in
, 98–99, 101–102, 104–105, 107
equation
, 4, 22
experiential
, 9, 36, 88–89, 106–107
history
, 89–90, 93
lifelong
, 36, 194–196, 198
lifelong action learning (LAL)
, 13, 17, 35–50, 212
mutual
, 12–13, 75, 154
networked
, 131, 136
organizational
, 25, 26–27, 42, 76, 148–150
outcomes
, 73
professional
, 37, 111–112
self-directed
, 40, 48, 195, 198
Learning circles
, 21
Learning for Transformation (LfT)
, 45–46, 50
Left-hand analysis
, 150–152
Legitimation deficit
, 184–185, 189
Lifelong action learning (LAL)
, 13, 17, 35–50, 212
business-led development
, 38–40
cause-led development
, 43–44
community development
, 42–43
creating self-sustaining networks for inclusive
, 50
GULL’s approach to
, 37–38
NGOs-led development
, 45–46
organization-led development
, 41–42
people-focused development
, 40–41
poverty alleviation
, 47–48
self-directed networks
, 48–50
workplace
, 38
young adult development
, 44–45
Lifelong action learning for community development
, 48
Lifelong learning (LL)
, 36
Living Theory
approach
, 98
challenges
, 106–107
How
, 104
research processes
, 105–106
What
, 102–103
Why
, 103–104
Living-educational-theories
, 97–98
Mapping
, 152
interaction patterns
, 152–153
Marketing, sales and
, 27
Master and/or Doctor of Business Administration (MBA/DBA)
, 70
Masters and doctoral programs
, 105–106
Masters course “professionalization in teaching profession”
, 119
Material-economic arrangements
, 187, 188, 189
Meaning making
, 169, 174
Meditation
, 54, 58, 64, 99
Medium Term Strategic Framework (MTSF)
, 195
Mental health
, 55–56, 58–59
Mental Health Centre of Denver (MHCD)
, 173
Merger
, 70, 166
“Methodologically devised schemes of constructive symbolism”
, 104
Methodology
, 8, 104, 121, 194–196, 198–201
methodological
, 7–8, 75, 98, 104, 128, 130, 197–198, 211
Mindful awareness
, 54
Mindful Awareness Research Center (MARC)
, 54
Mindfulness
, 54
building agency in workplace through
, 61–62
complementarity and mutual reinforcement
, 54–55
developing self-awareness through
, 57–58
fostering
, 218
Mindfulness Based Stress Reduction program (MBSR program)
, 54
Model I
, 146–147, 154, 157
Model II
, 147, 149–153, 157
Model O-I
, 148–150
Model O-II
, 149–150, 157
Modern slavery
, 130, 134, 137–139
Movement-based action research processes
, 139–140
Movement based change
, 137
Multi stakeholder
analysis of data from multiple inquiries
, 136
engagement across problem domain
, 133–134
Multiple inquiry groups across organizational system
, 133
Multiple-problem format
, 21
Mutual
learning
, 75, 154
rational control
, 99
reinforcement of AL and mindfulness
, 54–55
understanding
, 182–183
Neoliberalism
, 12, 216
Network Educational Action Research Ireland (NEARI)
, 106–107
Networked learning architecture
, 136
Networking
, 114, 122
Non-binary, model I and model II as
, 157
Non-governmental organization (NGO)
, 45–46, 131, 138
Non-managerial employees
through action learning
, 60–61
for agency through mindfulness
, 62
Novartis
, 168, 170
Novartis’ Buddy Site Initiative
, 168
Narcissistic manager
, 63
Narrative analysis
, 131–132, 138
Observing phase
, 5
Ontology
, 8
ontological
, 6, 97–98, 103–105, 107–108, 196, 211
Open-group approach
, 21
Open groups with changeable membership
, 134
Openness to new ideas, theories and practices
, 218
Order of Australia
, 74
Organic movement-based process
, 139
Organization(al)
, 167
consultants
, 169
defences
, 155–156
development
, 24
effort
, 123
learning
, 26–27, 148–150
organization-led development
, 41–42
positive core of organizational life
