Quality and “Actionability”: What Action Researchers Offer from the Tradition of Pragmatism

Bradbury-Huang, Hilary

doi:10.4135/9781412976671.n28

Cited by 18 publications

(18 citation statements)

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“…Indeed, the combination of "small sample size"/"large proportion of variance explained"/".01 significance" may indeed be the most powerful possible. Put differently, studies that integrate quantitative, qualitative and action research so as to allow consistent demonstration of know how or actionability (Bradbury, 2007;Bradbury-Huang, 2010) will tend to be of this kind.…”

Section: Developing Executive Catalystsmentioning

confidence: 98%

Executive catalysts: Predicting sustainable organizational performance amid complex demands

Akrivou

Bradbury-Huang

2011

The Leadership Quarterly

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We propose a conceptual model to better understand core capacities that equip some executives to be effective catalysts of organizational performance over time. Drawing on constructivist theory of ego development, we suggest that the combined effects of self differentiation/complexity and self-integration are individual level predictors of being an effective catalyst. We assert that capacity for meaning making at the individual level is a prerequisite for the type of sense giving that coordinates stakeholder actions. From coordinated action outstanding leadership performance becomes possible. We link our contribution with leadership theory on the importance of vision and complexity. We offer measures and propositions to support empirical testing. We also address directions and implications for further research with emphasis on how executives may develop these capacities.

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Section: Developing Executive Catalystsmentioning

confidence: 98%

Executive catalysts: Predicting sustainable organizational performance amid complex demands

Akrivou

Bradbury-Huang

2011

The Leadership Quarterly

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“…Research in the second area of inter-organizational relationships addresses interactions between organizations (e.g., strategic alliances, joint ventures, networks), seeking better understanding of relationship structures, functions, and consequences (Cropper, Huxham, Ebers, & Ring, 2008). Both these areas of inquiry are linked to action research which strives to develop practical knowledge through participatory processes, and to generate pragmatic solutions to practical problems (Bradbury, 2008). …”

Section: Background In Collaboration Models From Different Disciplinesmentioning

confidence: 99%

Therapists and researchers: Advancing collaboration

Garland

Brookman‐Frazee

2013

Psychotherapy Research

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Collaborative partnerships between community-based clinicians and academic researchers have the potential to improve the relevance, utility, and feasibility of research, as well as the effectiveness of practice. Collaborative partnership research from a variety of fields can inform the development and maintenance of effective partnerships. In this paper we present a conceptual model of research-community practice partnership derived from literature across disciplines and then illustrate application of this model to one case example. The case example is a multi-year partnership between an interdisciplinary group of community-based psychotherapists and a team of mental health researchers. This partnership was initiated to support federally funded research on community-based out-patient mental health care for children with disruptive behavior problems, but it has evolved to drive and support new intervention studies with different clinical foci. Lessons learned from this partnership process will be shared and interpreted in the context of the presented research-practice partnership model.

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“…The gap between academe and practice has been widened by a dominant mode of knowledge production that fixes researchers as 'producers' of knowledge and reduces the role of practitioners to 'subjects' of research and 'consumers' of knowledge, not as legitimate partners in the research process (Bradbury 2007;Gibbons et al 1994;Rynes et al 2001). In this mode, credentialed academics do research within the confines of their own disciplines and are only accountable to these communities (Gibbons et al 1994: Werr andGreiner 2007).…”

Section: The Practitioner-academic Divide and The Role Of CImentioning

confidence: 99%

“…We uphold democracy from the outset by choosing cooperative inquiry (an inherently democratic action research approach) as an approach to develop the research agenda, rather than imposing a more traditional approach where participants would typically become 'objects' of research (Bradbury 2007). However, our first encounters with the program participants did not result in automatic endorsement for CI, enforcing the lesson that the mere choice of a participatory and democratic approach on its own is not enough to generate buy-in or to establish trust (Ospina et al 2004).…”

Section: Design and Initiationmentioning

confidence: 99%

Cooperative inquiry for learning and connectedness

Ospina

Hadidy

Hofmann-Pinilla

2008

Action Learning: Research and Practice

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There has been rising concern about the disconnect between universities, their communities, and society at large. These are of special interest to professional schools, whose missions are founded on connecting practice and theory. We argue that Cooperative Inquiry, an action-based methodology, can help foster connectedness and contribute to healing the university-society schism. Doing this requires more than mere replication of the methodology; it entails engaging in dialectics with practitioners, a process which is mediated both by democratic aspirations and claims of authority. We share our experience working with social change practitioners on collaborative research about leadership, highlighting the dialectics and implications for academics wishing to capitalize on cooperative inquiry for connectedness.

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Quality and “Actionability”: What Action Researchers Offer from the Tradition of Pragmatism

Cited by 18 publications

References 0 publications

Executive catalysts: Predicting sustainable organizational performance amid complex demands

Executive catalysts: Predicting sustainable organizational performance amid complex demands

Therapists and researchers: Advancing collaboration

Cooperative inquiry for learning and connectedness

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