Published Article / In 2005 the third-year facilitators of the generic degree in nursing embarked on an action research initiative within a service learning pedagogy to revitalise the nursing process related to wound care.As a result of the action research a unique wound care project unfolded. This project embraced an integrated assessment approach in order to assess the competence related to wound care and to develop health care practitioners with generic- and field-specific competencies. Action research as mode of delivery for this project created an opportunity for producing Mode 2 knowledge where all participants contributed to the production of knowledge relevant to the wound care context.

Crafting Alliances Between A Mexican Agribusiness And The Base Of The Pyramid: An Action Research Into Strategizing By Sergio Quinones-Romandia May 2016 Committee Chair: Lars Mathiassen Major Academic Unit: J. Mack Robinson College of Business More than 4 billion people in the world face hunger every day. In addition to this imperative shortcoming, the world’s poor confront other side effects of poverty as well, including violence, forced mobility, lack of access to education and early death. In a globalized world where capitalism has become the prevailing economic ideology, alleviating poverty can no longer be the exclusive responsibility of governments, richer nations, and non-governmental organizations (NGOs). Today, the private sector must also “take the torch” and contribute to easing the suffering of more than half the world’s population. The Base of the Pyramid (BOP) strategy is an important opportunity for the world’s private sector to create new business opportunities while at the same time helping address and alleviate poverty. However, while the literature describes several study cases, we still have limited knowledge about the process through which managers engage in BOP strategizing. Against this backdrop, this dissertation provides a detailed account of how a Mexican agribusiness: Agroservicios Nacionales, SAPI de CV (ANSA) developed and implemented a BOP strategy to co-create value with its distributors and poor corn farmers. Our Georgia State University (GSU) research team combined Dynamic Capability Theory (DCT) and Option-Driven Strategizing (ODS) and adopted action research to establish close collaboration among the firm’s top directors, a select group of its managers, designated local distributors, and our researcher team members. This dissertation presents a detailed account of the strategizing process, how AgroEstacion was conceived, how it was implemented, and the outcomes and experiences of the overall process. I also discuss the challenges our team faced, how they were resolved, and the opportunities that emerged from the strategizing process. Finally, I describe an Integrated Model that firms can use to strategize BOP opportunities in a way that benefits both their business and the surrounding society. This dissertation also represents the challenges of utilizing DCT in a practical case, following the suggestions of several authors as Teece, Pisano, Shuen, Zollo, Winters and others, from major works of writing that encourage researchers to take this theory into a more aggregate system and apply it in a practical case.

Submitted in partial fulfillment for Masters in Fashion, Durban University of Technology, Durban, South Africa, 2016. / In my practise-based action research self-study I have developed ways in which to improve my practice as a bridal-gown designer in a highly-competitive and import-driven bridal-gown market. My earnest intent was to improve my practice using action research methods whilst simultaneously developing a solution through critical reflection and practice-based approaches as an economically-sustainable designer of bespoke, cost-effective, competitively-priced bridal gowns. I realised the potential for professional influence and positive economic growth through entrepreneurial thinking, not only for me but for others; it was this which cemented a sense of values in me as an action researcher. I have displayed a healthy marriage between equally important views of practice as theory and the theory as practice. I explored relevant literature that would validate my practice and aid in answering my critical questions, which became evident as validation chapters in my study. Carrying out internships with three bridal gown designers opened my eyes to the real world of business, a sense of theory as practice, where I could see, first-hand, the effects the import industry had on local designers and what they were doing to survive. The conceptualisation of foundational bridal blocks was a solution to save time in my own creative process so that I could produce cost-effective bridal gowns at a competitive price, in a sustainable manner. Once I had explored and created my own interpretation of the foundation block concept that transformed into a small collection of bridal gowns, I used the foundation blocks as a starting point to design bridal gowns for ‘real’ bridal clients. My study is personal in nature; by way of using self-study methods and also the personal ‘one-on-one’ connection I have with my ‘real’ bridal clients. I extended this ‘personal factor’ by holding a public exhibition to which I invited my friends, family, the public and my peers to view and give critical feedback on my work as a bridal gown designer. / M