, 165–166
Outcomes
positive
, 7, 66, 169, 220
sustainable
, 7, 66, 197, 220
Overarching
, 36
Overview
, 6–7, 13, 17, 173
Pädagogik und Fachdidaktik für Lehrkräfte (PFL)
, 114–116
evaluation outcomes and research findings
, 118–119
primary school participating in
, 116–118
Paradigm
alternative
, 10, 74–75, 217–218
core principles
, 209
dominant
, 10, 14, 210, 216, 219
emerging
, 6, 8
evolutionary
, 9, 211
mainstream
, 220
non-negotiables
, 209
non-positivist
, 10
participatory
, 4, 72, 81
positivist
, 14
R&D
, 6
social sciences
, 7–9, 217–218
transformative
, 197, 203, 219
wars
, 70
Participant(s)
, 5, 8, 37, 98, 120, 123, 131, 168, 180, 183, 217
Participation
, 64, 93, 100, 116, 120, 211, 218
Participative and collaborative research
, 5
Participatory
, 4, 7, 81, 101, 129, 180
Participatory Action Learning and Action Research (PALAR)
, 70, 194–196, 200
for community engagement
, 215
as facilitation process
, 201–203
as methodology
, 198–201
as philosophy or paradigm
, 196–198
template to guide critical reflection
, 202
as theory of learning
, 198
Participatory Action Research Network (PAR Network)
, 71, 93–94, 101, 127, 194
Participatory paradigm
, 7–8
Participatory Research in Asia (PRIA)
, 101
Partnership
, 43, 173
development
, 199
Peace building
, 44, 49
Pedagogy
, 115
Peer coaching
, 21
People Against Sexual Abuse (PASA)
, 166–167
People-focused development
, 40–41
Personal and professional development
, 40
Personal ‘business challenge’
, 38–39
Personal constructs
, 73
Personal development, GULL’s approach to LAL for
, 37–38
Personal encouragement
, 49
Personal viability (PV)
, 43, 50
Physical sciences
, 29
Physical space-time
, 187, 188, 189
Planning
, 5
Plurality
, 132
Policy in South Africa
, 195
Positive
action research
, 170
attitude
, 166–167
bias
, 164–167
change
, 5, 13, 36, 48, 163, 165, 171, 217–218
core
, 165–166, 169
outcome
, 7–8, 66, 169
transformational change
, 9, 216
Positive Attitudes Solutions and Actions (PASA)
, 166–167
Positivism-interpretivism dimension
, 107
Poverty
, 48, 51, 198, 216
alleviation
, 47–48
Power
, 187–189
Practical research
, 5
Practice(s)
, 179, 187
architectures
, 179, 186–188
changing
, 186–188
critical participatory action research as practice-changing practice
, 188–190
definition
, 187
first-person
, 88–89, 190
second-person
, 88, 89, 92
social
, 180, 182, 186
third-person
, 88–89, 190
Practitioners’ research
, 112
Prefigure practices
, 188
Primary school participating in PFL
, 116–118
Private Sector Working Group
, 54
Process management
, 24, 71, 77
group
, 70
Product and service innovation
, 28
Professional community
, 116, 121–122
Professional learning
, 37
Professionalism
, 37
Professionalität im Lehrberuf (ProFil)
, 115, 119
evaluation outcomes and research findings across
, 120–121
secondary school participating in
, 119–120
Programmed knowledge
, 4, 22, 23
Public discourse
, 184–185, 189
Public sphere(s)
, 179, 180, 183–185
communicative action in
, 182–185
participating in
, 186
Qualitative research method
, 115
Quality
of action research
, 113
management
, 148
Quantitative research method
, 115
Questioning
, 22, 23
Real organizational issues
, 87
Recognition
, 28, 49, 73, 74, 104, 123–124, 198
Reflection(s)
, 5, 21, 77, 114, 155
critical
, 23–24, 37, 73, 76–77, 90, 198, 202, 216, 219
critical self-
, 209, 210
meta-
, 210, 217
self-critical
, 14, 213, 215
on Waddington’s action learning intervention
, 64–65
Reframing
, 155
Refugee Action Network for IDP and Refugee (RANIR)
, 139
