GSE828 Action Research for Sustainable Development
About this Unit
Semester 2, 2008
Offered: D2 - Day; Second Half-Year (Block mode delivery)
Convenor: Wendy Goldstein
Corequisite: GSE827
Credit Points: 4
The unit develops the student's knowledge and skills in action research. It provides students with an opportunity to explore at a practical level how action research can be used as a tool to achieve the goals of sustainable development. It allows them to draw upon the knowledge and skills gained in GSE 827 when planning, developing and evaluating an action research project for sustainable development.
Rationale for unit
Action Research is a method of inquiry that brings together action and reflection, theory and practice in the pursuit of practical solutions for sustainable development issues or needs. Action research is increasingly being recognized as a series of valuable processes that contribute to a fundamental change in thinking and action through a participative and democratic process. This unit assists students to learn about using action research as a tool which can be used for community-based sustainable development, bringing about organizational change towards sustainable development; to learn about sustainable development; as an approach to professional (and curriculum) development; as a research methodology for Masters and PhD work in sustainable development.
The unit provides a compulsory core unit in the Sustainable Development programs, as it contributes to developing an understanding of sustainable development and ways to bring about change for sustainable development in participatory ways.
As an elective for those undertaking the Masters of Environmental Management, Environmental Education, Environmental Studies or Environmental Planning, the unit offers skills of professional reflection on practice, adaptive management, participatory research as well as planning change processes.
Teaching Staff
Convenor: Wendy Goldstein
Office: E8A 372
Phone: (02) 9850 6299
Fax: (02) 9850 7972
Email: wgoldstein@gse.mq.edu.au
This unit was originally developed by: Assoc. Prof Dr. Daniella Tilbury
Classes
The sessions will take place in room E8A 360A.
| Date | Time | Session |
|---|---|---|
| 17 October | 6:30pm - 9:30pm | Introduction
|
| 18 October | 10:00am - 5:00pm | Workshop Session 1 Understanding Action Research
|
| Friday 24 Saturday 25 October |
10:00am - 5:00pm | Workshop Session 2
|
| Friday 31 October |
10:00am - 5:00pm | Workshop Session 3
|
| 7 November | 10:00am - 5:00pm | Workshop Session 4
|
| 15 November | Workshop Session 5 Presentations |
Assignment Tutorials to be arranged by student with the convenor. Attendance to all sessions is compulsory.
Unit web page
There is no web page for this unit.
Learning Outcomes
Through the successful completion of this unit the student will:
Specialist Outcomes
- Be able to conceptualise action research as a process of change
- Be able to understand the role of action research can play in the achievement of sustainable development
- Be able to understand the processes associated with action research
- Be able to understand the limitations on this approach
- Be able to demonstrate an effective grasp of the international literature relating to action research
- Be able to identify principles of good practice in action research for sustainable development
- Be able to critique action research
- Be able to plan and develop an action research project
- Be able to contribute to action research debate
Generic Outcomes
- Develop the ability to write cogent and clearly structured reports, addressing defined issues
- Develop self-management and collaboration skills
- Develop creative thinking skills to envision, create and discover
- Develop critical analysis skills to process, synthesize and evaluate
- Develop cultural understanding and respect at the professional and personal level
- Develop a capacity for independent learning and inquiry
- Develop a sense of social, ethical and professional responsibility
Teaching and Learning Strategy
The face to face sessions will consist of three main activities
- Short psentations by the convener or guest lecturers;
- Practical workshops in which students are asked to complete a task in a group activity and provide reflection on the learning from that activity;
- Discussion in groups based on advanced reading or handouts given to the class;
- Individual tutorials and open door policy.
Students are encouraged to keep a reflective journal throughout the unit.
For the assessment students work on a practical project and ppare a project proposal.
Relationship between Assessment and Learning Outcomes
Students are required to complete all three assignments at a satisfactory postgraduate level of achievement. Attendance to all sessions is compulsory and a requirement of successfully completing the course.
These assignments have been designed to allow you to demonstrate to yourself, and the unit convener, that you have achieved the unit learning outcomes.
| Assessment | Description | Max. Length | Marks | Due |
|---|---|---|---|---|
| Assignment 1 | Action Research Poster and Plan |
1500 words |
25% | 7 Nov |
| Assignment 2 | Presentation of Action Research Poster/Plan | 1500 words Max. 5 page summary |
15% | 15 Nov |
| Assignment 3 | Proposal for an Action Research Project and literature review | 4500 words | 60% | 21 Nov |
The due dates are absolute deadlines.
Recommended Texts/Materials
Altrichter, H. Kemmis, S. McTaggart, R. and Zuber_Skerrit, O. (2002) "The concept of action research", The Learning Organization, Bradford: 9(3), pp.125-131.
Burns, A. (2000) "Facilitating collaborative action research: some insights from the AMEP", Prospect, 15(3), pp. 23-34.