The general performance of learners in mathematics in most secondary schools in South Africa is not encouraging. Statistics reveal that there is a general poor performance in mathematics and related science subjects especially in those schools located in previously disadvantaged communities. There is just a need for appropriate interventions of the significance of mathematics in present society which is now characterised by high information and technology thrust. The objective of the study was to investigate the impact of the tutorial intervention programme on the performance of a grade eleven mathematics class with a view to improving the mathematics performance of these grade 11 learners. The selection of the action research based method was premised on the idea that it would help the researcher to improve his tutoring practice as well as contributing to better learner performance. Data was collected through the use of qualitative research methods. These involved observation, the utilisation of focus group discussions of learners, and in-depth interviews with randomly selected learners and other mathematics colleagues. A careful mix of learners of different learning abilities was made so that high performers would assist those whose performance was lower. In each group of five at least two high performers were included. Findings of the study point to the effectiveness of the tutorial process, justifying its adoption on a long term basis. In general, it can be concluded that the tutoring strategies used by the researcher had a positive effect on the knowledge retention of the learners. This conclusion was arrived at from an observation of improved test results over time, the learners' views in the questionnaires as well as those of peer observers. / Magister Educationis - MEd

In mathematical problem solving, American students are falling behind their global peers because of a lack of foundational and reasoning skills. A specific area of difficulty with problem solving is working non-routine, heuristic-based problems. Many students are not provided with effective instruction and often grow frustrated and dislike math. Through the integration of George Polya's 4-step method and a comprehensive Web 2.0 tool, glogs, students could potentially improve their non-routine problem solving skills. This action research study made an original contribution to the computing technology in education field through a classroom implementation and phenomenological evaluation of glogs as virtual graphic organizers to assist with solving non-routine problems. Employing a qualitative, phenomenological research method for collecting and analyzing data, the researcher utilized both interviews and document analyses. The data was used to determine how students used Polya's 4-step process to assist with solving non-routine mathematics problems in glogs. The results will provide the teacher researcher and other educational professionals with information on the effectiveness of utilizing glogs to assist students with solving these challenging, non-routine problems in the classroom.

Rural communities that depend on tourism for their economic well being, such as Barra de Valizas, Uruguay, rely on their social and ecological integrity to attract tourists to their communities. Peak tourist seasons and associated augmented consumption patterns can saturate the solid waste systems of these tourist destinations. Peak periods of waste production in these communities can lead to the degradation of ecological and social integrity, and can pose the threat of reduced tourist visitation rates and consequent downturns in the local economy. The degradation and worries for the local economy can generate awareness about the implications of increased waste production and can thus be a driver to develop waste reduction and diversion strategies. As part of developing this thesis, I implemented a case study of the waste management system in Barra de Valizas, Uruguay. The condition of interest in this study is communities that are economically dependent on tourism, have a small permanent resident population, experience peak periods of tourist visitation, and have difficulty managing their fluctuating waste system. This case study, founded in Participatory Action Research, identified waste system components and processes and determined some feasible improvements by way of iterative processes of research and action. Seven semi-structured interviews, 54 household structured interviews, four focus groups and community mapping were applied with diverse stakeholders to collaboratively develop and implement waste system improvement strategies. The implementation of these strategies elucidated upon waste system components, processes, linkages and general state. This research demonstrated that permanent residents of Barra de Valizas consume more packaged goods during the tourist season and as such produce, on average, four times more waste during the peak tourist season as compared to the off season. Peak periods of waste production, associated with the peak tourist visitation period, were found to saturate the local waste management system and weaken local social and ecological integrity. Research participants highlighted awareness building, improved waste containment, and waste diversion as key strategies for reducing this saturation. / Graduate / 0366 / rhianna@uvic.ca

Settlement patterns on the urban fringe can present a host of threats to sociopolitical and biophysical sustainability, at the personal, municipal, and ecosystem scale. Mexico City’s expansive growth has forced the region’s poorest inhabitants to the farthest margins in the neighboring State of Mexico, where they often live in conditions of personal hardship and settle in patterns that threaten the ecological health of environmentally sensitive areas. Following interviews with practitioners in three periurban municipalities in the Valley of Mexico, this report examines how local land use regulators interpret the vulnerabilities facing communities in their jurisdictions and presents a typology of vulnerabilities. The report explores the processes of politicization that produce and re-produce the vulnerabilities facing individuals, communities and ecosystems. Several concrete policy recommendations are made for incorporating holistic thinking about vulnerability into government decision-making, and resources are provided for further research. / text