Refugees
, 133, 216
Relatings
, 187, 188, 189
Relational constructionist research
, 167
Relational stance
, 167–170
‘Relational volunteering’ model
, 138
Relationship(s)
purposeful
, 217
team building
, 218
Relationships, reflection and recognition/reward (three Rs)
, 73, 202
Research
, 103
culture
, 77, 123
research-and-discovery approach
, 116
research within practice traditions
, 190
tradition
, 131, 179
validity
, 5
Research and development
approach to
, 76
R&D
, 6
Researcher
academic
, 3, 76, 197, 201
co-researcher
, 7
positivist
, 15, 72
role
, 7, 8
university-based
, 194, 201–203
Responsibility
, 100, 124
Restructuring
, 26–27
Retention and career development
, 40
Rethinking vulnerability project
, 129, 137–138
Revans, Reg (father of Action Learning)
, 19, 21
Right-hand analysis
, 150–152
“Root cause of success” analysis
, 166, 169
Sales and marketing
, 27
Sayings
, 187, 188, 189
School development
, 130
Schools Council Mixed Ability Exercise in Science
, 100
Schwarz’s ground rules
, 154–155
Scientific school of action learning
, 23
Second-person practices
, 88, 89
Secondary school participating in ProFil
, 119–120
Self
awareness
, 55–64
-directed networks
, 48–50
-distortion
, 57
-fulfilling prophecy
, 145, 153
-organizing
, 171–172
-sealing process
, 145, 152
-serving bias
, 148
-studies
, 97–98
Self-Study and Living Educational Theory
, 101–102
Self-study of teacher education practices
, 101–102
Semantic space
, 187, 188, 189
Sense of self (SOS)
, 55, 56
Shared
action leadership
, 218
concerns
, 7, 183, 186, 209–211, 219
consciousness
, 12
focus development
, 199–201
interest
, 12, 216, 219
leadership
, 77
Single-problem group
, 21
Skill(s)
building
, 121
development
, 40
Smarter teams
, 154
Social
beings
, 187, 188, 189
change
, 13, 72, 93, 106, 137, 193, 197
construction
, 175
constructionist theory
, 169
issues
, 106, 107
justice
, 74, 77, 195–197, 219
movements
, 185
social-political arrangements
, 187, 189
space
, 187, 188, 189
systems
, 185
Social practice(s)
, 180
critical participatory action research as
, 186
Social sciences
learning and research paradigms in
, 7–9
Solidarity
, 183, 187–189
Strategic action
, 182
Strengths, weaknesses, opportunities and threats analysis (SWOT analysis)
, 76
Structure of human knowing
, 84–85
Structured large-system action research
, 137–138
Subject-related knowledge
, 122
Subjective conditions
, 187
Subjectivity
, 7
Sustainability
, 10–11
environment and
, 27–28
sustainable
, 10
Synergy
, 29, 30
System dynamics
, 128, 129
Systematic Participatory Inquiry Research and Action Learning (SPIRAL)
, 71
Systemic Action Research (SAR)
, (see also Educational action research (EAR)), 127–128, 131, 214
designing
, 137
implications of systems thinking for AR design
, 131–137
movement-based action research processes
, 139–140
nature and scope of projects
, 129–131
for peace in Mali project
, 130
structured large-system action research
, 137–138
systemic in
, 128–129
Systemic Practise and Action Research
, 127
Systemic
, 9, 127, 133
Systems theory
, 113
Systems thinking
, 128
distributed leadership across system
, 137
embedded processes for collective analysis of data
, 135–136
emergent research design with strong bias to methodological pluralism
, 132
implications for action research design
, 131
inquiries
, 134
multi stakeholder engagement
, 133–134
multiple inquiry groups across organizational system
, 133
networked learning architecture
, 136
open groups with changeable membership
, 134
process for understanding system dynamics
