Action research

Action research

Action research and evidence based practice were a core focus of Bridges work over its last two years as it supported the implementation of CRe8 and SOAR. Action research was written into the University's educational strategy and also features in the University’s course for new academic staff.

Action research can be both informative and transformative as practitioners research a chosen aspect of their practice and use the findings to effect further improvements.

Action Research Consortium

The Action Research Consortium (ARC) was established in June 2008 partly due to our University's involvement in the NTFS-National Action Research Network project on Researching and Evaluating PDP and e-Portfolio Practice. More information on this collaborative project which involved 17 higher education institutions is available at:

• www.recordingachievement.org

The ARC was convened by an open invitation and promotion to all staff University-wide from 2008-2010, offering opportunities for them to: 

• undertake their own personal and professional development in a peer-supported community of practice,
• explore and share with colleagues, evaluate and enhance ideas, practices and resources in PDP-related interventions at regular group meetings,
• improve the learning experience of students,
• understand action research and enhance research capacity, through hands-on, how-to information – with ongoing support at all stages,
• turn existing research ideas into project proposals and actionable plans,
• use, evaluate and develop a (customisable) (e)-portfolio,
• access assistance from two research assistants and Bridges staff,
• claim expenses for project activities and training events,
• disseminate research findings and get published.

Outcomes

The Action Research Consortium (ARC) has helped to bring a number of projects to fruition. Some long-standing ARC members have participated in a focus group and individual interviews, and feedback shows that there have been significant benefits for those who have persevered despite the obstacles thrown up by the ethics approval process, and the difficulties of finding time to learn about research and undertake it at the same time. Evaluation shows that there is a great need to support novice researchers through what is a complex process, from first conception through to dissemination and publication of the findings. However, a handful of projects have very successfully been through this entire process and disseminated both in the UK and abroad.

One significant outcome from the ARC has been the inclusion of a newly designed PgCAP assignment which requires participants to design and undertake their own small-scale action research study, to reflect and write about the learning outcomes. From a management perspective, Arti Kumar supported and facilitated the ARC’s functionality together with two Research Assistants from Bridges - Sam Elkington and Annika Coughlin.

Arti has gained insights on how this powerful model has the potential to create an effective culture of CPD – one in which practitioner-researchers are given dedicated time to collaborate in order to investigate and evaluate self-selected aspects of their practice. The main aim would be to invest in the personal and professional development of staff while at the same time improving teaching, learning and assessment through cycles and spirals of pedagogic action research. A chapter in the second writing retreat anthology makes recommendations based on lessons learned from the ARC, as it will not be able to continue beyond the lifetime of the Bridges CETL.

Resources

Dissemination of ARC projects took place in the form of international and UK conference presentations, chapters submitted to journals plus chapters in two internal publications:

• Read chapter 10 by Andrea Raiker (2009) - ‘Student and staff perceptions of Personal Development Planning (PDP) processes designed to support undergraduate dissertations.’ in Creating Bridges (PDF), UoB first internal publication;
• Read chapter 14 by Isabella McMurray and Pat Roberts (2009) - 'Embedding employability skills into the Psychology undergraduate curriculum.' in Creating Bridges (PDF);

• Read chapter 12 by Sandra Leggetter and Susan Sapsed (2010) - ‘Identifying and addressing the challenges of facilitating the development of key research skills in Master’s level public health students with a diverse range of educational and ethnic backgrounds.’ in Creating Communities, UoB second internal publication;
• Read chapter 18 by Arti Kumar (2010) - 'Supporting action research as a CPD process and agent for change.' in Creating Communities;

• Alfredo Gaitan - HEA conference presentation (PPT) and report in progress.