Becoming a scholarly practitioner: as a teacher in higher education 'how do I improve my practice'?

Article


Hartog, M. 2018. Becoming a scholarly practitioner: as a teacher in higher education 'how do I improve my practice'? Action Learning: Research and Practice. 15 (3), pp. 224-234. https://doi.org/10.1080/14767333.2018.1490697
TypeArticle
TitleBecoming a scholarly practitioner: as a teacher in higher education 'how do I improve my practice'?
AuthorsHartog, M.
Abstract

This paper explores what it means to research one’s own practice, drawing on my experience as an educational action researcher and creating a living theory thesis. I begin by identifying key theories that inform my approach, exploring how scholarship in the form of self-study is viewed as a discipline, addressing issues of rigour and validity and I explain how the values of an educational practitioner are central to this practice-based research. I then explain the origins of my research and explore the relationship between living theory and auto-ethnography, showing how storied accounts of my practice illuminate my inquiry. Next, I explore what becoming a reflective practitioner has meant for me and its place in my research. I then explore how I understand humanistic action research as a dialectical engagement with the world and in relation to the stages of my research. I conclude with a summary of my journey of research and scholarship and ask why self-study matters.

KeywordsGeneral Business, Management and Accounting, Education
PublisherTaylor and Francis
JournalAction Learning: Research and Practice
ISSN1476-7333
Publication dates
Online03 Jul 2018
Print02 Sep 2018
Publication process dates
Deposited09 Jul 2018
Accepted03 Jun 2018
Output statusPublished
Digital Object Identifier (DOI)https://doi.org/10.1080/14767333.2018.1490697
LanguageEnglish
Permalink -

https://repository.mdx.ac.uk/item/87v96

  • 43
    total views
  • 0
    total downloads
  • 0
    views this month
  • 0
    downloads this month

Export as

Related outputs

Action learning in higher education: reflections on facilitating AL in leadership development programmes
Sanyal, C., Hartog, M. and Haddock-Millar, J. 2024. Action learning in higher education: reflections on facilitating AL in leadership development programmes. Action Learning: Research and Practice. https://doi.org/10.1080/14767333.2024.2409574
Extreme managers, extreme workplaces: capitalism, organizations and corporate psychopaths
Boddy, C., Miles, D., Sanyal, C. and Hartog, M. 2015. Extreme managers, extreme workplaces: capitalism, organizations and corporate psychopaths. Organization. 22 (4), pp. 530-551. https://doi.org/10.1177/1350508415572508
Can an ethic of care support the management of change?
Hartog, M. and Tomkins, L. 2015. Can an ethic of care support the management of change? in: Mabey, C. and Mayrhofer, W. (ed.) Developing Leadership: Questions Business Schools Don't Ask? Sage. pp. 257-266
Learning from the real
Hartog, M., Frame, P., Rigby, C. and Wilson, D. 2013. Learning from the real. in: Bilham, T. (ed.) For the Love of Learning: Innovations from Outstanding University Teachers Palgrave Teaching and Learning. pp. 204-211
'Respect me: respect self' - the key to improved global relationships.
Wilson, D., Hartog, M. and Frame, P. 2009. 'Respect me: respect self' - the key to improved global relationships. 5th Annual Conference of the European SPES Forum: Respect and Economic Democracy. Catania, Italy, 17 - 19 Apr 2009
Productive Diversity: capitalising on human resources: how can we harness our knowledge of diversity?
Frame, P., Hartog, M. and Wilson, D. 2005. Productive Diversity: capitalising on human resources: how can we harness our knowledge of diversity? International Journal of Knowledge, Culture and Change Management. 4, pp. 927-934.
CSR and sustainable HRM
Hartog, M., Morton, C. and Muller-Camen, M. 2008. CSR and sustainable HRM. in: Muller-Camen, M., Croucher, R. and Leigh, S. (ed.) Human resource management: a case study approach London Chartered Institute of Personnel and Development. pp. 467-488
Business ethics in the curriculum: integrating ethics through work experience
Hartog, M. and Frame, P. 2004. Business ethics in the curriculum: integrating ethics through work experience. Journal of Busines Ethics. 54 (4), pp. 399-409. https://doi.org/10.1007/s10551-004-1828-7
Which diversity domains have most impact on student learning? An exploration of the inhibitors and facilitators of learning
Frame, P., O'Connor, J., Hartog, M. and Kyprianou, A. 2006. Which diversity domains have most impact on student learning? An exploration of the inhibitors and facilitators of learning. The International Journal of Diversity in Organisations, Communities and Nations. 5 (4), pp. 111-118.
From rhetoric to reality: into the swamp of ethical practice: implementing work-life balance
Frame, P. and Hartog, M. 2003. From rhetoric to reality: into the swamp of ethical practice: implementing work-life balance. Business Ethics: A European Review. 12 (4), pp. 358-368.
Respect for cultural diversity in a global society: promoting international harmonious working relationships.
Wilson, D., Frame, P. and Hartog, M. 2009. Respect for cultural diversity in a global society: promoting international harmonious working relationships. 6th International conference of the Dutch HRM network: diversity in international perspectives.. VU University, Amsterdam Nov 2009 Emerald.