AbstractThis thesis reports on the key elements of an action research study in which I looked at my practice over a three year period of teaching ethics in management in a London university using an action research epistemology. I was concerned about how to effectively teach and facilitate the learning of ethics on undergraduate management programmes, and my main focus was to consider my integrity in practice and thus my praxis as lecturer and researcher.
I have described and explained two action research cycles, in which I established and developed an innovative approach to my practice. I have mapped and evaluated the changes that I put into place to improve my practice.
The thesis shows how I developed reciprocal learning environments in class whereby students could engage critically, both cognitively and emotionally, with ethical dilemmas. I show how students undertook mini action research projects which helped them to develop a voice through questioning their own and others’ values. For many students, learning ethics through action research is a profound, transformative and reciprocal process that has its own integrity. I also show
how I developed an understanding of the theory of praxis through using integrity in practice within my educational setting as a foundation, principle and guide.
The journey has been a profound and challenging task of self-reflection on my work as a university lecturer. It has changed the way that I see myself as a teacher and it has offered me a deeper commitment towards my practice.
|Date of Award||2008|