Key Texts:
Coghlan, D. and Brannick, D. (2005) Doing Action Research in your own Organization, London: Sage.
Johnson, A. P. (2007) A short guide to action research 3e. Allyn and Bacon.
Lowe, M (2007) Beginning Research London Routledge
Macintyre, C. (2002) The Art of the Action Research in the Classroom, London: David Fulton.
McNiff, J., Whitehead, J., Lomax, P. (2003) You and Your Action Research Project, London: Routledge.
Middlewood, D., Coleman, M. and Lumby, J. (1999) Practitioner research in education: Making a difference, London: Paul Chapman Publishing.
Stringer, E. T. (2007) Action Research: A handbook for practitioners 3e, Newbury Park, CA: Sage.

This module is assessed at the end of the module with a written assignment of 5000 words equivalent - weighted at 100%. The assignment is composed of four sections.
Section a) An audit report which identifies an area of organisational need related to professional role in the workplace (1500 words - tests learning outcomes a & b)
Section b) An action plan that covers the next 12 months and indicate what steps your workplace could take to develop in the chosen area. The action plan should be accompanied by a written commentary which justifies the actions suggested, making references to relevant literature. (1000 words equivalent - tests learning outcomes b & c)
Section c) Action research project linked to the area of organisational need (1500 words equivalent - tests learning outcome c)
Section d) An evaluation of the action research project, indicating the impact upon personal practice and the development of the chosen area of need within the workplace. (1000 words - tests learning outcome c)

The learning strategies will require students to commit 300 learning hours.
There will be 30 hours of class contact and 270 hours of independent and self-directed study (including 40 hours work-based learning). There are 5 taught sessions. Specific work-based learning activities will be set to complement and feed into each taught session. Work-based learning activities will be carried out in-between taught sessions. Each taught session involves 6 hours of teaching. Taught sessions provide students with a broad overview and the conceptual frameworks which underpin action research. This incorporates tutorial support activities which will provide students with the opportunity to develop auditing, critical thinking, appraisal and reflective skills to apply to the development of their own practice, in preparation for the production of the portfolio. The following will also be included:
Seminars - Students will be given the opportunity to contribute to seminars which discuss, in depth, issues covered in the lectures and presentations in order to encourage discussion, reflection and the exchange of ideas. Students will be engaged in providing and receiving critical feedback from peers and tutors on presentations.
The module will also provide opportunities for students to;
- work with others
- develop interpersonal skills
- demonstrate the capacity to plan, share goals, and work as a member of a team
- communicate and present oral and written arguments
VLE - Blackboard will be used to facilitate the exchange of ideas and access to specific resources and activities. Students will be encouraged to use Information and Communication Technology, including word processing, powerpoint presentations, internet communication, information retrieval and on-line searches throughout their studies. Students will be expected to make full use of the VLE, contributing to discussion boards and submitting work-related tasks to the module tutor
Students are also required to organise and review their lecture notes and undertake preparatory reading and research on assigned materials in order to participate in, and lead class discussions individually and as part of a group.

This module allows students to explore the possibilities and problems of action research in local settings. They are introduced to a range of basic research methods (surveys, interviews, focus groups, participatory appraisal, etc.) and supported to conduct a small-scale local research project that relates to their work. The purpose of this module is to provide an opportunity for students to develop their community learning practice. Students endeavour to undertake a change in their professional practice linked to organisational need. They implement a change in an area of practice and then evaluate this change. Topics studied will include: a historical overview of action research; the benefits and limitations of action research; reflective practice in education; communities of practice theory; quantitative and qualitative research methods; research design; data collection; advantages and disadvantages of different research methods; data analysis; ethical issues and complexities around conducting research.

Library
VLE - Blackboard