Action research is a form of collective, selfreflective inquiry that participants in social situations undertake to improve: (1) the rationality and justice of their own social or educational practices; (2) the participants' understanding of these practices and the situations in which they carry out these practices. Groups of participants can be teachers, students, parents, workplace colleagues, social activists or any other community members ± that is, any group with a shared concern and the motivation

This paper argues that action research is more appropriate than traditional research for improving practice, and professional and organisational learning. Our particular aim is to help postgraduates in the social and human sciences to understand and clarify the difference between core action research and thesis action research; that is, between collaborative, participatory action research in the field (aimed at practical improvement in a learning organisation) and independent action research in preparing the thesis (aimed at making an original contribution to knowledge). We present a model to illustrate the distinction and relationship between thesis research, core research and thesis writing.

PurposeThe paper seeks to identify the quality characteristics of critical action research and action research theses compared to traditional research thesis writing.Design/methodology/approachDrawing on the literature and the authors' experience with supervising and examining action research theses, the paper identifies key problem areas in the literature and suggests effective strategies for meeting these challenges and avoiding pitfalls through reflective practice and questioning insight. The paper includes sets of crucial questions for higher degree students to address.FindingsThe paper presents definitions of and checklists for quality action research, a quality thesis, and a quality action research thesis. It also presents two conceptual models that illustrate the differences between the “research” and thesis “writing” activities and processes in general, and the collaborative core action research in the fieldwork and the critical action research thesis that needs to be the candidate's independent contribution to knowledge in theory and practice.Originality/valueThe definitions, checklists and conceptual models will be useful to postgraduates, supervisors and examiners of action research theses, because they clarify for them the similarities and differences between a traditional thesis in the social sciences and a thesis by action research.

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Models can be helpful for understanding the essence and/or processes of complex phenomena in a field, because they are simple representations of concept patterns and relationships. This paper presents a generic model for designing action learning programs, including action research projects, within organizations. Core values for action learning programs and explanations for success and potential pitfalls are also discussed. The model has been tested and found useful by many senior managers, academics, postgraduates and consultants in several countries. Readers are encouraged to explore the model in order to apply, refine, adapt it, or to create their own model representing their theoretical framework, concepts, values and systems thinking.

Using Participatory Action Learning and Action Research (PALAR)As a core function of a university, community engagement needs to be embraced by all academics in higher education, enabling research for, and as, social change. This article considers participatory action learning and action research (PALAR) as an approach for community-university partnerships to foster and maximise the rewards of university engagement with communities for collaborative research and problem-solving. It has the following dual focus: (1) to explain how PALAR can provide opportunities for universities to work collaboratively with community members; and(2) to demonstrate what can be achieved using PALAR.The three R's of PALAR -relationships, reflection and recognition -are the key elements that promote a truly participatory approach to knowledge creation and practical social and educational improvements. In addition, PALAR is a useful method for disrupting traditional perspectives of communityuniversity relationships and interaction.PALAR has the potential to: (1) promote mutual learning and development; (2) foster the cascading of learning and knowledge to others in the community; and (3) co-create knowledge that is relevant, contextualised and useful, both for meeting community needs and producing research output as required of universities.Two case studies (one South African and one Australian) will provide evidence of the usefulness of PALAR in developing the capacity among participants (academic researchers, postgraduate students and community members) to collaborate for meaningful educational and social change. To provide a context for these case studies, the following section briefly explains the concepts of action learning (AL), action research (AR), participatory action research (PAR), and participatory action learning and action research (PALAR) (based on Zuber-Skerritt 2011). A model is presented for the design of community development programs through university-community partnerships using PALAR.

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Purpose -The purpose of this paper is to present a "soft methodology" model in knowledge management that addresses the problem of accessing and managing one particular type of knowledge: personal (implicit/tacit) knowledge. Design/methodology/approach -The model is based on the theories and methodologies of grounded theory, adult learning, collaborative action learning and action research. These are the approaches advocated and used actively by some international action learning associations and business schools. Discusses their philosophy and explores how the values and actions that they advocate can be used to access personal knowledge for professional and organizational learning. Findings -The model presented consists of seven commonly shared values and principles of an action learning and action research (ALAR) culture, captured in the acronym ACTIONS. The paper demonstrates how these seven principles can actually be translated into concrete actions, giving examples from ALAR programs. The matching actions are captured in another acronym -REFLECT. The resulting model, from which are generated seven kinds of personal knowledge, can be used for knowledge management in management education and the workplace. Originality/value -Provides a model for developing individual knowledge management skills, which is a central concern for corporate universities and business schools.