Action research, emancipation and design thinking

Abstract

This article evaluates the notion and practice of action research, as defined by contributors to the recent special issue 'Action Research and Emancipation' in this journal. The author argues that, although action research implicitly has a design orientation, it largely draws on the humanities and sciences as its main role models. As a result, action researchers nowadays do not see themselves as design professionals. Idealized design methods serve to illustrate how design research can help realize the emancipatory intentions of action researchers.

Human-centred design in global health: A scoping review of applications and contexts

“…HCD is closer to what Manzini calls ‘research through design’, a more subjective process using research methods to generate concepts or ideas that is often practitioner-led [ 54 ]. This is different from ‘research on or for design’ which investigates the process or nature of design to generate, which is different still from scientific investigation aiming to understand natural or social phenomena [ 55 ]. Some of the studies reviewed have combined these different modes of research, combining user-centered research, descriptions and insights from the design process, knowledge from fields like ergonomics, neuroscience and economics, with public health evidence for the creation of new concepts (see Table 1 .…”

Embracing the Fourth Industrial Revolution: The Effectiveness of Work Integrated Learning

“…[27] note the historical locale of action research in the tenets of education. [28] has long asserted the on-going gap between academia and practice, and [26] prompted the need for more actionable knowledge.…”

Toward Developing Authentic Leadership: Team-Based Simulations

“…Practically, in most cases, simulations comprise a training and feedback method in which participants practice tasks and processes in lifelike circumstances, with rapid feedback from observers, peers, and video cameras to assist improvement in coping skills (Moratis, Hoff, & Reul, 2006;Orme & Ashton, 2003). In team simulations, participants learn from peer feedback during the decision-making process as they role-play the functions of decision makers and leaders (Kenworthy & Wong, 2005;Romme, 2004), which may allow learners to explore different approaches, test diverse strategies, and altogether build a better understanding of key aspects of the real world (Hill & Semler, 2001;Kenworthy & Wong, 2005;Romme, 2004;Thavikulwat, 2009).…”