Coghlan, D. and Brannick, T (2004) Doing Action Research in Your Own Organization Sage Publications Inc Call Number: H62 .C5647/2001
Denzin, N. Lincoln, Y. 2005 Handbook of Qualitative Research London (The key text for qualitative research)
Fals Borda, O 2006 The North-South convergence: A 30-year first-person assessment of PAR Action Research 4: 351-358.
Greenwood, D and Levin, M. (2007) Introduction to Action Research, Social Research for Social Change 2nd edition Thousand Oaks California: Sage Publications Call Number: HM571 .G74/2007 (Pragmatic action research orientation)
Herr, K. and Anderson, G. 2005 The Action Research Dissertation A guide for students and faculty London: Sage Publications
Kemmis, S. and McTaggart. R (1982) The Action Research Planner Waurn Ponds, Vic: Deakin University.
Kemmis, S. and McTaggart. R (1988) The Action Research Reader Waurn Ponds, Vic: Deakin University
Kemmis, S. & McTaggart, R. (2005). Participatory action research: Communicative action and the public sphere. In N. Denzin, & Y. Lincoln (Ed.s) The Sage handbook of qualitative research (pp.559-601). Thousand Oaks, CA: Sage.
McTaggart R. 1997 Participatory Action Research: Contexts and Consequences, New York (available as ebook through MqU
Reason, P., & Torbert, W. (2001). Toward a Transformational Science: a further look at the scientific merits of action research. Concepts and Transformations, 6(1), 1-37., located at:
http://www.bath.ac.uk/~mnspwr/Papers/TransformationalSocialScience.htm
Reason, P. and Bradbury, H. eds (2006) Handbook of action research: the concise paperback edition London ; Thousand Oaks, Calif: SAGE HM571 .H36 2006
Sankaran, S. Dick, B. Passfield, R. and Swepson, P. (2001) Effective change management using action learning and action research: concepts, frameworks, processes, applications Lismore: Southern Cross University Press, c2001. LB1027.23 .E34
Somekh, B. (2006) Action research: a methodology for change and development Maidenhead: Open University Press McGraw Hill Education LB1028.24 .S66
Stringer, Ernest T. (2007) Action research 3rd ed. Publisher: Thousand Oaks, Calif.: Sage Publications, Call Number: HV11 .S835 2007
Zuber-Skerritt, 0. (1996) New Directions in Action Research London: Falmer Press
Zuber-Skerritt, 0. (1996) Action Research For Change And Development Brisbane: Centre for the Advancement of Learning and Teaching (CALT) Griffith University, Nathan Campus
Plagiarism
The University defines plagiarism in its rules: "Plagiarism involves using the work of another person and presenting it as one's own." Plagiarism is a serious breach of the University's rules and carries significant penalties. You must read the University's practices and procedures on plagiarism. These can be found in the Handbook of Postgraduate Studies or on the web at: http://www.student.mq.edu.au/plagiarism/
The policies and procedures explain what plagiarism is, how to avoid it, the procedures that will be taken in cases of suspected plagiarism, and the penalties if you are found guilty. Penalties may include a deduction of marks, failure in the unit, and/or referral to the University Discipline Committee.
The GSE recommends that students familiarise themselves with the information contained on the Georgetown University Honor Council website which discusses plagiarism in an easy to understand and comprehensive manner.
University Policy on Grading
Academic Senate has a set of guidelines on the distribution of grades across the range from fail to high distinction. Your final result will include one of these grades plus a standardised numerical grade (SNG).
On occasion your raw mark for a unit (i.e., the total of your marks for each assessment item) may not be the same as the SNG which you receive. Under the Senate guidelines, results may be scaled to ensure that there is a degree of comparability across the university, so that units with the same past performances of their students should achieve similar results.
It is important that you realise that the policy does not require that a minimum number of students are to be failed in any unit. In fact it does something like the opposite, in requiring examiners to explain their actions if more than 20% of students fail in a unit.
The process of scaling does not change the order of marks among students. A student who receives a higher raw mark than another will also receive a higher final scaled mark.
For an explanation of the policy see:
http://senate.mq.edu.au/rules/Guidelines2003.doc or
http://senate.mq.edu.au/rules/detailedguidelines.doc
Student Support Services
Macquarie University provides a range of Academic Student Support Services. Details of these services can be accessed at http://www.student.mq.edu.au.
Advice for Students with Disabilities/Health Conditions
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To register with ESU, download an Advice of Disability/Health Condition form from http://www.reg.mq.edu.au/academic-index.html. This form must be completed annually, irrespective of whether a disability/health condition is temporary, long-term or permanent. Students wishing to request support services from the ESU should make an appointment to see a Disability Advisor immediately after enrolling at Macquarie University.
Phone: (02) 9850 6494/7497
Fax: (02) 9850 6063
TTY: (02) 9850 6493
Email: equity@mq.edu.au
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