The use of conceptual versus physical models in teaching action research to culturally diverse student populations: A preliminary analysis.

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Abstract

This paper compares and contrasts the use of conceptual and physical models for teaching action research to MBA students from culturally diverse backgrounds. Metaphors are closer to reality and more easily understood; however, a creative person requires elaboration of underlying theoretical concepts to enhance understanding. The McMurray-Ryan three-dimensional action research model is introduced to enhance this understanding by embracing the notion of dialogue and establishing a 'container' or 'field' enquiry. The umbrella is used with coloured boxes as metaphors for the action research process and its management. The impact of cultural paradigms on teaching research should be acknowledged, as anecdotal evidence revealed that international students had difficulty in applying the conceptual, two-dimensional action research models. They experienced difficulty with such models but, through exposure to the McMurray-Ryan three-dimensional action research model, they were able to integrate the essential elements of action learning content, theory and process into their praxis.
Original languageEnglish
Pages (from-to)25-38
Number of pages14
JournalAustralian Journal of Adult Learning
Volume42
Issue number1
DOIs
Publication statusPublished - Apr 2002
Externally publishedYes

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