2.2 Disrupting the status quo: the action research dissertation as  (Page 7/13)

The Action Research Capstone Experience

If transformative learning is to be fostered in educational leadership preparatory programs, then it is imperative that instructional approaches and learning experiences be designed to support this type of learning. We argue in this section that the action research dissertation is an essential component in any educational leadership curriculum that aspires to foster the critical, reflective learning that is the hallmark of human and organizational transformation.

We believe an action research dissertation is desirable in EdD programs in order to (a) more clearly differentiate the EdD from the PhD. and the form that dissertation research takes in the PhD., (b) increase the level of rigor in thinking and depth of critical reflection and (c) prepare leaders of educational organizations that have the knowledge, skills, and qualities of mind needed to disrupt the status quo in their organizations and in the broader systems of education.

The EdD and PhD.

To accomplish the above, we believe it is helpful to craft an EdD with a focus on transformative practice that is clearly differentiated from a PhD. that emphasizes the preparation of traditional researchers. The EdD can become the degree in which the tension between theory and practice can be put to generative use in the production of knowledge that is valid, useable, and transformative in local, context-bound settings. Rather than separating thought from action and depending on specially orchestrated translational competencies [that have become, for example, separate programmatic foci in the biomedical sciences (Zerhouni, 2005)] as basic research does, action research links research, action, theory and local knowledge to transform existing conditions (Greenwood&Levin, 2007). Instead of acquiring knowledge for its own sake (the purpose of basic or even applied research conducted in most education PhD. dissertations), action research focuses on generating knowledge that is workable, makes sense, and is credible in more than one setting (Greenwood&Levin). Further, unlike traditional research, action research does not place the doctoral student as researcher in an external,“objective”role, with little if any responsibility or obligation for how the knowledge generated might be used in practice. Rather, whether acting as insider or outsider in action research, the doctoral student is by definition and obligation linked to the practice setting and to others in that practice setting to collaboratively explore whether the cycles of interventions chosen actually work to change the problematic situation to which the research project is addressed. Thus, the action researcher must be concerned with the workability of the knowledge generated from her research rather than depend on other specially trained persons (including education faculty members) to translate findings for use in practice. The student must also take on the mantle of collaborator, rather than authoritative leader, as she engages others in the design of research and the application of its findings. And the student must also come to know herself as leader and be prepared to critically reflect on and change her own values and assumptions about leadership if her research experiences so dictate.