Action Research Design Essay Assignment

Action Research Design Essay Assignment

Order ID	53563633773
Type	Essay
Writer Level	Masters
Style	APA
Sources/References	4
Perfect Number of Pages to Order	5-10 Pages

Description/Paper Instructions

Description

In a 4- to 6-page paper, address the following task:

State a hypothetical or actual business problem that might lend itself to action research. Provide a description of the problem and identify what questions need to be answered. Then, briefly outline a plan that includes the action that is proposed to be taken. Briefly identify what type of data would likely result from the proposed action. Describe how you might evaluate and reflect on the data and what action you may consider taking in the next iteration.

Assignment Expectations

Your 4- to 6-page paper must follow APA formatting and demonstrate clarity, depth, and critical thinking. As you answer the questions posed in this case, include supporting rationale and cited sources.

Action research is defined as applied research that focuses on solving practitioner problems (Johnson & Christensen, 2012). The term “action” within action research implies both the collection and evaluation data as well as undertaking specific initiatives—that is “doing something” in order to solve a specific problem, improve a process, or address a deficiency. Action research therefore follows a cycle of plan-act-reflect that is often repeated multiple times in order to converge on sound and workable findings. Although action research is similar to change management in its structured approach to change, action research is distinctive in its focus on reflection and evaluation of the collected data that emerges from the taken action. Further, action research is an iterative process. The results of the plan-act-reflect cycle are used to engage in further action (Dick, 2014). The intense reflection that takes place in action research could be compared to the successive stages of evaluation observed in root cause analysis. In the field of business, it is essential that the practitioner “solves the right problem”. Reflection on the results helps ensure that this happens.

If you noticed that the plan-act-observe-reflect cycle mirrors the Deming plan-do-check-act cycle, you would be right. There are similarities between these structured, common-sense steps associated with arriving at the fundamental nature of the problem. However, action research is grounded in the “appreciative enquiry” cycle that emphasizes a holistic depth of understanding that goes beyond surface analysis of empirical data (Coates, 2005).

The participatory element of action research also finds common ground with change management and case study research. The researcher is a participant in the actions taken and in the reflection on the collected data. As such, an action researcher may act as a change agent. This characteristic of action research makes it ideal for business practitioners who intend to embark on a career in consulting.

The plan

Successful action research begins with a plan. The plan outlines the overall strategy for how the research will be carried out. Further, since action research initiates action based on findings—the design of the overall research is closely linked and nearly synonymous with the action research plan. Finally, the plan may be iterative in nature, so the design of the research must take this into account.

Often, the difficulty for the researcher is knowing where to begin. A suggestion is to follow a checklist that helps clarify the nature of the problem within the research setting (typically an organization), initial assumptions going into the study, how the data might be collected (and in what form), and finally, any rough idea of what possible solutions may look like. Sample questions for the researcher to consider are:

What is the nature of the problem that is proposed to be investigated?
What is the scope of the problem, and who are the players (i.e., stakeholders) that have an interest in the outcome of the research?
What are some preliminary options for collecting data?
How is the collected data to be evaluated?
How will the results of the data collection be applied to a change/improvement initiative?
How will I know if the problem has been addressed—and what data do I need in order to determine this? (Ferrance, N.D.)

Since the design of the research and the overall plan are essential elements of action research, the case assignment for Module 3 will provide an opportunity to conceive of and design a simply high-level action research plan.

Adams, J., Raeside, R., & Khan, H. (2014). Research methods for business and social science students (2nd ed.). New Delhi: SAGE Publications. Available on EBSCOhost database.

Coates, M. (2005). Action Research A Guide for Associate Lecturers. Retrieved November 27, 2016, from Center for Outcomes Based Education.

Dick, B. (2014, December 30). Action research and evaluation on line (web). Retrieved November 27, 2016, from http://www.aral.com.au/areol/areolind.html (Read “Session 1 and Session 2” links)

Ferrance, E. (n.d.). Action Research: Themes in Education. Retrieved November 27, 2016, from https://www.brown.edu/academics/education-alliance/sites/brown.edu.academics.education-alliance/files/publications/act_research.pdf

Harrison, R. L (2013). Using mixed methods designs in the Journal of Business Research, 1990–2010, Journal of Business Research, Volume 66, Issue 11. Obtained from Trident Online Library.

Johnson, B. & Christensen, L. (2012). Educational research: Quantitative, qualitative, and mixed approaches. (4th ed.). Thousand Oaks, CA: Sage Publications, Inc. Obtained from Trident Online Library.

Sankaran, S. and Hou, T.B. (N.D.) Action_research_models_in_business_research.pdf pp8-12

Perry, C., & Zuber-Skerritt, O. (1992). Action Research in Graduate Management Research Programs. Higher Education, 23(2), 195-208. Obtained from Trident Online Library.

Centre for Lifelong Learning. (n.d.). Retrieved November 27, 2016, from https://www2.warwick.ac.uk/study/cll/courses/professionaldevelopment/wmcett/

Ferrance, E. (n.d.). Action Research: Themes in Education. Retrieved November 27, 2016, from https://www.brown.edu/academics/education-alliance/sites/brown.edu.academics.education-alliance/files/publications/act_research.pdf

 

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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