In this participatory action research project, we sought to develop a framework for higher education based on an existing alternative institutional form of co-operative association that attempts to address issues of ownership and control over the
Eva Infante Mora
Evaluation is essential to the analysis of the performance of academic programmes and is a central feature of the academic accountability movement. Most study abroad programmes, however, lack evaluation protocols, even though establishing them and acting on the results would contribute to their credibility. This final section of a comprehensive account of the reform of a study abroad programme presents how CASA-Sevilla has developed evaluation strategies to inform pedagogical changes in each successive semester to improve student-learning outcomes. The programme’s aim is to achieve a 360-degree assessment by treating students holistically and including all involved faculty, staff, community partners and host families. The aim is also to be transparent in pointing out the problems in the programme’s performance and use them as an impetus for improvement. This section is written to share what we have learned in hopes of starting a more robust dialogue among study abroad programmes about evaluation.
Ethics and Privacy in Digital Research with Girls
pervade life in the twenty-first century. With these three points in mind, I will explore the privacy-related ethical considerations of cell phone use during a 13-month action research project I undertook with teenage girls at a single sex school in
from a wider perspective and further develop an action research frame for my citizen support work. The work of Maria Zoretic (2006) also helped greatly as I could see that what I was proposing were in fact new forms of activism very similar to that of
Lisen Dellenborg and Margret Lepp
at finding new ways for students to learn. In carrying out this action research project, we were, as mentioned above, inspired by Augusto Boal, as well as by Turner (1982) and Denzin (2003) . Anthropology and Social Change As a discipline
Action research reform of a US study abroad programme in Seville, Spain
Eva Infante Mora and Davydd J. Greenwood
CASA-Sevilla is a study abroad programme for US university students with an advanced level of Spanish. In recent years, new patterns of social behaviour among students (mainly the use of technology and low-cost flights) aggravated their difficulties in establishing contacts with the local society, which often resulted in the perpetuation of stereotypes. The programme goals of cultural immersion and language improvement were therefore at risk. Through an action research and a participatory organisational development process, CASA-Sevilla stakeholders carried out a profound reform of the programme, based on the principles of active pedagogy, mentoring and community-engaged learning. This section illustrates this reform process, with its highlights and shadows.
Eva Infante Mora, Marina Markot, Stephen Capobianco, Melina Ivanchikova, Richard Kiely, Richard Feldman and Amy Cheatle
The action research process initiated in 2015 to make a thorough reform of the CASA-Sevilla study-abroad programme not only produced significant pedagogical developments but also brought about a profound change in the way of working and relating within the programme work organisation itself and with Cornell University colleagues. This section focuses on organisational changes in each of the units involved, and reflects a path full of transitions, diplomacy, exchange of perspectives and inter-institutional as well as intercultural learning. To make these pedagogical reforms work in practice required significant organisational change and support efforts on the part of both CASA-Sevilla and the supporting organisations at Cornell University.
A Satisfying Engagement with Action Research in Japan
This article presents an action research project, which I have been managing since 2001 in Tokyo, Japan. It is based on a non-profit organization (NPO), a group that promotes community-oriented lifelong learning, which was established under the 1998 NPO Law. Action research is a social research strategy, carried out by a team that includes a professional researcher and members of a community who are jointly seeking to improve their situation. This paper shows primarily how I have engaged with people at my field site, an NPO called SLG (pseudonym), and how we have produced knowledge to make changes to improve the quality of social life for more than ten years. I provide a narrative concerning recent developments at SLG in order to demonstrate how an action research project like this continually unfolds.
Maria Karaulova, Patrick McGovern and Tim Battin
Qiongqiong Chen (2017) Globalization and Transnational Academic Mobility: The Experiences of Chinese Academic Returnees Singapore: Springer, 143 pp., ISBN 9789812878847
Brian Caterino (2016) The Practical Import of Political Inquiry London: Palgrave Macmillan, 117 pp., ISBN 973319324425
Morten Levin and Davydd J. Greenwood (2016) Creating a New Public University and Reviving Democracy: Action Research in Higher Education New York: Berghahn Books, 220 pp., ISBN 9781785333217
Eva Infante Mora, Davydd J. Greenwood and Melina Ivanchikova
This special issue is devoted to a study of an action research-based reform of a US university study abroad programme to make it a genuine intercultural immersion experience. The four-year collaborative reform process combined participatory organisational redesign, the development of a comprehensive active learning approach and the teaching of intercultural competence through ethnographic immersion and community engagement in Seville, Spain. The case is an example of the development of intercultural competencies through guided behavioural change, of action research to reform higher education programmes and of active learning combined with formative and summative evaluation. The reader will learn about the experiences of the staff, faculty and mentors in the Consortium for Advanced Studies Abroad (CASA)-Sevilla study abroad programme and those of the sponsoring US universities as they together achieved a fundamental reform of a decades-old study abroad immersion programme. This special issue has many authors because this was a collaborative action-research project with continuous group work and brainstorming. The authors’ names are placed in the sections where the authorship is clear, but, as befits a collaboration, many of the ideas are the result of the combined thinking of all the authors. Authorship of the various sections has been allocated mainly to clarify for readers the most relevant author to contact to learn more about particular dimensions of the process. The guest editors took on the editorial duties on behalf of this larger group.