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Navigating inherent challenges of locally focused action research in graduate education.

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Title: Navigating inherent challenges of locally focused action research in graduate education.
Authors: Anderson, Kayla M.1 (AUTHOR) kayla.m.anderson@vanderbilt.edu, Christens, Brian D.1 (AUTHOR)
Source: Educational Action Research. Feb2026, Vol. 34 Issue 1, p102-122. 21p.
Subject Terms: *Action research in education, *Graduate education, *Community coordination, *Student engagement, *Teaching methods, *Action research, *Curriculum planning, Vacation homes
Geographic Terms: Nashville (Tenn.)
Company/Entity: Vanderbilt University
Abstract: Action research seeks to address pressing local issues through research and collaboration with community partners while also contributing to social science. Through cyclical processes of research, action, and reflection, action research provides not only a methodological framework for addressing social issues but also a potential pedagogical approach for training students. This article explores the challenges and benefits of integrating action research into graduate-level curricula, using graduate action research classes at Vanderbilt University and their multi-semester research on short-term rentals (e.g. Airbnbs and VRBOs) in Nashville, TN, as a case example. The article first outlines inherent challenges that arise when conducting action research, particularly in higher educational contexts. It then describes some distinctive features of the Vanderbilt courses that have enabled long-term engagement in action research projects. By examining the classes' work on short-term rentals, the article illustrates how features like frequent offerings, opportunities for multiple semester enrollment, collaborative instruction, and a research 'studio' design can be helpful in addressing some of the perennial challenges of conducting and teaching action research in academic settings. The article concludes by discussing strategies for course design and instruction to navigate these challenges in order to realize the potential for simultaneously cultivating student learning and development while contributing to beneficial community impacts. [ABSTRACT FROM AUTHOR]
Copyright of Educational Action Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Navigating inherent challenges of locally focused action research in graduate education.
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  Data: Action research seeks to address pressing local issues through research and collaboration with community partners while also contributing to social science. Through cyclical processes of research, action, and reflection, action research provides not only a methodological framework for addressing social issues but also a potential pedagogical approach for training students. This article explores the challenges and benefits of integrating action research into graduate-level curricula, using graduate action research classes at Vanderbilt University and their multi-semester research on short-term rentals (e.g. Airbnbs and VRBOs) in Nashville, TN, as a case example. The article first outlines inherent challenges that arise when conducting action research, particularly in higher educational contexts. It then describes some distinctive features of the Vanderbilt courses that have enabled long-term engagement in action research projects. By examining the classes' work on short-term rentals, the article illustrates how features like frequent offerings, opportunities for multiple semester enrollment, collaborative instruction, and a research 'studio' design can be helpful in addressing some of the perennial challenges of conducting and teaching action research in academic settings. The article concludes by discussing strategies for course design and instruction to navigate these challenges in order to realize the potential for simultaneously cultivating student learning and development while contributing to beneficial community impacts. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Action Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/09650792.2025.2499532
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      – Code: eng
        Text: English
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        PageCount: 21
        StartPage: 102
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      – SubjectFull: Action research in education
        Type: general
      – SubjectFull: Graduate education
        Type: general
      – SubjectFull: Community coordination
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      – SubjectFull: Student engagement
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      – SubjectFull: Teaching methods
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      – SubjectFull: Action research
        Type: general
      – SubjectFull: Curriculum planning
        Type: general
      – SubjectFull: Vacation homes
        Type: general
      – SubjectFull: Nashville (Tenn.)
        Type: general
      – SubjectFull: Vanderbilt University
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    Titles:
      – TitleFull: Navigating inherent challenges of locally focused action research in graduate education.
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            NameFull: Anderson, Kayla M.
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            NameFull: Christens, Brian D.
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              M: 02
              Text: Feb2026
              Type: published
              Y: 2026
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