The purpose of the thesis was to investigate the use of action research in the conceptual development of the aim of developing managers through action learning and determining the effectiveness of this in Singapore, Hong Kong and China. / The concept did not begin its practical life as an applied idea already formed; it emerged and developed naturally in something of an evolutionary process. It took on a more definitive form and spirit through a series of cycles of learning, reflection, modification and re-application. / In evolving this concept, the research was intended to provide new contributions in adapting action learning as a form of workplace managerial development. In this scenario, managers learn and develop by using their experience in solving workplace problems in project teams. / The first of three cycles of action research was conducted at Apex Technologies, Singapore, for a group of seven managers. The expected outcome was to integrate a common problem-solving framework and the action learning process into a practical process for developing managers. The second cycle took place at Intraco Limited, Singapore, for a group of 12 managers. The objective was to familiarise the managers with the action learning process and to encourage them to pass on the process in the training and development of their staff. The third cycle of the research study was at Viasystems Asia Pacific in Hong Kong and China for 120 middle managers and frontline supervisors. The objective was to apply action learning as an on-going process in developing managers to address the many issues and challenges facing the company as it expanded rapidly. / The research findings showed that the action learning process in Apex and Intraco was effective in meeting the expected outcome. In Apex, the senior management was pleased with the progress made and morale among the management team improved. At Intraco, the managers were enthusiastic and indicated that action learning was effective in helping them to become better managers. In Viasystems, the participants were recognised by senior management for developing the ability to manage change and to work together to solve problems and improve practices. Following the completion of the research study, Viasystems implemented the second phase of the Team Learning Circle process to develop 42 high-potential managers. / Overall, the thesis demonstrated that action research, involving a spiral of three research cycles-planning, acting and observing and reflecting- was effective in devising the Team Learning Circle for developing managers through action learning. From the research data, I have contributed to the theory of action learning by developing the Team Learning Circle model. This adds the team learning process to action learning and action research in managerial development. It demonstrates that managers will learn most effectively with and from each other, through regular dialogue sessions and skilful discussions, and by working on real problems or projects in the workplace. / Thesis (PhDBusinessandManagement)--University of South Australia, 2004.

Thesis (MEd)--University of South Australia, 1994

Thesis (PhD)--University of South Australia, 1999

Abstract This is an action research thesis, which documents a reflexive process of change undergone by farmers in making transitions from conventional farming to alternative farming. I achieve this through the process of answering the central research question for this thesis: How can the capacity of farmers be developed in the best way to assist them in making the transition from conventional to alternate farming systems? The original starting point for this study was concerned with addressing the problems of conventional farming. The consequences of which are arguably the continued risks to farmers’ lives and natural resources as witnessed in India. However, as the study progressed I realized that changing from conventional farming to alternative farming like organics, biodynamics, permaculture and natural farming involved more than simply a change in farmers’ practices. It was also closely intertwined with broader issues such as farmers’ epistemological relation to the soil and the ontological construction of theories and concepts based on their values and beliefs that influenced their methodological practices. In order to examine the wider issues around transitions to alternative farming, this study was conducted in two regions. Namely, Australia, as an example of the western world practicing modern agriculture and India, as an example of the developing world utilising indigenous farming practices. The early cycles of my study occurred through immersion. This included my firsthand experience as an extension scientist in India and my direct involvement in a series of events in Australia, which assisted in framing the research question. To document the reflexive process of change undergone by farmers in transitions from conventional farming to alternative farming, I conducted convergent interviews with 20 participants in Australia and 18 participants in India. The results of these interviews elicited six major themes as follows: 1. Enriching soil health through perceptional change 2. Knowledge sharing through networking 3. Diversifying through biophysical and socio-cultural processes 4. Learning through experience 5. Indigenous knowledge built through accumulated experiences 6. Self sufficiency through recycling farm resources. Having identified these six themes, I proceeded to construct a tool for each theme so as to merge theory and practice and to address the fact that there are currently inadequate tools available for practitioners seeking to facilitate the change to alternative farming systems. The tools for the respective themes are as follows: 1. Typology on perception of soil in relation to practice 2. Dynamics of knowledge sharing influencing transition 3. Key components for diversity 4. Conditions that facilitate experiential learning for transition 5. Conceptual tool to capture beliefs and faiths around the practice 6. Farm sufficiency assessment tool. Finally, I develop and present an overarching tool, Assessing transition process based on themes, which combines all six of the themes and aims to deepen our understanding of the barriers present in the transition process on a larger scale. I also present these tools to six key people in Australia, who were able to confirm or refute their application in practice. Among the seven tools developed, the Typology on perception of soil in relation to practice is viewed as the most significant tool by the majority of the key people consulted for the following reasons: • This tool has the features of inquiry and action. This statement was supported by the key people who observed that the tool both informs the group of participants where they sit (inquiry) and allows them to see where they want to be, which makes them think about their actions. • This tool also has high practitioner relevance and is trans-disciplinary. Importantly, key people from different fields of specialization were able to identify the benefits of the tool in common. • Having said that the tool has a common application it may be used for diverse purposes. For instance, the tool may be used by an engineer or an architect to understand the epistemological relation of a land owner to their land and how this will influence their plans for land use. • The heterogeneous and diverse nature of the tool allows it to be used in any culture. • The tool, in itself, is reflexive in nature as it helps the user to reflect on own actions. It also has the capacity to remind the user of their accountability to the land resource being utilized. • The tool helps participants to think about the most appropriate or best actions for producing actionable knowledge. • The tool is transparent in exhibiting the different possible types of perceptions in relation to the soil, thereby providing the user with the opportunity for future action. Finally, this thesis examines and illustrates the transformational learning of farmers through an analysis of their epistemology and a reconstruction of their epistemology through ontology, which will result in continued transition for transitional agriculture.

Thesis (M. Sc.) -- University of Western Sydney, Hawkesbury, 1993. / Bibliography: p. 98-102.

Thesis (D. App. Psych.)--Victoria University (Melbourne, Vic.), 2006. / Includes bibliographical references.

Thesis (Ph.D.)--University of Wollongong, 2004. / Typescript. Includes bibliographical references: leaf 354-374.

Thesis (PhD)--Montana State University--Bozeman, 2009. / Typescript. Chairperson, Graduate Committee: Maurice J. Burke. Includes bibliographical references (leaves 155-161).

Thesis (M.A.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 72-78).

Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 359-370). Available also in a digital version from Dissertation Abstracts.