Action Research Paper Service

Sample action research sample | sample action research format (IT FIELD)

Title Page

Table of Contents

List of Figures and Tables

Action Research Project Overview

The non-portfolio or non-internship action research project involves actively researching a current technological problem or issue.  The problem or issue can be internal or external to a business; however, the research requires fieldwork.  This project’s duration must be at least eight weeks (four, two-week iterations of at least 40 hours of activity per iteration).

Introduction Overview

The introduction, as the minimum, is one to two pages long and should not have an APA heading.  The introduction must include:

  • A brief history/background of the business if the problem involves a business or the background support for your technological problem or issue if the problem does not involve a business
  • A discussion about the circumstances of the situation that you plan to improve or change
    • You may want to discuss, ‘what is wrong or deficient…and why you think making changes will result in improvements.  Include why the improvement is of value to you (the stakeholder)
  • Refer to the assignment on Blackboard for additional assignment criteria

Methodology

The methodology section of the paper, as a minimum, is two to three pages long.  Essentially, this section is a mini-research paper defining and explaining the Action Research (AR) Methodology including its application to technology research.

The methodology paper must include:

  • Five (5) professional (subject matter experts) or scholarly references
  • A discussion about the history of AR and application/uses along with its applicability to researching technology issues
  • A transitional paragraph at the end of the section describing how AR is an appropriate methodology for the research you are doing
  • Refer to the assignment on Blackboard for additional assignment criteria

Literature Review

A literature review is a research paper about your topic. This section, as the minimum, is three to four pages long using a themed (topic sections) presentation approach with as much detail as possible.  Depending on your topic, specific examples or literary support may be difficult to find.  You may need to use a surrogate (somewhat related) topic in order to complete the literature review.  For example, improving the ‘needs assessment’ process in organization XYZ may not yield research results, so you will need to generalize the topic.  Generalizing the topic could may require examining research on the value of need assessments, the processes associated with needs assessment, or how to a conduct needs assessment.

The literature review section/paper must include:

  • At least eight (8) professional (subject matter expert) and/or scholarly references
  • Refer to the assignment on Blackboard for additional assignment criteria

Proposal

The proposal section contains a high-level overview of your project as laid out in a minimum of four iterations.  Each iteration should represent approximately two weeks, with a minimum of 40 hours of activity in each iteration. Do not try to layout your full plan at this point, keep this to one or two paragraphs for each iteration description.  At this point, you should focus on the big picture. Hypothetical situation…Let’s say your proposal deals with improving the ‘needs assessment’ process in organization XYZ.  You know the process is weak and requires improvement, but do not know what the weak points are or how to correct them.  You assume you will need the following iterations:

Iteration 1

In iteration 1, you anticipate two or three brainstorming sessions with representatives from each of the three divisions with each session last a maximum of two hours.  The session discussions will include identifying current process flow, a gap analysis, gathering process requirements, and communication flow.  In addition, the iteration will include compiling, analyzing, and reporting the results of each brainstorming session.  At this point you can go into a little more detail but not too much…keep this statement to one or two paragraphs.

Remember, this is an example and one meeting is not sufficient for an iteration.

Iteration 2

You expect there will be several one-hour follow up session with each of the division representatives to discuss the outcome of the brainstorming session, clarify information, and gather more detail about their division’s requirements.  Again keep this to one or two paragraphs, I encourage you to focus on the big picture.

Remember, this is an example and one meeting is not sufficient for an iteration.

Iteration 3

This iteration will be a two-hour follow-up meeting with the three division representatives to discuss identified common requirements, possible integration of requirements, and discussion of how unique requirements will be managed at the division level.  The researcher will manage common and integrated requirements, and the appropriate division must manage unique requirements.  At the conclusion of this meeting, the division representatives will be tasked with formulating a solution for all unique requirements. 

Remember, this is an example and one meeting is not sufficient for an iteration.

Iteration 4

You need to fully analyze the feedback concerning the requirements from each of the divisions.  Then, document a final process to collect ‘needs’ from each of the divisions,

Remember, this is an example and one meeting is not sufficient for an iteration.

 

A figure, see Figure below, showing at least four iterations of your Action Research project’s flow must appear at the end of your proposal.  The figure shown here should be used as a template for the information needed in the figure.  Remember to revise the information in each of the Iteration number blocks!

Reflective Statement

The last component of your action research paper is a reflective learning statement encompassing your complete experience.  The statement must present two aspects of your research.  First, the statement must summarize your experiences during the process and, second, the statement must summarize your overall learning during the process.  Be sure to include any specific achievements.

References

Michigan Journal of Community Service Learning Fall 2000, pp. 113-118 Action Research: Bridging Service and Research Ira Harkavy John Puckett Dan Romer University of Pennsylvania Action research is an approach to knowledge generation that can strengthen communities and institutions and that is ideally suited to the advancement of academically-based service-learning. We briefly set out the history and goals of this approach to service-learning, define some current challenges, provide examples from three action research projects that respond to those challenges, and identify a sample of questions for research about this method of service-learning. Although service-learning has become an increasingly more acceptable pedagogy within the undergraduate curriculum, it still faces many challenges in becoming an effective mechanism for social change. Not the least of these challenges is defining effective practices that can guide our efforts to improve local communities. A meeting convened by Campus Compact in 1997 attempted to confront these challenges by defining a research agenda for servicelearning. The ensuing discussions revealed our modest level of knowledge about the impacts of servicelearning on communities, in contrast to the considerable and growing knowledge about the outcomes for students (Campus Compact, 1997). To redress this imbalance, the meeting strongly called for more research to study the effects of particular service activities in communities. It is tempting to focus such research on the community outcomes of service itself; in other words, how are students' service-learning efforts affecting communities? However, an exclusive focus on the community outcomes of service-learning has the potential of ignoring a host of other questions that if successfully answered could advance our understanding not only of the effects of service but also of how we can more effectively conduct service in the future. In other words, a more inclusive focus for research on communities may not only fulfill the goals of outcome evaluation (What did we accomplish?) but also the more encompassing goals of knowledge generation (How can we do it better?). In this article, we propose the use of action research as both a pedagogy and method to engage undergraduates and communities in generating knowledge about the best ways to perform service. Action research is a problem-solving strategy that encourages academic researchers and community members to work together to: (a) identify and analyze community problems, (b) find solutions to those problems through the best methods of research, and (c) test those solutions in the community. Our emphasis on action research recognizes that service itself can and should be a knowledge-generating activity. When combined with appropriate analysis and dissemination of findings, it can help to guide subsequent practice in a variety of settings as it works toward solving specific community problems. From this perspective, service and research are intertwined in the process of successfully defining and ultimately solving community problems. In many ways, action research is a form of service-learning that is critical when knowledge about the best ways to solve a community problem is still emerging. In addition to developing knowledge, action research can contribute to students' mastery of academic material and methods of research. It can also serve to encourage greater communication between the academy and the larger community of which it is a part. As a method of knowledge creation and acquisition, action research derives from the best Deweyan tradition of democratic problem solving. Successful community problem solving requires the input and experience of all of its members, and effective action research enables this experience to be recognized and synthesized for all to share. It also encourages the formation of mutually beneficial and democratic partnerships between community and university members, each of whom is critical for defining the best goals and strategies for action. This brief paper outlines the major assumptions and guidelines undergirding the action research model and how it might help to advance not only the missions of undergraduate education but also of service-learning's goal of community problem solving. 113

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