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Please help with 300-700 word discussion question and two 100-200 word responses on the following topic!2.1 McNiff (2013) refers to the role of the practitioner as an important component of action research. Discuss the critical implications for yourself as a practitioner tasked with conducting action research.Please use attached syllabus and reading material. Also, please provide 100-200 word response to the following discussion posts. Thank You!As a practitioner tasked with conducting action research, I would have to be open-minded. I would have to be willing to change my current view point if necessary. Self-reflection, knowing my strengths, weakness, and motivations will help keep things in perspective “Action research involves learning in and through action and reflection, and is conducted in a variety of contexts.” Pg. 24. My last implication is being unbiased, while conducting research it is important to be impartial because I want my research to be logical not just based on my feelings alone. Conducting action research, a practitioner would have to ensure their viewpoint has some type of ground; in order to be able to back up what they are saying. Reliability in the research is a must; have evidence that difficult to contest. During the gathering process make sure that the evidence includes things that are quantifiable and comes from trustworthy sources. Practitioners conducting action research are always learning. Even though we may be conducting this research with others, we are learning for ourselves. Pg24 Learning it the most important implication to research because it improves our knowledge and competences. *And* This weeks readings covered Chapter 1 and 2 of McNiff, Jean Action Research: Principles and Practice. This week’s discussion question asks what critical implications for you, as a practitioner tasked with conducting action research would be. We can start at ourselves; McNiff spoke about it in chapter one. When conducting action research you have to weigh in on your own skills and abilities and make sure your doing your best that you can. They focused in on critical self-reflection and how you have to observe yourself, also have others hold you accountable as well. I remember a quote by John Dewey he stated, “We do not learn from experience…. We learn from reflecting on experience.” It relates to this discussion question because it focused a lot on the fact that without reflection in our lives we would not be able to see what needs to change. Throwing all assumptions out the window is also something they explain. As a practitioner we have to challenge everything we know about the way we conduct business when we are involved with action research. This will help in changing things and theories so that things can continue to stay relevant. Innovation is something that we do in my current organization so that is also a way of challenging the normal way things are done and making sure we continue to adapt. Making the research you do public is also important because it allows us to provide information for others to receive as well. Being humble and allowing a process of evaluation is a challenging thing to do, as you move forward in action research change is a hard thing for most people in my opinion to handle.


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ORGL 408 Action Research – ORGL Version
The Mission of the University of Charleston is to educate each student for a life of
productive work, enlightened living, and community involvement.
General Course Information –
Credit Hours: 3
Prerequisites: none
Course Description:
Offers an immediate, localized, and actionable framework for investigating and analyzing
organizations. Students will learn how to conduct action research as scholar-practitioners
in many diverse fields, as well as how to critically analyze organizations’ operational
components that impact decision-making. Provides students with knowledge and practice
for leading for results with resource acumen.
Course Outcomes –
Course Outcomes:
1. At the conclusion of ORGL: 408, students will demonstrate competency in each
content goal area.
Construct quality research questions based on literature and organizational analysis.
2. Analyze a research problem and apply the appropriate methodology to address the
research question.
3. Evaluate effective research instruments.
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4. Analyze action research data.
5. Write a quality research proposal with integration of ethical considerations.
ORGL Program Outcomes:
ORGL graduates will be prepared to lead teams and departments in a wide array of
business and organizations in the private and public sector. More specifically:
Evaluate his or her own performance for self-improvement.
Analyze the qualities of a successful team.
Analyze and apply leadership styles in various contexts.
Implement effective approaches to organizational change.
Apply leadership skills to communicate with a variety of audiences in various
University of Charleston Liberal Learning Outcomes:
COMMUNICATION – The ability to effectively send and receive messages.
2.1 Mid-level Writing: The graduate writes effectively for a variety of audiences and
INQUIRY – The application of concepts and tools to create, verify, and communicate
new knowledge.
6.2 Inquiry: The graduate will analyze and interpret data in a variety of contexts using
mathematical and scientific principles.
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Course Materials –
Required Text:
Title: Action Research: Principles and Practice
Author: McNiff, Jean
Date: 2013
To access and download this book at no cost from UC’s library:
1) Head to the library homepage.
2) Click on the “Database Access” link.
3) Scroll down and click on EBSCO ebooks.