, 131–132
strong contextually situated evidence
, 134–135
Tacit beliefs
, 144
Talent
and leadership development
, 25–26
management
, 25
Teacher education practices, self-study of
, 101–102
Teacher Education Quarterly
, 101–102
Teacher professional development programs
, 111–114
Teacher professional education
, 111
Teachers
, 4, 70, 112–113, 115–124, 133, 174
Team decision-making
, 154
Team dynamics
, 158
Technical rationality
, 122
Technology
, 30
Theoretical framework
, 9, 72
Theory
of action
, 142, 145–148, 152, 157
action science
, 142–148
appreciative inquiry
, 163–175
complexity
, 9
critical
, 7, 13
educational
, 98
espoused
, 73, 77, 146–147, 152, 155
experiential learning
, 9
grounded
, 9, 73
hope
, 9
-in-use
, 73, 90, 146, 148, 151
living-educational
, 97–107
participatory
, 4, 7, 8
systemic
, 9
Third-person practices
, 88, 89
Threat
, 29, 76, 121, 145, 146, 148, 149, 156, 210
Toxic leaders
, 63
Toxic organizational environment
, 63
Toxic triangle
, 63
Toxic work environment
, 62
building agency through action learning intervention
, 64
developing action learning intervention
, 63
developing self-awareness through action learning intervention
, 63–64
Traditional Participatory Action Research
, 173
Training, service and revenue (TSR)
, 45
Transformation
positive
, 8
worldview
, 9
Transformation(al)
, 9
process
, 172
Triple Bottom Line (TBL)
, 10
Turning Points’ Exercise
, 11
Two column analysis
, 151
UK Mindfulness All-Party Parliamentary Group (MAPP Group)
, 54
Uncertainty
, 112, 216
Undiscussable
, 157–158
Unforced consensus
, 183
Unilateral control
, 154
United States Agency for International Development (USAID)
, 130
United States Institute of Peace (USIP)
, 130
Universality of Model I
, 147
University course “teacher education in subject areas”
, 115–116
Unjust
, 182
Unsustainable
, 182
Untoward consequences of practices
, 181
Validity
, 8
claims
, 183
Values
humanitarian
, 77
inclusive
, 6
worldviews
, 6, 8, 77
Valuing volunteering project
, 130, 137, 138
Virtual reality simulations
, 30
Virtuality
, 30
Voluntarism
, 183
Voluntary Service Overseas (VSO)
, 130, 136
Vulnerability
, 137
Waddington’s action learning intervention, reflections on
, 64–65
Whole-system dynamics
, 144
Wicked’ problems
, 9–10
Work
, 187, 189
Working relationship development
, 199–201
Workplace, building agency in
, 59–62
World Institute for Action Learning (WIAL)
, 25
Worldview(s)
, 6, 9, 14, 15, 77, 167, 210, 219, 220
World Vision (WV)
, 46
Young adult development
, 44–45
- Prelims
- Foreword
- Introduction
- Chapter 1: Introduction to Action Learning and Action Research: Genres and Approaches
- Part I: Action Learning
- Chapter 2: Action Learning: Past, Present and Future
- Chapter 3: Lifelong Action Learning: Principles and Case Studies
- Chapter 4: Action Learning and Mindfulness for Mental Health in the Workplace
- Chapter 5: Integrating Action Learning with Action Research (ALAR)
- Part II: Action Research
- Chapter 6: Demystifying Action Research
- Chapter 7: Action Research for Self-study and Living-Educational-Theories
- Chapter 8: Educational Action Research
- Chapter 9: Designing and Facilitating Systemic Action Research at Scale
- Chapter 10: Action Science
- Chapter 11: Appreciative Inquiry: Positive Action Research
- Chapter 12: Critical Participatory Action Research
- Chapter 13: PALAR: Participatory Action Learning and Action Research for Community Engagement
- Conclusion
- Chapter 14: Reflections and Conclusions
- Author Index
- Subject Index