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dc.contributor.authorZuber-Skerritt, Ortrunen_US
dc.contributor.authorFletcher, Margareten_US
dc.contributor.editorProfessor John F Dalrympleen_US
dc.date.accessioned2017-04-24T08:58:43Z
dc.date.available2017-04-24T08:58:43Z
dc.date.issued2007en_US
dc.date.modified2008-05-02T02:46:43Z
dc.identifier.issn09684883en_US
dc.identifier.urihttp://hdl.handle.net/10072/18170
dc.description.abstractPurpose- The paper seeks to identify the quality characteristics of critical action research and action research theses compared to traditional research thesis writing. Design/methodology/approach - Drawing on the literature and our experience with supervising and examining action research theses, we identify key problem areas in the literature and suggest effective strategies for meeting these challenges and avoiding pitfalls through reflective practice and questioning insight. We include sets of crucial questions for higher degree students to address. Findings- The paper presents definitions of and checklists for quality action research, a quality thesis, and a quality action research thesis. We also present two conceptual models that illustrate the differences between (1) the 'research' and thesis 'writing' activities and processes in general; and (2) the collaborative core action research in the fieldwork and the critical action research thesis that needs to be the candidate's independent contribution to knowledge in theory and practice. Practical implications and value of paper - The definitions, checklists and conceptual models will be useful to postgraduates, supervisors and examiners of action research theses, because they clarify for them the similarities and differences between a traditional thesis in the social sciences and a thesis by action research. Key words - Action research; Theses; Education, Postgraduates, Quality Type of paper - Conceptual paperen_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherEmerald Group Publishing Limiteden_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom413en_US
dc.relation.ispartofpageto436en_US
dc.relation.ispartofissue4en_US
dc.relation.ispartofjournalQuality Assurance in Educationen_US
dc.relation.ispartofvolume15en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode330104en_US
dc.subject.fieldofresearchcode370106en_US
dc.titleThe quality of an action research thesis in the social sciencesen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, Griffith Institute of Higher Educationen_US
gro.date.issued2007
gro.hasfulltextNo Full Text


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