4) Enter in your credentials.
5) Type the name of the book into the search box and hit “search” OR click on this link to
access the book directly (you will still need your library credentials):
How to print from an EBSCO eBook
1) Find the book in UC Quest
2) Click on the title to bring up the Detailed Record page
3) Find the “Publisher Permissions” section in the center column. This will tell you what
you can do with this book as far as printing, copy/pasting, etc.
4) In the left-hand column, open the “Table of Contents” (you may have to scroll down a
bit to see this option).
5) Click on the section/chapter you are interested in printing. Remember that you will
only be able to print an amount in accordance with the Publishers Permissions.
6) At the top of the page you should see options for “Save Pages”, “E-mail Pages”, and
“Print Pages.”
7) Click on whichever you choose to use.
8) For Print Pages, you will be sent to a page that says “Print Pages to PDF.” It will
include how many pages can be printed and options for current page, current page plus
X pages, and “This section.”
9) I have had the best results using the “This section” selection.
10) Click on Print PDF and it will create a custom PDF that can then be printed to your
11) It is possible to print multiple chapters by logging out of EBSCO and back in.
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ORGL 408 Action Research – ORGL Version
12) Please remember to respect the licensing agreements for the e-books.
For assistance in accessing or downloading your book, please contact the library:
Email –
[email protected]
Phone –
Supplemental Readings & Resources (available through the UC Library and IRB
Read through UC’s IRB webpage, including links to “Research Participants and
Social/Behavioral Science – IRB. University of Charleston Institutional Review Board web
Research journals for conducting secondary research on research topics are available
through the UC Library electronic resources.
CII Georgia State University (2013, July 26). Creating a Good Research Question
[Video file]. Retrieved from

No Limits-Action Research Strong Voices Project (2015). Retrieved from

Riel, M. (2013, September 12). T-1 Overview of Action Research [Video file]. Retrieved
Riel, M. (2013, October 5). T-2 Understanding Action Research [Video file]. Retrieved
Riel, M. (2013, November 8). T-3 Finding your Research Question [Video file].
Retrieved from
Riel, M. (2013, November 30). T-4 Understanding the Context of the Problem [Video
file]. Retrieved from
Riel, M. (2014, January 8). T-5 Plan for Action [Video file]. Retrieved from
Riel, M. (2014, February 18) T-6 Framing the Cycle Research Question for the First
Cycle [Video file]. Retrieved from
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ORGL 408 Action Research – ORGL Version
Riel, M. (2013, April 28). T-7 Data Collection [Video file]. Retrieved from
Riel, M. (2014, August 5) T-8 Data Analysis [Video file]. Retrieved from
Microsoft Office:
For this program, students will be required to submit assignments using Microsoft Word
and Microsoft PowerPoint. These software products are part of Microsoft Office, copies
of which are available for purchase from the UC Bookstore.
Syllabus Policy –
Leadership and Professional Development faculty reserves the right to change this
syllabus at any time. Clear notification will be posted in the eLearn course for any
Course Requirements and Grading –
The Student Learning Guide for Bachelor of Science in Organizational Leadership
Degree Program (OL Learning Guide) is an integral part of this syllabus. Students
should read the guide at the beginning of their program and refer to it for guidance as
they complete course activities.
This Guide includes a description of course activities, evaluation, and grading criteria
used in courses across the program. This syllabus includes specifics about the course
activities, evaluation, and grading criteria that are unique to this course.
The table below lists the course activities which contribute to the course final grade and
the percent that each activity contributes to the course final grade.
Grade Structure:
The student will be evaluated in this course on the following criteria:
Course Activity/Evaluation Area
Type of
Learning in Action Journal
Team Assignments
Skills Building Exercises
Research Proposal (LLO 2.1 and 6.2)
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Contribution to Total
Course Grade
ORGL 408 Action Research – ORGL Version
Grading Scale:
This course utilizes the following grading scale:
Letter Grade
Attendance Verification –
Students are required to actively participate in the course within the first 8 days of the
course to confirm enrollment and attendance. Active participation may be fulfilled by one
of the following methods: (1) discussion post, or (2) submission of an assignment, or (3)
participation in a recorded WebEx cohort discussion. If you fail to engage in at least one
of these activities by 5 pm on the 8th day, you will be considered “non-attending” and
you will be denied further access to the course and the Registrar’s Office will be
notified to drop you from the course roster.
