In the current context of legal challenges to affirmative action and race-based considerations in college admissions, educators have been challenged to articulate clearly the educational purposes and benefits of diversity. In this article, Patricia Gurin, Eric Dey, Sylvia Hurtado, and Gerald Gurin explore the relationship between students' experiences with diverse peers in the college or university setting and their educational outcomes. Rooted in theories of cognitive development and social psychology, the authors present a framework for understanding how diversity introduces the relational discontinuities critical to identity construction and its subsequent role in fostering cognitive growth. Using both single- and multi-institutional data from the University of Michigan and the Cooperative Institutional Research Program, the authors go on to examine the effects of classroom diversity and informal interaction among African American, Asian American, Latino/a, and White students on learning and democracy ...

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Diversity and Higher Education: Theory and Impact on Educational Outcomes

This fourth edition of Doing Action Research in Your Own Organization is much more than a research methodology textbook. It is a hybrid, combining theory with a practitioner's reference, to provide...

Doing action research in your own organization

Despite the ubiquity of business planning education in entrepreneurship, there is little evidence that planning leads to success. Following a discussion of the theoretical and historical underpinni...

Entrepreneurship Education: Toward a Model of Contingency-Based Business Planning

– The current UN Decade of Education for Sustainable Development echoes many scholars' calls to re‐envision education for sustainability. Short of a complete overhaul of education, the paper seeks to propose learning objectives that can be integrated across existing curricula. These learning objectives are organized by head, hands and heart – balancing cognitive, psychomotor and affective domains. University programs and courses meeting these learning objectives exhibit an emergent property here termed transformative sustainability learning (TSL)., – Theoretically, TSL grew from traditions of sustainability education and transformative education. Practically, TSL emerged from experimental learning collaborations sponsored by the University of British Columbia in 2003 and 2004 in an effort to enable explicit transitions to sustainability‐oriented higher education. Primarily through action research, these community‐based, applied learning experiences constituted cyclical processes of innovation, implementation and reflection., – The paper finds: advancement of head, hands and heart as an organizing principle by which to integrate transdisciplinary study (head); practical skill sharing and development (hands); and translation of passion and values into behaviour (heart); development of a cognitive landscape for understanding TSL as a unifying framework amongst related sustainability and transformative pedagogies that are inter/transdisciplinary, practical and/or place‐based; creation of learning objectives, organized to evaluate a course or program's embodiment of TSL., – By enabling change within existing structures of higher education, the paper complements and contributes to more radical departures from the institution. The work to date demonstrates potential in applying this learning framework to courses and programs in higher education.

Achieving Transformative Sustainability Learning: Engaging Head, Hands and Heart.

Participatory research (PR) encompasses research designs, methods, and frameworks that use systematic inquiry in direct collaboration with those affected by an issue being studied for the purpose of action or change. PR engages those who are not necessarily trained in research but belong to or represent the interests of the people who are the focus of the research. Researchers utilizing a PR approach often choose research methods and tools that can be conducted in a participatory, democratic manner that values genuine and meaningful participation in the research process. This article serves as an introduction to participatory research methods, including an overview of participatory research, terminology across disciplines, elements that make a research method participatory, and a model detailing the choice points that require decisions about which tools and methods will produce the desired level of participation at each stage of the research process. Intentional choices of participatory research methods, tools, and processes can help researchers to more meaningfully engage stakeholders and communities in research, which in turn has the potential to create relevant, meaningful research findings translated to action.

/pdf/participatory-research-methods-choice-points-in-the-research-1ezyrv7anm.pdf

Participatory Research Methods – Choice Points in the Research Process

Integrity in the College Curriculum.

In 1971 action learning circumnavigated the globe; in the summer of that year I visited 
New York (to discuss the publication of Developing Effective Managers, where it had 
appeared), Dallas (where Southern Methodist University was initiating a programme), 
Sydney (to lay the foundations of future programmes), Singapore (where discussions 
about starting a programme continue), Delhi (now the headquarters of a programme run 
by the Government of India) and Cairo (to follow up the Nile Project).

Action Learning: Its Origins and Nature

or plastics, to the acceleration of data processing or the speed of human travel; some might wish to add the rate of inflation, the number of days lost in industrial disputes-or even that unfailing mark of failing virility: the consumption per head of pornographic literature. Such changes can be represented graphically, as in Fig. 1, to show the predicament of the managers today who are the centre of it. But they are not alone. Others, too, are in the same boat; the growth in complexity of the hospital nurse’s task, for example, which we can assess with help from the writings of Florence Nightingale a century ago, follows the same curve. Yet to the extent that

The Response of the Manager to Change

What Action Learning is Not

In July 1957, I addressed the Institution of Production Engineers in their annual conference at Harrogate. The theme of the meeting as a whole was Automatic Production: Change and Control, a subject felt to be important for the future of Britain: the country once known as The Workshop of the World. Even in 1957 output per person employed was more than twice as high as that of Japan; but in the 26 years that have since passed, things have changed quite a lot. The particular aspect of productivity about which I was invited to talk was The Analysis of Industrial Behaviour, telling what people do at work. I was asked to develop this subject because I had spent many years in coalmines, factories and hospitals simply recording what those who worked in them seemed to be doing.

Action Learning at work and in school — Part 1

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