|
Showing 1 - 5 of
5 matches in All Departments
In Participative Transformation, Roger Klev and Morten Levin insist
that participative learning and developmental processes are
essential in organizational change. They focus on introducing the
kind of learning and development that shapes a self-sustaining
developmental process that is an integral part of the daily
activities of an organisation. This process is essentially one of
collective reflection in order to develop alternatives for action,
experimentation to achieve desired goals, then collective
reflection on the results achieved. Reflection on own practice can
contribute to direct improvements of own practice, but may also
contribute to new practices, new frameworks of understanding, and
to processes involving other participants and fields of
interaction. The first part of the book provides an introduction to
participative change management and particularly to the concept of
co-generative learning inherited from action research, in which
change becomes a joint management and employee learning,
development, and knowledge creating process. In the second part,
the focus of each chapter is on an aspect of the practice of
leading change. There is practical guidance for leaders, internal
problem owners, external change agents, or action researchers on
how employees can be actively engaged in shaping their own work
conditions. Readers will learn how experiencing negative results as
well as success can form a basis for continued development, even on
how to handle an organisational development process when it is in
terminal trouble, to ensure there is still learning from it.
In Participative Transformation, Roger Klev and Morten Levin insist
that participative learning and developmental processes are
essential in organizational change. They focus on introducing the
kind of learning and development that shapes a self-sustaining
developmental process that is an integral part of the daily
activities of an organisation. This process is essentially one of
collective reflection in order to develop alternatives for action,
experimentation to achieve desired goals, then collective
reflection on the results achieved. Reflection on own practice can
contribute to direct improvements of own practice, but may also
contribute to new practices, new frameworks of understanding, and
to processes involving other participants and fields of
interaction. The first part of the book provides an introduction to
participative change management and particularly to the concept of
co-generative learning inherited from action research, in which
change becomes a joint management and employee learning,
development, and knowledge creating process. In the second part,
the focus of each chapter is on an aspect of the practice of
leading change. There is practical guidance for leaders, internal
problem owners, external change agents, or action researchers on
how employees can be actively engaged in shaping their own work
conditions. Readers will learn how experiencing negative results as
well as success can form a basis for continued development, even on
how to handle an organisational development process when it is in
terminal trouble, to ensure there is still learning from it.
Public universities are in crisis, waning in their role as central
institutions within democratic societies. Denunciations are
abundant, but analyses of the causes and proposals to re-create
public universities are not. Based on extensive experience with
Action Research-based organizational change in universities and
private sector organizations, Levin and Greenwood analyze the
wreckage created by neoliberal academic administrators and
policymakers. The authors argue that public universities must be
democratically organized to perform their educational and societal
functions. The book closes by laying out Action Research processes
that can transform public universities back into institutions that
promote academic freedom, integrity, and democracy.
Public universities are in crisis, waning in their role as central
institutions within democratic societies. Denunciations are
abundant, but analyses of the causes and proposals to re-create
public universities are not. Based on extensive experience with
Action Research-based organizational change in universities and
private sector organizations, Levin and Greenwood analyze the
wreckage created by neoliberal academic administrators and
policymakers. The authors argue that public universities must be
democratically organized to perform their educational and societal
functions. The book closes by laying out Action Research processes
that can transform public universities back into institutions that
promote academic freedom, integrity, and democracy.
The Second Edition of Introduction to Action Research: Social
Research for Social Change makes social science matter! It focuses
on how it is possible to combine practical problem solving with
generating new theoretical insights. Authors Davydd J. Greenwood
and Morten Levin combine a thorough discussion of the
epistemological foundations of action research with a broad
overview of major contemporary trends in the field. New to the
Second Edition: Includes a vast amount of updated information: Nine
chapters have been significantly updated, including two new
chapters that engage readers into the current debates on action
research as "tradition" or its own "methodology," and how action
research takes shape in the university environment. New textboxes
highlight important issues in each chapter and more detailed cases
and real-world examples illustrate the practical implications of AR
in a variety of settings. Incorporates a new structure: New
information pertains specifically to issues of techniques, work
forms, and research strategies based on the authors' experiences in
using the book in teaching. The book now has 4 parts instead of 3,
with an entirely new section on higher education and democracy as a
concluding section. Emphasizes the skill sets needed to do action
research: This book deals with the process of educating action
researchers and reviews a number of programs that do this. Specific
attention is given to the challenges of writing and intellectual
property in AR, and more focus is devoted to both adult and formal
education, creating a comprehensive overview of the field that is
not found in any other action research book. Intended Audience:
This is an excellent textbook for advanced undergraduate and
graduate courses in Action Research, Social Research, and
Qualitative Research across the social sciences.
|
|