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1.
Ortrun Zuber‐Skerritt 《Higher Education in Europe》1988,13(4):64-76
The aim of this study is to elicit from staff members and from postgraduate students their personal constructs of research effectiveness. Based on Kelly's Personal Construct Theory, the repertory grid technique was used to elicit, analyse, discuss, and negotiate individual and group constructs of research with the result of arriving at a greater group consensus and a clearer picture of shared criteria for research effectiveness. 相似文献
2.
Ortrun Zuber-Skerritt 《Educational Action Research》2018,26(4):513-532
The purpose of this article is to provide an educational, theoretical, and methodological framework for using a special kind of action research, namely PALAR (participatory action learning and action research). This integrated methodology of lifelong action learning (AL) and participatory action research (PAR) has been developed over the past 25 years. It has been proven to be an effective approach to individual, professional, organizational, community (and generally practice) development. PALAR can be instrumental in pursuit of social justice and is well suited for both experienced and beginning researchers interested in researching and improving their own practice. The article illustrates with case examples how this framework has been put into practice for various programs in a variety of fields and countries. The PALAR framework is the basis for a generic program design, structure, and content, and for processes of learning, teaching, assessment, evaluation, and leadership development. It is a systemic and systematic program on how to design, justify, conduct, evaluate, write, and publish research that is particularly useful for community or work-based theses at master’s, professional doctorate, and PhD levels. An original feature of this article is its comprehensive overview and summary of the theory and practice of PALAR for the first time, with references to further readings. 相似文献
3.
Ortrun Zuber-Skerritt 《Higher Education》1987,16(5):603-623
This case study discusses some staff and students' personal constructs of research effectiveness. A repertory grid form (Kelly, 1955) and associated computer programs (Shaw, 1980) were used as alternative instruments to the traditional questionnaire for evaluating the criteria for effective research held by six university staff and six postgraduate students. The results are reported and it is suggested that the repertory grid technique is a powerful heuristic tool in higher education to aid people in construing their theories-in-action and to negotiate their personal meanings. 相似文献
4.
Lesley Wood Ina Louw Ortrun Zuber-Skerritt 《Action Learning: Research and Practice》2017,14(2):120-135
As supervisors who advocate the transformational potential of research both to generate theory and practical and emancipatory outcomes, we practice participatory action learning and action research (PALAR). This paper offers an illustrative case of how supervision practices based on action learning can foster emancipatory and lifelong learning within a university context that is becoming ever more focused on throughput of students, rather than on the quality of their learning. Conference attendance offers an excellent opportunity for postgraduate students to develop as researchers and lifelong learners, yet anxiety often prevents them from making the most of the learning experience. We explain how we encouraged the development of capabilities in students through a PALAR support programme that assisted postgraduate students prepare for a conference to make overall participation, presenting a paper and subsequent publication a true learning experience. We generated and analysed data from the written reflections of 11 postgraduate students who participated in the programme. The findings suggest that action learning, specifically PALAR, can be used to enable a rich learning experience for postgraduate students attending conferences through fostering relationships, building trust, a supportive environment, collaboration, communication and competence among them. Postgraduate students who experienced our PALAR support programme developed not only skills, knowledge, confidence and deeper appreciation of learning opportunities through conferences, but also understanding of the principles of PALAR that apply not just to the conference context but across all aspects of learning and research and life at large. 相似文献
5.
The purpose of this paper is to present some innovative solutions to major problems experienced by coursework postgraduate students. The paper focusses on two key problem areas: the definition of the research problem, and the planning and writing of the first draft of the thesis. It is argued that one approach which can assist the student to overcome these problems is the workshop; research skills can be developed through the practical guidance, group-support, discussion and reflection which occur in the workshop context. The authors' experiences in conducting postgraduate workshops at Griffith University are discussed, and student evaluation of the workshops presented. 相似文献
6.
Ortrun Zuber‐Skenitt 《高等教育研究与发展》1993,12(1):45-58
The purpose of this paper is to present a theoretical framework for action learning and action research for better understanding and improving university learning and teaching. Action research is conceived as a philosophy, a theory of learning, a methodology and a technique. The philosophy includes theories of action, critical theory and personal construct theory. The learning theory encompasses adult learning, experiential learning and double‐loop learning. The methodology is based in the dialectical epistemology and the non‐positivist paradigm. Examples of action research as a technique are the nominal group technique, the repertory grid technique and other tools aiding reflection and group discussion. It is concluded that action research not only advances knowledge, but also improves practice in higher education by. developing people as professionals and “personal scientists”, and organisations as “learning organisations”. 相似文献
7.
Action research in graduate management research programs 总被引：1，自引：0，他引：1
The purpose of this paper is to demonstrate how action research may be applied to graduate management research programs. After distinguishing action research from traditional research and establishing that the former is more appropriate for developing managerial competencies than the latter, the paper discusses issues of conducting action research within a graduate management research program. These issues centre on the key concept of distinguishing between action research project and a thesis action research project. Distinctions between action research projects at Masters and PhD levels are noted. It is argued that ideally the core action research project has to be part of the PhD candidate's full-time work. Future difficulties are canvassed. 相似文献
8.
This paper introduces a research methodology in higher education that elicits personal theories of several aspects of higher education (e.g., research, teaching, learning, and/or professional development) and that is an alternative to traditional methods of studying people's perceptions and perspectives (by questionnaire, interview, or structured group discussion). The paper outlines Kelly's repertory grid technique and the theoretical assumptions on which it is based. Some examples are given to illustrate how the research method may be applied to higher education research and development and how it may assist people in reconstructing their teaching or research practice. 相似文献
9.
The conventional single‐supervisor model of postgraduate teaching has shown itself to be deficient in a number of areas. In this paper, it is argued that a useful supplement to this model would be a course on problems and methods in research for the beginning researcher. The authors describe their experiences with such a course at Griffith University. Evaluation suggests that the course can provide not only formal research guidance, but also a support system of staff and fellow‐students which can serve to reduce the intellectual isolation of the postgraduate student. This may lead to lower attrition rates and improve the performance and productivity of the postgraduate student. 相似文献
10.
This paper discusses how computer programs, such as FOCUS and SOCIOGRIDS, can aid students and staff in learning about their own formerly tacit perceptions of research effectiveness. The programs are designed to elicit and analyse one's own construct system and theory of, for example, learning, teaching, or research. The computer printout can be used to facilitate “learning conversations” either with oneself or with others. A greater awareness and understanding of one's own theory and that of expert others can lead to improved learning, teaching or research.
Kelly's (1955) theory of personal constructs and its repertory grid technology made it possible for the present study to demonstrate and measure both how the construing of a group of continuing postgraduate students changed over the three‐months period of their professional preparation as researchers and how it differed from that of four experienced staff researchers. This study shows how computers can help promote greater personal control over the construction and negotiation of meaning in higher education. 相似文献