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- Pajalic, Zada, et al.
(författare)
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Implementing the Action Research approach in the context of Swedish municipal care: A facilitator’s reflections
- 2014
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Ingår i: Action Learning Action Research Journal (ALARj). - Brisbane : Action Learning Action Research Association, Australia. - 1326-964X. ; 20:2, s. 114-129
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this paper is to describe the implementation of Action Research (AR) in the context of Swedish municipal care from a facilitator’s’ perspective. Four empirical studies using the AR approach were performed during 2007–2012 in six municipalities. Establishing support for AR was time-consuming when it concerns starting up processes that were created and were changeable over time. Further, the processes were focused on the sustainable development of practice, based on practitioners’ and care consumers’ knowledge that is a precondition of organizational change. An important precondition was that the participants were motivated and participated actively in all phases of the AR cycle. Another important precondition was that the participants got along with each other and trusted each other. The participants’ engagement and the collaboration that was established between the participants and the facilitator were likely a result of this. Moreover, even positive interaction with participants representing a “top–down” perspective was important for the implementation of proposed changes to the practice. In conclusion, AR enhanced sustainable action based on participant’s everyday knowledge relating to areas they want to change and improve in the context of municipal care practice.
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- Söderström, Åsa, 1952-, et al.
(författare)
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Capturing the proven experience through action learning : The systematic work of developing quality in Swedish leisure-time centres.
- 2014
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Ingår i: Action Learning and Action Research Journal. - Sydney : Sydney University Press. - 1326-964X. ; 20:2
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to discuss the requirement of the Swedish Educational Act that says that the activities of school and leisure-time centres should be based on (soft) science and proven experience. The discussion is carried out through illustrations from a collaborative action learning project that took place between researchers and leisure-time teachers with the overall aim to strengthen evidence-based knowledge about leisure-time teachers and to clarify their proven experience. The combination of pupils’ proven experiences and the leisure-time teachers’ reflective and researching approach proved to be the best route to follow in increasing the quality of the leisure-time centres. The leisure-time centres involved, to a greater extent than before the project, are now built upon a scientific approach as well as the proven experiences of both the pupils and the leisure-time teachers. The project underlines the well-known facts that developmental work needs stability and continuity to lay the foundation for sustainable change and that changes need to be a clear part of the schools’ development organization.
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