Participation –
The ORGL program is designed to draw on prior learning and life experiences of the
cohort members. When students do not attend or participate in course activities, they
are adversely affecting not only their own learning but that of their peers. Participation is
part of each course grade.
Attendance in online courses can be defined as active participation as described in the
course syllabus. Weekly online class sessions will be scheduled via WebEx, an online
web conferencing tool. WebEx will automatically install on the student’s computer
during the first session. This process takes a few minutes so students must plan to join
the first meeting early to allow time for the installation process. WebEx may be
accessed from any computer with an internet connection, and from most smart phones
and tablets.
It is suggested that students access the course on eLearn several times each week in
order to receive assignments, submit assignments, participate in discussions, and
receive instructor feedback. Online class sessions provide an opportunity for the
instructor to reinforce concepts and explain assignments. Students are given an
opportunity to ask questions and obtain clarification. Students should complete chapter
readings and assignments prior to the sessions and be prepared to answer questions
and lead discussions.
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Non-participation in the class –
It is your responsibility to communicate with your instructor if any circumstance arise
that may cause you to miss a class Webex. Your instructor will work with you to provide
options to make up any missed work. Failure to contact your instructor is the equivalent
of failure to attend.
Drop from a course –
You must initiate an Add/Drop form in order to be dropped from this course. All add/drop
forms must be received on or before the last day to drop. The last day to drop can be
found in the academic calendar. Add/drop forms are available are available from your
program coordinator. Not meeting the attendance requirements described above may
cause you to be administratively dropped from the course.
Withdrawal from course –
You must initiate a Withdrawal Permit in order to withdraw from the course. All withdrawal
permits must be received on or before the last day to withdraw. The deadline can be found
in the academic calendar. You will receive a “W” on your academic transcript if you
withdraw after the published day will receive a “WF” (withdraw failing) unless it is approved
medically. Failure to begin attending or ceasing to attend does not constitute official notice
of withdrawal. Students who do not officially withdraw from class(es) are required to pay all
charges to their accounts.
Timeliness of interaction and assignments (Late work) –
It is suggested that students access the course on eLearn several times each week for
each course to participate in learning activities, respond to discussions, and submit
assignments. It is important to follow the instructions in this syllabus reference
assignment deadlines. Assignment due dates are designated to ensure appropriate
progression in the learning process. Therefore, any assignment, including your
response in discussions, must be posted by the due date to receive full credit for work.
It is your responsibility to communicate with your instructor if any circumstance arises
that may cause you to miss a deadline. Failure to contact your instructor is the
equivalent of failure to attend. Failure to contact your instructor or failure to submit any
type of assignment after two weeks will be considered excessive absence. Your
instructor will work with you to help provide options to make up any missed work or
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ORGL 408 Action Research – ORGL Version
Student expectations and accountability –
All students are responsible for knowing and following the University of Charleston’s
student expectations and accountability, which describes the University’s rules and
regulations for academic and personal conduct. It also describes the process through
which students are charged with violations, the disciplinary sanctions that may be
imposed for violations, and the appeals process. The Student Code of Conduct is
available in the Student Handbook and on the University of Charleston website.
Communication –
Students are encouraged to call or email faculty members, but abusive e-mail or phone
calls to the faculty, staff, or administration may lead to disciplinary action. Professional
form is required in all communications. Students should utilize the messaging system in
eLearn and must check their University of Charleston issued email address regularly.
Technical Concerns –
Computer Requirements:
ELearn is a web-based service. Students should have a reliable internet connection,
preferably high-speed to accommodate streaming media and large file downloads.
Students may choose their own internet browser. Browsers and operating systems
should be up-to-date, with all the most recent patches installed. The minimum browser
requirements include:
Firefox 4
Internet Explorer 8 (although IE 10 is required to use the drag and drop feature for
uploading files)
Safari 5
Chrome 11
Opera 9
It is recommended that students have at least two browsers available to use, in case
there are problems with one. Mozilla Firefox appears to work the best with eLearn on a
consistent basis.
