COURSE DESCRIPTION

    This course provides an overview of the role of action research within organizations and community settings.  Primarily a "methods" course,  a variety of techniques for collecting research data will be explored including nominal group, delphi, critical incident, focus groups, surveys, interviews, and participant observation.  Students will conduct an actual study and write a research report for a collaborating organization.
 

GOALS OF THE COURSE

1. To increase content knowledge in the fields of action research and evaluation.

2. To understand the role of action research in adult education and human resource development.

3. To learn action research methods by reading, thinking, criticizing, and doing it.

4. To stimulate interest in continuing to do action research as part of one’s professional practice.
 

OBJECTIVES OF THE COURSE

1.  Members of the seminar will understand and be able to use several of the important methods employed in action research.

2.  Participants will be able to evaluate the strengths and weaknesses of various action research strategies.

3.  Members will obtain experience in developing a survey instrument.

4.  Participants will obtain experience in designing a multi-method data collection strategy.

5.  Seminar members will learn how to write an action research report.

6.  Members will become familiar with the difference between so-called quantitative and qualitative research.

7.  Participants will experience how various component parts of research fit together by designing and conducting one action research project.
 

REQUIRED TEXTS

   Rossman, G.B. and Rallis, S.F. (1998).  Learning in the field.  Thousand Oaks, CA.:  Sage

   Fink, R. (1995).  The survey handbook.  Thousand Oaks, CA.:  Sage

   Krueger, R. (1994).  Focus groups: a practical guide for applied research (2nd Ed.).  Sage Publications.

Mike will distribute additional reading material at various times during the semester.
 

OTHER RECOMMENDED READINGS

    Bourque, L. and Fielder, E. (1995).  How to conduct self-administered and mail surveys. Sage Publications.

    Ely, M. et. al. (1992) . Doing qualitative research: circles within circles. London: The Falmer Press.

    Fowler, F. (1992).  Survey research methods.  Sage.

    Bogdan, R. and Taylor, 5. (1984).  Introduction to qualitative research methods. New York: John Wiley & Sons.

    French, W. and Bell, C. (1973).  Organizational development: Behavioral science intervention for
           organizational improvement.  New Jersey: Prentice-Hall.

    Rossi, P. and Freeman, H. (1985).  Evaluation: A system’s approach (3rd Ed.). Beverly Hills: Sage Publications.

    Van Maanen, J. (Ed.). (1983).  Qualitative methodology.  Beverly Hills: Sage Publications.

    Bogdan, R. and Biklen, S. (1982).  Qualitative research for education: An introduction to theory and
          methods.   Boston: Allyn and Bacon.

    Babbie, E. (1973).  Survey research methods.  Beverly Hills: Sage Publications.

    Eisner, E.  (1991).  The enlightened eye.  New York: Macmillan.

    Babbie, E. (1975).  The practice of social research.  Belmont, CA.. Wadsworth.

    Patton, M.Q. (1990).  Qualitative evaluation and research methods.  Beverly Hills: Sage Publications.

    Phillips, J. (1983).  Handbook of training, evaluation. and measurement methods. Houston: Gulf Publishing.

    Fink, A. and Kosekoff, J. (1985).  How to conduct surveys.  Beverly Hills: Sage.

    Worthen, B. and Sanders, J.R. (1987).  Educational evaluation.  New York: Longman.

    Lof land, J. and Lof land, L.H. (1984).  Analyzing social settings (2nd Ed.).  Belmont: Wadsworth Publishing.
 

COURSE REQUIREMENTS

    1.  Please read the required books and whatever recommended texts are appropriate for your own project. Come to class prepared to ask questions and discuss the general research methods issues we are discussing. Work to make your own unique contribution to this community of learners.

    2.  Each member of the seminar will design and conduct one action research project. It is preferred that this project be either an organizational needs assessment or a program evaluation. Other projects may be proposed, however, if the individual has strong reasons for doing so.

    The project will be carried out in three phases during the course of the semester. The following are these phases with accompanying time-lines:
 

    A.  Action Research Project Proposal

You will prepare a written statement of the general parameters of the project. This will include a statement of the problem, a list of research questions, and a description of the organization within which the project will be conducted.

        DUE DATE:  February 27, 1999

    B.  Project Design

This will be a written document specifying the design of the project. This document will articulate the research questions that drive the project as well as its theoretical rationale. It may include a review of the literature which addresses the issue at hand. It will enumerate the data collection methods being used for the project and the proposed method(s) of data analysis. A time-line for the completion of activities will be included within this design phase of the project.

        DUE DATE: March 20, 1999

    C.  Written Project Report

The final product for this course will be a written action research project report. The report will describe what has been done and what conclusions and recommendations have been made to the sponsor organization. Students will also make an oral presentation of their projects in class. Time will be provided during the last several classes to present and discuss these projects with each other.

        DUE DATE: May 1, 1999

NOTE: Specific criteria for preparing each of these project steps will be discussed in detail at appropriate times during the course.
 

GRADING POLICY

Most of the final grade earned in this course will be determined by the quality of the design and final written project. 35% of the grade will be earned for the project design and 35% for the project implementation and final report. The remaining 30% of the grade will be determined by a combination of the member’s overall contribution to the seminar and the her/his self-evaluation.

One additional comment is appropriate here. Seminar participants should do their best to complete the requirements of the course during the specified period of time (one semester) . A grade of incomplete will be given if absolutely necessary, but the use of the incomplete grade is discouraged.
 

ACCOMODATIONS

If you need course adaptations or accomodations because of a disability, please make an appointment with me as soon as possible. At any point in the semester if you encounter difficulty with the course or feel you could be performing at a higher level, consult with me. Students experience difficulty in courses for a variety of reasons. For problems with writing skills or time management, make an appointment to see a student tutor at the Learning Center, Luther Bonney Hall, 2nd floor (780-4228). Help is also available through the Counseling Center, 106 Payson Smith (780-4050) and the Office of Academic Support for Students with Disabilities, Luther Bonney Hall, 2nd Floor (780-4706)
 

CONNECTIONS BETWEEN HRD 667 AND USM’S COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT MISSION

Reflection and Critical Inquiry  -  This course is designed to assist graduate students to think critically about the nature of action research and their own role(s) using research as an adult education/hrd tool.   Reflection on practice is a crucial dynamic in the learning experience.

Diversity  -  Issues of gender, race, class and other important issues are often raised while treating important aspects of action research  (eg.,  sampling, ethics, inteviewing protocols, etc).  In addition,  students may become engaged in empirical research projects which explicitly explore issues related to human diversity.

Connections and Partnerships  -  Because action research is collaborative,  all participants in this course will have the experience of working with community stakeholders.

Performance Assessment  -  A written research design and a final action research report are required criteria for successful completion of  this course.  In addition,  the communication of  progress reports and substantive contribution to class discussions are performance assessment criteria in HRD 667.
 

COURSE OUTLINE

January 16	Introduction to the course  A Nominal Group Experience/Toward a definition of action research
January 23	The role of action research in HRD/ Needs Assessment Methods: The Nominal Group technique  Needs Assessment Methods: The Delphi and Critical Incident Techniques
January 30	A Focus Group Experience/Survey Research:  Introduction, Design and Sampling
March 6	Group Discussion/Critique of Proposals
March 13	Survey Research: Questionnaire Development and data collection  The nature of qualitative research
March 20	Qualitative Data Collection: Observation  Qualitative Data Collection: The Research Interview/Reporting Action Research and Evaluation
May 1	Presentation of projects  (Final Action Research Report Due).