8.3.2 Using an action research discourse to create organisational change (413)

Christine Whitney-Cooper, Head of Department Nursing, Midwifery and Healthcare, Nursing Midwifery and Healthcare, Coventry University, Coventry, United Kingdom christineandjane12_@hotmail.com

Abstract:

The paper will seek to open a discourse on the methodological complexity of action research and organisational change. The discussion will explore the issues of insider research and collaboration discourses within the contextual framework of the changing role of a nurse academic within Higher education. The research study has developed as the result of my promotion to become the Head of Department. The new role had objectives to implement changes in the research culture of a department that was viewed intransigent. The research project was in part opportunistic to meet the organisational goals yet raised questions about effecting changes in an environment that was perceived as resistant to change and where staff saw themselves as teachers not researchers. The project aimed to empower staff to implement an applied research strategy through a collaborative enquiry process of action research that integrated research into the roles of nurse teachers. The work draws on Giddens (1991) and the notion of a reflexive identity as part of a construction of a professional self. This is a core concept of action research, which is the ‘integration of an intellectual and theoretical engagement through a continuous interplay of doing something and revising our understanding of what should be done,’ (Noffke 1995). Yet, unexpectedly this collaboration was not inherently libratory and resistance created a number of ethical, emotional and methodological problems. Although the space for discourse was unpredictable and complex but herein also lay their richness. The moments of disagreement generated intersections that were uncomfortable and annoying and yet productive and through the process, a strategy is developing that may facilitate the emergence of a fledgling identity of teacher researcher. This highlights the work of Shaw (2002) that recognises discourse as change not a precursor to change.

Biography:

I have 18 years experience within Higher Education with 10 years clinical background in care of the chronically ill child. I am currently the Head of Nursing, Midwifery and Healthcare at a university where I have been for the last 3 years. Prior to this I was the Head of Children’s Nursing in Birmingham. I have some publications that have been developed through my clinical and research experiences in child health. In 1999 I published my first book; ‘Continuing care of sick children; the impact of chronic illness on the child and family.’ In addition I have experience of a number of research projects around the role of the child in evaluating health services. I have worked with the voluntary organisation Action for Sick children to complete 2 Department of Health projects; the first was exploring the emotional needs of children undergoing surgery which was endorsed in a House of Commons launch in 2004 and has been adopted as a guideline standard for clinical practice; the second in 2005 was ‘Evaluating Children’s Health Services: The adolescent user perspective (DOH Project 64). I am currently in the fourth year of a Doctoral programme.