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Creating actionable knowledge: Reflections of an Action Research Cohort.

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.

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Creating actionable knowledge: Reflections of an Action Research Cohort.

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  1. 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

  2. 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.

  3. A developmental model

  4. 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).

  5. 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

  6. 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

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

  8. Common Background

  9. 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.

  10. Emergent idea 1 Checkland-Mezirow Representation of Action Research

  11. Emergent idea 2 Lewin’s Experiential Learning Model. (Source: Kolb, 1984: 21)

  12. Emergent idea 3 Ashby’s Law of Requisite Variety

  13. Work to be done

  14. The Metaphors 1 - The Journey

  15. The Metaphors 2 - Siberian Winters

  16. The Metaphors 3 - Tidal Waves

  17. Implications • Masters becomes entry requirement • Research methodology in Masters • Research component in Masters • Build DBA out of resource/research strengths

  18. The Importance of Cohorts • High support needs of Doctoral students • Role of co-researcher • Lessen the impact of supervisor • Commonality of interest (methodological)

  19. Two Research Models

  20. The Challenges • Differentiate from PhD • Avoid “commodification” • Provision of supervision

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