The learning organization

Carr, Adrian

doi:10.1108/02621719710164517

Cited by 11 publications

References 10 publications

(6 reference statements)

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Using action research to support academic program improvement

Hansen

Borden

2006

New Drctns for Instit Rsrch

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Technological innovations of the past two decades have enabled institutional researchers to collect, store, analyze, and disseminate an unprecedented quantity of program-related information. But producing more data does not necessarily guarantee that recipients will use the information effectively to develop or improve academic programs and services. Action research provides a constructive framework for ensuring that critical information is used by key stakeholders to implement data-driven interventions for continuous academic improvement. This approach allows institutional researchers to move beyond the role of data conveyor to one of facilitator of critical program and institutional change. Most important, the action research paradigm changes the relationship between the information requester and information provider from that of client and service provider to a collaborative team engaged in reflective practice and organizational learning.Lewin and colleagues introduced action research in the 1940s as a form of experimental inquiry applied to the resolution of societal and organizational problems. World War II provided a wide array of opportunities to demonstrate how action research can be used to address social problems such as intergroup conflict, racial prejudice, and food shortages (Lewin, 1952). Early action research paradigms were also employed to link employee survey data with productivity and morale improvements in manufacturing plants (for example, Coch and French, 1948; Likert, 1967;Whyte and Hamilton, 1964

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