Students will be required to download files and should have the following programs
installed on their computers:
Adobe Flash
Adobe Reader (or another software that can open pdf documents)
Microsoft Office (or compatible software such as OpenOffice)
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ORGL 408 Action Research – ORGL Version
Some courses may require the use of additional software or specific hardware
requirements. This information will be included in the course site and under
course materials in the syllabus.
Information Technology provides eLearn support Monday-Friday 7:00am – 9:00pm EST
by phone: 304-357-4357 (HELP) and by email: [email protected]. During off-hours you
can leave a message. Sending an email is preferable because you will receive a ticket
number and can track your request.
Inclement Weather Policy/Connectivity Policy:
Since this course is conducted “virtually,” the University of Charleston may experience
server problems, a loss of power, or a loss of Internet service. In the event of situations
that may prevent all students in this class from accessing the material online, deadlines
will be adjusted. If a student has problems with their own computer or Internet Service
Provider, the student must contact the instructor as soon as possible regarding the
difficulty. It is the student’s responsibility to keep a copy of ALL his or her own work.
Also, keep a backup copy of any course work completed on a computer. The university
is not responsible for any loss of materials.
Student Resources –
APA Style:
All papers submitted in this class should be formatted according to the American
Psychological Association Stylebook, 6th Edition (APA format).
For assistance with APA format, please see the following:
APA Resources from Purdue University’s Online Writing Lab at
A Quick Orientation to APA by the Writing Center of the University of WisconsinMadison at
Online Homework Help:
All University of Charleston students have access to the Smarthinking online tutoring
tool. A link to this resource can be found on the University of Charleston webpage at under “Academics” and “Academic Success Center”.
FOR University of Charleston Students:
The USERNAME for students to log on is their UC email address. The password is
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ORGL 408 Action Research – ORGL Version
FOR Beckley/Martinsburg and Online Students:
The USERNAME is UCFirstnameLastname. The password is river.
Tutoring through Smarthinking is provided in the following ways:
1. Connect with an e-structor now! is used when you want tutoring right away.
2. Submit your writing is used to send the draft of an essay or paper for e-structor
3. Schedule a personal session is used when you want to make an appointment for
future tutoring.
4. Submit a question is used when you have decided to wait for a delayed
response, rather than take time for a live session.
5. Academic resources are used when you want to look for answers to your
questions before engaging a tutor.
Library Resources:
The University of Charleston library provides electronic access to several online
resources through its website
To call the library dial 304-457-4780. To e-mail questions, send an e-mail to
[email protected]
To access the electronic resources, you must have a University of Charleston user
name and barcode. Contact [email protected] for more information.
Course Policies/Student Rights and Responsibilities –
Academic Conduct:
For a community of learners to thrive, all members must engage in the educational
process with honesty and integrity. The University of Charleston community holds firmly
to the belief that all members of the community are responsible for promoting and
protecting academic integrity. Cheating, plagiarism, fabrication, or facilitating academic
dishonesty will not be tolerated. Please see the academic catalog for more
Faculty may submit any assignment including discussion posts and papers to, a web-based plagiarism detection software, for comparison to web
pages, papers, and publications.
The University of Charleston believes that students learn and develop greater
knowledge of academic integrity as part of our educational process. The Academic
Integrity process is designed to facilitate a student’s development of this understanding
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ORGL 408 Action Research – ORGL Version
while requiring accountability for violation of this policy. Please see the academic
catalog for more information on the academic dishonesty levels, procedure, and appeal
Policy for Students with Disabilities:
It is the policy of the University of Charleston to provide reasonable accommodations for
qualified individuals with documented disabilities. This college will adhere to all
applicable federal, state, and local laws, regulations and guidelines with respect to
providing reasonable accommodations as regards to affording equal educational
opportunity. It is the student’s responsibility to contact the disability coordinator and
provide current documentation from appropriate credentialed persons.
The disability coordinator will assist students and faculty in arranging appropriate
accommodations. This is in accordance with Section 504 of the Rehabilitation Act of
1973 and the Americans with Disabilities Act of 1990. Disability Coordinator Contact
Information: Allison Grassie; 302 Schoenbaum Library, Clay Tower Bldg.
([email protected]); (304)347-6993. Click on Disability Services under the
Academic Support Services tab at the top of the ELearn landing page or on the
University of Charleston website at the following URL: for further information.
Accessibility and Accommodations:
It is the University’s goal that learning experiences be as accessible as possible. …
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