Creating Boundaries/Maintaining focus

I haven't been able to find any books with relevance to my area within our research, but am reading through some papers I found linked to references in the lecture.  In case they are of any use to you, they are:-

http://www.web.ca/~robrien/papers/xx%20ar%20final.htm 
http://www.ingentaconnect.com/content/intellect/jvap/2007/00000006/00000002/art00004  http://www.ingentaconnect.com/content/intellect/adche/2003/00000002/F0020001/art00004  http://shura.shu.ac.uk/966/   
http://www.ijdesign.org/ojs/index.php/IJDesign/ 
http://www.tandfonline.com/doi/abs/10.1076/ilee.6.3.251.3602

The area of creating boundaries to aid focus in research seems, to me, to inform every stage of the process in the action research model (and in reality), so difficult to separate off as a sub-topic. 

As I see it, setting boundaries is carried out at the planning stage of the reflection in action process, but is based on existing knowledge, together with observation and reflection, which in turn are informed by the activities forming the basis for the research.  Therefore it is both the beginning and end of the process, as well as an integral part.

Action, observation and reflection may all reveal many choices, which could take the research in a different direction.  The choices made are part of the 'creative' process, and often, to some extent, instinctive, rather than strictly rational/'scientific' - (I know that the group weren't keen on the term 'creative', but for want of a better word!) Planning refocuses the researcher back onto the question. (MacIsaac, 1995, in O’Brien, R 1998, An Overview of the Methodological Approach to Action Research).  

 

Gerald Susman (1983) (Same Ref):-

Five Phases in Research Cycle

·         DIAGNOSING - Identify or define a problem

·         ACTION PLANNING – Consider alternative courses of action

·         TAKING ACTION – Select a course of action

·         EVALUATING – study the consequences of an action

·         SPECIFYING LEARNING – Identify general findings

The problem is then reassessed and the process begins another cycle, continuing in this way until the problem is resolved.

Decisions are being made at every level of the research, based on a review of and reflection on the action being taken.