Getting Acquainted with Action Research

As an experienced college administrator, I've seen many approaches to research and planning over the years.  What appeals to me about the action research concept is the word "action."  Many college administrators look at "problems," and come up with "solutions" without engaging those who work daily in the process they are studying.  The "solutions" can thus have merit on paper, but little practicality for application.  By learning this form of research process in my graduate studies, I hope to be able to bring back some new research strategies to my campus, which may result in a higher rate of actual improvement at the conclusion of the process.  This could attract others to use these type of collaborative, carefully considered strategies.  In particular, I like the idea of wonderings.  Too often, I see research and planning that start only with a problem and then "back up" to determine causes (often with insufficient study) and lots of attention to trying a number of solutions to "please everyone."  Instead, by using some of the tenets of action research, I can see where we can follow a blueprint to get more consistent results by defining the issue to be addressed, reviewing available literature (published research others have done on similar issues), taking action, and using and sharing our results.  Use of these steps, provided in the article Action Research: An Effective Instructional Leadership Skill for Future Public School Leaders, (AASA Journal, Spring 2007) could start to build more of a foundation for research for decision making, especially with regard to the student-affairs processes at my college.