Action research can be a useful strand within a learning and teaching staff development strategy.
How specifically though does this type of practitioner research link to UK PSF?
This is useful to articulate so that
i) Staff developers can be conscious of how to advise colleagues
ii) Those undertaking action research can link their work to the national recognition framework
iii) Colleagues undertaking action research may use the links with UK PSF to further enhance their reflections.
The ways in which I think action research and UK PSF are linked are as follows:
1. A self-review using the Dimensions of Practice can help to inspire topics for focus in an action research project. Effectively the framework can help identify areas of practice or understanding that could be usefully progressed. While self-development is a potential motivator for action research, care must be taken that this aim does not trump the needs of students.
2. Areas of Activity (A1-A4) can be directly enhanced through action research (and with direct benefit to students) e.g. a project to develop inclusive online learning spaces (A4)
3. The act of action research can be a way of contributing to professional development (A5) – although this does require a degree of openness in the outlook of the researcher. Without this open mindedness the project simply becomes a problem solving exercise, rather than something that really impacts individuals and their development.
4. Knowledge ‘about’ practice can be developed through reconnaissance phase of the action research project. This stage is the initial scoping research that helps determine an effective course of action once an issue is identified. It may involve a literature review, collegial discussion and student engagement.
5. If action research is collaborative, as ideally it should be, then the process can facilitate a better understanding of the needs of individual students (V1); this can ultimately challenge personal beliefs about what we think our students like or need.
6. Action research is a direct contributor to ‘V3’ which relates to pedagogic research and scholarship.
7. Sharing action research can start to contribute to the process of influencing others, as is a requirement of Senior Fellowship. This might be through internal institutional events, papers, or other forums (although if you do this, don’t forget to gather evidence of impact as you go … what effect did your research have on others?).
8. Given the link between theory and practice in action research, this form of scholarship is one way to demonstrate point V on Descriptor 2 (Fellowship) and Descriptor 3 (Senior Fellowship).
9. The exploration of ethical dilemmas related to action research can relate the research to the wider context (V4). For example questions about data usage and data protection have origins and implications beyond a practitioner research project.
10. Action research can assist with progression in UK PSF. Themes and issues that might be considered in a small project can be built up in to a bigger body of work with more impact and influence. A small project can sow seeds for something greater.