Collaborative professional and organisational learning: Experimenting with module improvements in a ‘prehensive’ insider action research inquiry in the OU

Author: Lesley Boyd

Abstract: 

This presentation will take a look at the challenges of simultaneous theory building and collaborative action research during my recent interdisciplinary PhD. The research was described by my examiners as ‘an ambitious and complex project’ at my viva in March 2022. The project took place within the OU, using a collaborative insider action research approach (Coghlan and Brannick, 2014). I also used Grounded Theory Method (Urquhart, 2013) to systematically and rigorously conceptualise the components of a new collaborative process framework named ULTIMATE, which stands for:

Using Learning Technology in Making Action‑based Transformative Enhancements.

The purpose of the research was to identify whether and how networked learning technology can be used to connect the disparate and geographically separated practitioners involved in a Level 2 OU Chemistry module, within a collaborative problem-identification and problem-solving process. This type of process might afford organisational learning between the different practitioners who are affected or can contribute towards problem solving. The research sought to achieve improvement outcomes within a challenging and complex learning design and delivery situation, by integrating the insights and voices of tutors, staff tutors, students, the module team, and the learning design unit.

The combined insider action research and grounded theory methodology yielded a series of improvement outcomes and practical impacts. As the research progressed I became progressively more aligned with American Pragmatism that emphasises taking action, and collaboratively experimenting with informed practitioners, at its heart. I will introduce the current state of interdisciplinary thinking about organisational learning and Pragmatism, highlight the call for ‘prehensive’ process research (Langley and Tsoukas, 2016), and explain the steps of the unfolding and emergent action research process. I will illustrate the GTM iterative conceptualisation that was followed to produce the ULTIMATE framework, and highlight further work required to extend or flexibly transfer the framework to different contexts.

References

Coghlan, D. and Brannick, T. (2014) Doing Action Research in Your Own Organisation. 4th edn. London: SAGE Publications.

Langley, A. and Tsoukas, H. (2016) ‘Introduction: Process Thinking, Process Theorizing and Process Researching’, in The SAGE Handbook of Process Organization Studies. London: SAGE Publications Ltd, pp. 1–20. doi: http://dx.doi.org/10.4135/9781473957954.n1.

Urquhart, C. (2013) Grounded Theory for Qualitative Research: A Practical Guide. London: SAGE Publications.