PHASES OF RESEARCH AND ENGAGEMENT
The Phases framework emphasizes research and writing that prepares you to communicate with an audience. (The complementary
Cycles and Epicycles of Action Research emphasizes reflection and dialogue through which you build a constituency around some course of action.) Each phase of research and engagement can be defined by a distinct goal. Keep in mind, however, that the phases are
overlapping and
iterative. That is, you need to revisit earlier phases in light of:
- other people's responses to what you share with them; and
- what you learn in other phases (which may include seeing that you had not really met the goals of some earlier phases).
If opportunities arise during your particular project, later phases (especially, F and I) may be started early. In general, however, because each phase builds on the ones before, it is best to start them the order given. Moving through the sequence of phases below and allowing for iterative development will help you create research projects in which you are taking your personal and professional aspirations seriously. You may, however, have to put aside some prior conceptions of what you thought you
ought to be doing.
The activities and tools to be introduced under each phase are organized in relation to fourteen
sessions, which could be weeks in a semester-long course or fractions of the total time available for the project.
A. Overall vision
- Goal:I can convey who I want to influence or affect concerning what (Subject, Audience, Purpose).
B. Background information
- Goal: I know what others have done before, either in the form of writing or action, that informs and connects with my project, and I know what others are doing now.
C. Possible directions and priorities
- Goal: I have teased out my vision, so as to expand my view of issues associated with the project, expose possible new directions, clarify direction or scope within the larger set of issues, and decide the most important direction.
D. Component Propositions
- Goal: I have identified the premises and propositions that my project depends on, and can state counter-propositions. I have taken stock of the thinking and research I need to do to counter those counter-propositions or to revise my own propositions.
E. Design of further research and engagement
- Goal: I have clear objectives with respect to product, both written and practice, and process, including personal development as a reflective practitioner. I have arranged my work in a sequence (with realistic deadlines) to realize these objectives.
F. Direct information, models & experience
- Goal: I have gained direct information, models, and experience not readily available from other sources.
G. Clarification through communication
- Goal: I have clarified the overall progression or argument underlying my research and the written reports.
H. Compelling communication
- Goal: My writing and other products Grab the attention of the readers or audience, Orient them, move them along in Steps, so they appreciate the Position I've led them to.
I. Engagement with others
- Goal: I have facilitated new avenues of classroom, workplace, and public participation.
J. Taking stock
- Goal: To feed into my future learning and other work, I have taken stock of what has been working well and what needs changing.