ALARj Action Learning and Action Research Journal
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180 research outputs found
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Strengthening Leadership Capability of Not-for-profit Organizations in Australia: An Open-Space Exploration in the ALARA Community
No full textThis paper is based on reflections from two ALARA conferences when exploring whether four new leadership theories are significant in developing leaders of not-for-profit organizations in Australia. The authors invited the attendees at ALARA’s national conference held in Brisbane in 2011 to participate in an interactive workshop to explore four new leadership theories – authentic , servant , spiritual and relational leadership for their applicability to not-for-profit faith-based organizations providing health and community care in Australia . The workshop was facilitated by the authors of this paper using an Open Space Technology (OST) Meeting format to facilitate dialogue between participants utilizing a theme proposed for the meeting. . The theme for the Open Space meeting was leadership research in not-for-profit faith-based organizations in which the primary author is an investigator. At the start of the meeting the facilitators briefly introduced the four leadership theories to be discussed. They then described the OST process, its four principles and one law. Participants were then asked to announce discussion topics at the village marketplace that was created for the workshop. Groups formed around topics in which the participants were interested in and the discussions were led by the participant who announced the topic. Summaries of discussions held were collected and posted by group leaders. A final reflection and dialogue took place in the open space (a circle of chairs with a space within) with all participants. The reflections recorded at the ALARA Brisbane workshop were then analyzed and presented at the ALARA National conference held in 2012 and discussed with two groups to get their feedback on leadership capabilities required of leaders in not-for-profit organizations. The two discussions formed the basis for action research cycles with the ALARA community that led to this the paper
Facilitated action research: Enhancing the teaching of classroom drama
No full textThis paper argues for facilitated action research as an effective way of supporting teacher professional learning in drama. It also recognises that the need for support identified in a past study remains current resulting in the facilitated action research process still being relevant. Facilitated action research is advocated as a way of engaging with individual needs, beliefs and experiences of teachers resulting in a positive change in pedagogical understanding and drama practice. Consideration of two separate research studies, five years apart, reveal the growth of the facilitated action research process and highlight the significance of personal or contextual factors in facilitating or constraining the use of drama in Primary School classrooms
Practitioner reflection Growing our knowledge, improving our practice - reflecting on how doing participatory action research over a period of time shifts the way you understand and do the work
No full textThis article describes and reflects on the experience of the Reconnect East Arnhem early intervention service in using participatory action research (PAR). Written by a manager the article explores the contribution PAR has made to the development of relationships and services at the local level. The process of engaging with the community in exploring the question “What would it take to better support young people using alcohol and other drugs?” is outlined and reflected on. The experience of this service is that participatory action research builds a shared common interest and understanding which that is highly valuable for human services in their work with communities
Action Research and Development for Intrinsic Innovation in Social Service Administration: Prototyping and Proof of Concept in Small Scale Start-Ups
No full textIn considering the significance of the small-scale start-up in social service agencies and community development, the authors address how community-based participatory action research can serve as an innovation strategy in social service administration. The authors link prototyping to action research, social research and development, and evaluation. They then consider how multiple forms of evaluation as action learning can facilitate the creation and implementation of distinctive small scale start-ups, the appraisal of proof of concept, and the realization of the aims of local and intentional community development through processes of collaborative intrinsic innovation useful to address local social issues
Achieving educational sustainability: A PALAR reflection of success
No full textThis paper reports on the trajectory of a two-cycle participatory action learning action research (PALAR) project conducted in a third-year course at a regional university in Queensland, Australia. Students in the course exhibited problems that affected commitment and retention, including extensive work and family commitments; inconsistent classroom engagement in multicultural relationships, and differing interpretations of course requirements. Concurrently, the author wished to improve her practice. Our approach chose to combine a business model of action learning with more traditional action research cycles and the latest PALAR values. Student and academic critical reflection and peer consultation informed the transformative model of sustainable education, supported by values such as trust and respect and a ‘toolbox’ of interventions designed to enhance student engagement and commitment and deepen cross-cultural relationships. These positive outcomes helped more fully realise both student and academic potential
Covers, review panel, table of contents
No full textFront and back covers, spine, reviewer information, contact details, table of content
