Action researchers have rarely focused attention on reforming higher education and I argue that this is a mistake. The article reviews some of my failed attempts to make AR a sustainable teaching, research, and extension strategy in my own university. These experiences show that AR works well in the classroom and in small and marginal projects but this small scale and marginality and invisibility also makes such efforts fragile and short-lived. We action researchers have yet to use AR strategies successfully to guide necessary reforms in the relation between universities and the extra-university stakeholders and to deepen collaborative relationships within universities among students, staff, and administrators.
Argyris, C., Putnam, R., & McLain Smith, D. (1985). Action science: Concepts, methods, and skills for research and intervention. San Francisco, CA: Jossey-Bass (see also http://www.actiondesign.com/action_science/index.htm).
2.
Argyris, C., & Schön, D. (1996). Organizational learning II: Theory, method, and practice (2nd edn). Reading, MA: Addison-Wesley.
3.
Barazangi, N., Byrnes, M., Finne, J., & Greenwood, D. (2004). An evaluation model for an undergraduate action research program. In B. Hall (Ed.), Learning and the world we want. Proceedings of the conference `Intersecting Conversations on Education, Culture, and Community' , University of Victoria, pp. 152—159.
4.
Brydon-Miller, M., & Greenwood, D. (2006). A re-examination of the relationship between action research and human subjects review processes. Journal of Action Research, 4(1), 117—128.
5.
Carr, W., & Kemmis, S. (1985). Becoming critical: Education, knowledge and action research. London: Falmer.
6.
Elliott, J. (1991). Action research for educational change. Buckingham: Open University Press.
7.
Elvemo, J., Greenwood, D., Martin, A., Grant Mathews, L., Strubel, A., & Thomas, L. (1997). Participation, action, and research in the classroom . Studies in Continuing Education, 19(1), 1—50.
8.
Ennals, R., & Gustavsen, B. (1999). Work organization and Europe as a development coalition, dialogues on work and innovation. Amsterdam : John Benjamins.
9.
Finger, M., & Asún, J.M. (2001). Adult education at the crossroads: Learning our way out. New York: National Institute of Adult Continuing Education.
10.
Freire, P. (1970). The pedagogy of the oppressed. New York: Herder and Herder.
11.
Greenwood, D., González Santos, J.L., with Cantón Alonso, J., Galparsoro Markaide , I., Goiricelaya Arruza, A., Legarreta Nuin, I., & Salaberría Amesti, K. (1992). Industrial democracy as process: Participatory action research in the Fagor Cooperative Group of Mondragón. Assen/Maastricht: Van Gorcum.
12.
Greenwood, D., & Levin, M. (1998). The reconstruction of universities: Seeking a different integration into knowledge development processes. Concept and Transformations, 2(2), 145—163.
13.
Greenwood, D., & Levin, M. (2000a). Recreating university—society relationships: Action research versus academic Taylorism. In O. N. Babürglu, M. Emery, & Associates (Eds.), Educational futures: Shifting paradigm of universities and education (pp. 19—30). Fred Emery Memorial Book. Istanbul: Sabanci University.
14.
Greenwood, D., & Levin, M. (2000b). Reconstructing the relationships between universities and society through action research. In N. Denzin, & Y. Lincoln (Eds.), Handbook of qualitative research (2nd edn, pp. 85—106). Thousand Oaks, CA: Sage.
15.
Greenwood, D., & Levin, M. (2001a). Pragmatic action research and the struggle to transform universities into learning communities. In P. Reason, & H. Bradbury (Eds.), Handbook of action research (pp. 103—113). London : Sage.
16.
Greenwood, D., & Levin, M. (2001b). Re-organizing universities and `knowing how': University restructuring and knowledge creation for the twenty-first century . Organization, 8(2), 433—440.
17.
Greenwood, D., & Levin, M. (2005). Reform of the social sciences, and of universities through action research. In N. Denzin, & Y. Lincoln (Eds.), Handbook of qualitative research (3rd edn, pp. 43—64). Thousand Oaks, CA: Sage.
18.
Greenwood, D., & Levin, M. (2007). Introduction to action research: Social research for social change (2nd edn). Thousand Oaks, CA: Sage.
19.
Greenwood, D., & Levin, M. (in press). The future of universities: Action research and the transformation of higher education. In P. Reason, & H. Bradbury (Eds.), Handbook of action research (2nd edn). London: Sage.
20.
Gustavsen, B., Colbjørnsen, T., & Pålshaugen, O. (Eds.). (1999). Development coalitions in working life: The `Enterprise Development 2000' program in Norway, dialogues on work and innovation. Amsterdam: John Benjamins.
21.
Gustavsen, B., Hofmaier, B., Ekman Philips, M., & Wikman, A. (1996). Concept-driven development and the organization of the process of change: An evaluation of the Swedish Working Life Fund, dialogues on work and innovation. Amsterdam: John Benjamins.
22.
Hepsø, V. (1997). The social construction and visualisation of a new Norwegian offshore installation. In J. Hughes et al. (Eds.), Proceedings of the ECSCW97 (pp. 109—124). Dordrecht: Kluwer Academic.
23.
Hepsø, V., & Botnevik, R. (n.d.). Improved crane operations and competence development in a community of practice through CSCW and CSCL. Unpublished manuscript.
24.
Levin, M. (2003). Ph.D. programs in action research. Concepts and Transformation, 8(3), 3—23.
25.
Levin, M. (in press). The praxis of educating action researchers. In P. Reason, & H. Bradbury (Eds.), Handbook of action research (2nd edn). London: Sage.
26.
Moore, R. (2002). `Akwe:kon' in Mohawk means all of us: A case study of the American Indian Program at Cornell University within a land-grant context. Unpublished PhD dissertationIthaca, NY: Cornell University.
27.
Reardon, K. (1995). Creating university/community partnerships that work: Lessons from the East St Louis Action Research Project. Metropolitan Universities: An International Forum, 2, 47—59.
28.
Reardon, K. (1997). Participatory action research and real community-based planning in East St Louis, Illinois. In P. Nyden et al. (Eds.), Building community: Social science in action (pp. 233—239). Thousand Oaks, CA: Pine Forge Press.
29.
Reardon, K. (1999). Promoting community development through empowerment planning in East St. Louis, Illinois. In W. D. Keating, & N. Krumholz (Eds.), America's poorest urban neighborhoods: Urban policy and planning (pp. 124— 139). Thousand Oaks, CA: Sage.
30.
Reardon, K. (2003). Ceola's vision, our blessing: The story of an evolving community/university partnership in East St. Louis, Illinois. In B. Eckstein, & J. A. Throgmorton (Eds.), Story and sustainability: Planning, practice and possibilities for American cities (pp. 114—142). Cambridge, MA: MIT Press.
31.
Reason, P. & Bradbury, H. (Eds.). (In press). Handbook of action research: Participative inquiry and practice. London: Sage.
32.
Stringer, E. (2003). Action research in education. Upper Saddle River, NJ: Prentice-Hall.