The purpose of this thesis is to explore the following research question: How does action research serve as a research method in the discipline of Communications? Specifically, this study will approach the question by analyzing existing literature on action research and also performing an action research trial of a new marketing approach using digital telephony. The study finds that action research has a combination of four characteristics that make it a discrete method of research. Action research involves collaboration, invokes change, requires a researcher's vested interest, and allows a kind of knowing that can only come from direct involvement in a change. / Department of Telecommunications

The theoretical framework for this empirical study extends a trail of thinking from a social constructivist view of learning to the areas of assessment, evaluation and leadership. The relationship between social constructivist learning principles, formative approaches to assessment and evaluation, and collaborative leadership styles is explored and discussed. Learning and teaching developments in secondary schools have often fragmented the intrinsic elements of learning, teaching, assessment, evaluation and leadership. As Palmer (2007) so aptly puts it: ‘…we think the world apart.’ (p. 64). This study seeks to ‘think education together’ by taking a more integrated perspective. The aims of this study were to add to the body of knowledge in the area of assessment and evaluation through the adoption of the aforementioned integrated perspective, develop formative assessment and evaluation policies and practices in a secondary school to the extent that they are embedded in the school’s working culture and paradigm, and finally to chart the means by which change has been achieved. The research is argued to be located in the critical paradigm, adopts an action research methodology in which the researcher assumes a participatory, practitioner researcher role in conducting an ethnographic case study of a secondary school. A social constructivist theme was retained throughout the research design and although both quantitative and qualitative data were gathered, the study was conducted within an interpretative framework informed by symbolic interactionism. Data were gathered via a multi-method approach that included focus groups and semi-structured interviews, observation and accompanying field notes, document and classroom artefact analysis, and non-inferential statistics. Focus groups were used to check data sources, confirm interpretations, develop and disseminate new ideas and approaches, and refine developments based on feedback received. This process was informed by Gladwell’s (2000) notion of ideas taking on the qualities of viruses which in turn develop into epidemics. Participants’ early reluctance to accept a need to change was overcome through an initial ‘internal’ audit of current policy and practice relating to learning, teaching, assessment and evaluation, the results of which confirmed the ‘external’ judgements made by OfSTED and the Local Authority (LA) in terms of the need for the school to develop formative approaches to assessment and evaluation. A purposively selected assessment and evaluation focus group showed a commitment to formative ways of working, and was instrumental in defining and refining new policies for assessment and evaluation in collaboration with other focus groups, non-focus group colleagues, pupils and parents. Additional focus groups for pupil behavioural aspects and mentoring were embraced by the research rather than discouraged in order to retain an integrated ‘real world’ perspective. The aims of the study are shown to have been met in that new formative ways of working are now embedded in assessment policy and practice and the researcher has developed a new approach to whole school leadership. This study proposes a new way of thinking that embraces paradox rather than preserving divisions. Moreover, it argues a case for transformative education being reliant on taking this stance. The study also presents a picture of leadership and research based on co-existence and proposes a new ‘Stenhousian’ philosophy where research becomes the basis for leadership.

In recent decades, reflective practice has taken a more central role in the construction of teachers’ knowledge and practice (Elliot, 1991; Roberts, 1998). Within reflective practice, action research has developed as an approach within which teachers can systematically question, challenge and improve their teaching and recently been introduced into teacher education programmes with the rationale of encouraging student teachers to critically engage with curriculum and practice (Mills, 2003). Recent years have additionally seen interest in how teachers’ knowledge is sociodiscursively constructed with a concomitant focus on the link between teacher identity and practice (e.g. Danielewicz, 2001; Miller Marsh, 2003; Norton 2000). However, few studies have attempted to explore the influence action research may have on the construction of student teacher practice and identity (Trent, 2010). This study explores the role of an undergraduate action research project in terms of the extent of its influence on the development of student practice in English Language classes and the trajectory of their emergent teacher identities. Informed by new theoretical directions in ethnography (Denzin, 1997), data was collected using naturally occurring texts integral to the student teachers’ studies, including weekly lesson observations, post-observation feedback discussions and three focus group discussions over the course of the research project. Analysis indicates that the undergraduate action research project differentially affects students’ practice and emergent identities, but that this relationship may be tangential and students’ agency may be overshadowed by methodological preoccupations and constraints of institutions. Both global and local discursive formations combine and interact to influence this process which occurs in a theoretical ‘interzone’ a third space, sociodiscursively constructed between institutions.