Ortrun Zuber-Skerritt – författare

This book applies and expands upon the concept of the ‘learning conference’ as a site of learning and development, using the paradigm and methodologies of participatory action learning and action research (PALAR).Making a significant contribution to the field, this is the first book to outline the characteristics and development of a learning conference culture in theory and practice. It demonstrates how application of the learning conference concept can maximise learning opportunities and successful research outcomes to bring about sustainable professional, organizational and community development.An international team of contributors offer their diverse perspectives on conferences and the practical and theoretical work conducted at these events. They contextualize these reflections in the light of global developments in this increasingly troubled twenty-first century marked by greater complexity through technology, globalization, neo-liberalism, climate change and other sources of practical and ideological change, all of which enhance the conceptual and practical utility of the learning conference.

This book applies and expands upon the concept of the ‘learning conference’ as a site of learning and development, using the paradigm and methodologies of participatory action learning and action research (PALAR).Making a significant contribution to the field, this is the first book to outline the characteristics and development of a learning conference culture in theory and practice. It demonstrates how application of the learning conference concept can maximise learning opportunities and successful research outcomes to bring about sustainable professional, organizational and community development.An international team of contributors offer their diverse perspectives on conferences and the practical and theoretical work conducted at these events. They contextualize these reflections in the light of global developments in this increasingly troubled twenty-first century marked by greater complexity through technology, globalization, neo-liberalism, climate change and other sources of practical and ideological change, all of which enhance the conceptual and practical utility of the learning conference.

This text is designed to respond to the uppermost area of concern in postgraduate education today - that of achieving quality. The book discusses issues of quality and research culture, including criteria for evaluating theses and research applications, and women and overseas students.

This study offers a theoretical framework for professional development in higher education and examines the priorities for teachers' careers in the 1990s. It may be used as a companion volume to the author's work, "Action Research in Higher Education".

This collection provides a worldwide perspective on action research, a process which covers educational, professional, managerial and organizational development.

This collection provides a worldwide perspective on action research, a process which covers educational, professional, managerial and organizational development.

First Published in 1991, Action Research for Change and Development presents a collection of papers evolved from an international symposium on Action Research in Higher Education, Government and Industry held in Brisbane in 1989. The book is structured in three parts. Part one consists of reflections on the meaning and theoretical foundation of action research. Part two discusses various aspects of action research methodology; and Part three presents case studies of action research. The aim of the book is to bring together international experts in action research in higher education in order to present and discuss a variety of models of action research which have been developed in parallel in many parts of the world. This book will be an essential read for scholars and researchers of education, higher education, business, industry, and community development.

First Published in 1991, Action Research for Change and Development presents a collection of papers evolved from an international symposium on Action Research in Higher Education, Government and Industry held in Brisbane in 1989. The book is structured in three parts. Part one consists of reflections on the meaning and theoretical foundation of action research. Part two discusses various aspects of action research methodology; and Part three presents case studies of action research. The aim of the book is to bring together international experts in action research in higher education in order to present and discuss a variety of models of action research which have been developed in parallel in many parts of the world. This book will be an essential read for scholars and researchers of education, higher education, business, industry, and community development.

This study offers a theoretical framework for professional development in higher education and examines the priorities for teachers' careers in the 1990s. It may be used as a companion volume to the author's work, "Action Research in Higher Education".

This text is designed to respond to the uppermost area of concern in postgraduate education today - that of achieving quality. The book discusses issues of quality and research culture, including criteria for evaluating theses and research applications, and women and overseas students.

This book presents and celebrates over 20 years of Action Learning and Action Research (ALAR) through stories, experiences, reflections and specific works of key proponents and participants in Action Learning and Action Research World Congresses. Authors discuss wide-ranging possibilities and argue for the benefits of action research for sustainable development and problem solving in a turbulent world in the 21st century. They practise what they preach: collaborative, participatory action research based on learning outcomes from projects, discussion and debate. All chapters argue for, justify and explain the need for a shift in approaches to learning and development - from technical, managerial and controlling, to emancipatory, critical, ethical and humanist approaches - to achieve sustainable and robust outcomes in a turbulent world. The book is the first to present action research as a solution to and integration of economic, social, philosophical and ecological systems for problem solving and sustainable development in this troubled world of the 21st century.

Action Research (AR) is an ideal methodology to enable practical and emancipatory outcomes, as well as to generate relevant and authentic theory. Consequently, it has gained popularity worldwide. However, this emerging paradigm of AR in the Social Sciences has been widely misunderstood and misused by researchers, educators and practitioners.The integration of Action Learning with Action Research deepens understanding and contributes to new knowledge about the theory, practice and processes of Action Learning (AL) and Action Research (AR). It clarifies what constitutes AL/AR in its many forms and what it is not. AL and AR enable participants to effectively approach increasingly complex global challenges confronting humankind in this twenty-first century, collectively achieve practical, emancipatory and sustainable outcomes and generate relevant, authentic theory. This book, written by internationally renowned experts, is the first to provide a comprehensive overview of the main genres and approaches of AL/AR. They explain the genre of their expertise, reflect on their rich experiences with it, and consider both the common features shared across the AL/AR paradigm and what is distinctive about the particular genre they overview. This book discusses the what, why and how of their particular approach and will prove invaluable for researchers and practitioners alike.

Action Research (AR) is an ideal methodology to enable practical and emancipatory outcomes, as well as to generate relevant and authentic theory. Consequently, it has gained popularity worldwide. However, this emerging paradigm of AR in the Social Sciences has been widely misunderstood and misused by researchers, educators and practitioners.The integration of Action Learning with Action Research deepens understanding and contributes to new knowledge about the theory, practice and processes of Action Learning (AL) and Action Research (AR). It clarifies what constitutes AL/AR in its many forms and what it is not. AL and AR enable participants to effectively approach increasingly complex global challenges confronting humankind in this twenty-first century, collectively achieve practical, emancipatory and sustainable outcomes and generate relevant, authentic theory. This book, written by internationally renowned experts, is the first to provide a comprehensive overview of the main genres and approaches of AL/AR. They explain the genre of their expertise, reflect on their rich experiences with it, and consider both the common features shared across the AL/AR paradigm and what is distinctive about the particular genre they overview. This book discusses the what, why and how of their particular approach and will prove invaluable for researchers and practitioners alike.

Action leadership is a creative, innovative, collaborative and self-developed way to lead. It eschews the hierarchical structure usually associated with leadership and is based instead on the democratic values of freedom, equality, inclusion and self-realization. It take responsibility for, not control over, people through networking and orchestrating human energy towards a holistic outcome that benefits the common interest. Action leaders are passionate people who abide by the motto that “Learning does not mean to fill a barrel but rather to ignite a flame” in others. And in this time of rapid economic, political, technological, social and ecological changes, action leadership and action leaders are precisely what’s needed to improve how people and organizations engage constructively to address the myriad complex issues challenging society at all levels.Action Leadership: Towards a Participatory Paradigm explains and illustrates how action leadership can be developed through participatory action learning and action research (PALAR). It addresses real-life issues by people who choose to work collaboratively towards shared goals while developing their learning, insights, knowledge, people skills and personal relationships through involvement in a PALAR project. The book provides a conceptual framework for action leadership and for the integrative, practical theory of PALAR; and examples of applications in higher education, management education for organization development, and community development. Readers are encouraged to adopt, adapt and further develop the evolving concepts of action leadership and PALAR in a participatory paradigm of learning, research and development.

Action Learning and Action Research (ALAR) are proven methods for responding effectively to shared challenges in times of rapid change. This book argues and explains why and how ALAR can be used for improving learning and staff development.