This document provides an introduction to action research and guides the reader through developing an action research plan. It defines action research and how it differs from traditional social science research. It also outlines the action research process, discusses what types of data are used, and provides exercises for the reader to start planning their own action research project, including conducting a SWOT analysis and developing research questions and objectives. Key aspects of action research plan development are discussed based on frameworks from McNiff and Whitehead.

1. Post Graduate Certificate:
Presentation Titlepractice in HE
developing professional
Example
Author: Simon Haslett
Topic
15th October 2009
Introduction to Action Research

2. Introduction to Action Research
1. Chapter objectives
2. Definitions of research
3. Social science vs. action research
4. Action research questions
5. The action research process
6. What constitutes data in action research?
7. Starting to plan your action research: SWOT analysis
8. Developing your project I
9. Developing your project II
10. Bibliography

3. 1: Objectives
• describe research in your discipline and compare it with
pedagogical action research
• undertake a SWOT analysis of yourself as an HE
teacher
• identify potential areas for own action research
• start to plan how to undertake this research

4. 2: Definitions of research
• Note down a definition of research in your subject
discipline? E.g. what are “typical” research:
– questions?
– activities?
– outcomes (e.g. who is the audience? is something produced?
might certain practices change?)
• Now go to the library room and read
Norton (2009:50-68) What is the case for pedagogical action
research?
• How does action research compare to your previous
definition of research?

5. 3: Social Science vs Action Research
(from McNiff & Whitehead 2005)
Social science research: Action research:
• Looks at a situation from • Looks at own
outside/objective distance practice/practitioner led
• Looks at others • Emphasis on self
knowledge/transformingpract
• Produces scientific proof ice
• Conclusions can be • Results are provisional
generally applied • Specific, personal, to be
• May show cause/effect, shared/learned from
statistical correlation • Aims for
improvements, rather than
an answer

6. 4: Action research questions
• View the video V07 of Matthew and Rachel discussing
example action research questions
• Make a note of any ideas you have regarding areas of
potential action research in your own practice
• Try to phrase them as “how do I…?” questions

7. 5: The action research process
• Watch video clips V08 and V09 where Mary and
Matthew describe their action research cycles
• Go to the library room to read
McNiff & Whitehead (2005) chapter 10 Action Planning: how do
you develop an action plan?
• Compare Mary’s and Matthew’s action research cycles
and processes with the action plans suggested in
McNiff & Whitehead. Reflect on the similarities/
differences?

8. 6: What constitutes data in action
research?
• …“Data refers to all the information you gather in relation to a
particular issue. Evidence refers to those special pieces of data
that show the issue in action. Evidence is therefore found in, and
extracted from, data, which are usually contained in … books,
records, memos, transcripts, computer files, videos, pictures and
so on. Your task is to imagine where you could find evidence, that
is, what sources of data you would look at to find instances of what
you are looking for…” (McNiff & Whitehead 2005:95)

9. 7: Starting to plan your action
research: SWOT analysis
• SWOT = strengths, weaknesses, opportunities, threats
• A SWOT analysis can be a useful tool for reflecting on
areas for professional development
• Complete a SWOT analysis of yourself as a
professional in Higher Education (see slide 7a for the
suggested format)
• Do any potential ideas for your own action research
emerge from this exercise? Make a note of them.

10. 7a: SWOT analysis of yourself as a
professional in Higher Education
Strengths (own) Weaknesses (own)
Opportunities Threats (external)
(external)

11. 8: Developing your project I
• Using the McNiff & Whitehead first 3 action plan
questions (see slide 8a) note down some ideas for your
first action research cycle
• Contact a fellow participant and discuss:
– Your “how do I…?” action research question
– Your response to the first 3 questions

12. 8a: Action plan questions in detail
(McNiff & Whitehead 2005:91)
1. What is my concern? •Identify a small, focussed,
manageable research area
•Turn the research issue
into a “how do I…” action
research question
2. Why am I concerned? •Is this issue in some way
related to your values –
express what these are
3. What experiences can I •How will you gather data
describe to show why I am to show the situation in
concerned? reality?
•What will this data be?

13. 9: Developing your project II
• Look at the remaining action plan questions on slide 9a
• This is a suggested framework for developing an action
plan
• You can ideastorm, make notes, draw spidergraphs etc.
in order to develop your ideas….

14. 9a: Action plan questions
(McNiff & Whitehead 2005:91)
1. What is my concern? 7. How will I explain my
2. Why am I concerned? educational influences in
learning?
3. What experiences can I
describe to show why I am 8. How will I ensure that any
concerned? conclusions I reach are fair
and accurate?
4. What can I do about it?
9. How will I evaluate the
5. What will I do about it?
validity of the evidence-
6. What kind of data will I based account of my
gather to show the situation learning?
as it unfolds?
10. How will I modify my
concerns, ideas and
practice in the light of my
evaluations?

15. 10: Bibliography
• MCNIFF, J. (2002) Action Research for Professional
Development. Third Edition [On-line]
http://www.jeanmcniff.com/index.html Accessed: 06
February 2010
• MCNIFF, J. & WHITEHEAD, J. (2006) All you need to
know about action research: an introduction London:
Sage
• NORTON, L. S. (2009) Action research in Teaching &
Learning: a practical guide to conducting pedagogical
research in universities London: Routledge