Action research is a form of collective, selfreflective inquiry that participants in social situations undertake to improve: (1) the rationality and justice of their own social or educational practices; (2) the participants' understanding of these practices and the situations in which they carry out these practices. Groups of participants can be teachers, students, parents, workplace colleagues, social activists or any other community members ± that is, any group with a shared concern and the motivation

This paper argues that action research is more appropriate than traditional research for improving practice, and professional and organisational learning. Our particular aim is to help postgraduates in the social and human sciences to understand and clarify the difference between core action research and thesis action research; that is, between collaborative, participatory action research in the field (aimed at practical improvement in a learning organisation) and independent action research in preparing the thesis (aimed at making an original contribution to knowledge). We present a model to illustrate the distinction and relationship between thesis research, core research and thesis writing.

PurposeThe paper seeks to identify the quality characteristics of critical action research and action research theses compared to traditional research thesis writing.Design/methodology/approachDrawing on the literature and the authors' experience with supervising and examining action research theses, the paper identifies key problem areas in the literature and suggests effective strategies for meeting these challenges and avoiding pitfalls through reflective practice and questioning insight. The paper includes sets of crucial questions for higher degree students to address.FindingsThe paper presents definitions of and checklists for quality action research, a quality thesis, and a quality action research thesis. It also presents two conceptual models that illustrate the differences between the “research” and thesis “writing” activities and processes in general, and the collaborative core action research in the fieldwork and the critical action research thesis that needs to be the candidate's independent contribution to knowledge in theory and practice.Originality/valueThe definitions, checklists and conceptual models will be useful to postgraduates, supervisors and examiners of action research theses, because they clarify for them the similarities and differences between a traditional thesis in the social sciences and a thesis by action research.

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Models can be helpful for understanding the essence and/or processes of complex phenomena in a field, because they are simple representations of concept patterns and relationships. This paper presents a generic model for designing action learning programs, including action research projects, within organizations. Core values for action learning programs and explanations for success and potential pitfalls are also discussed. The model has been tested and found useful by many senior managers, academics, postgraduates and consultants in several countries. Readers are encouraged to explore the model in order to apply, refine, adapt it, or to create their own model representing their theoretical framework, concepts, values and systems thinking.