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Journal Article 1: Piggot-Irvine, E., & Zornes, D. (2016). Developing a framework for research evaluation in complex contexts such as action research. SAGE Open, 6(3), 1-15.

Abstract: Early investigation led the Evaluative Study of Action Research (ESAR) team to conclude that the complexity of a global, large scale study (evaluation of more than 100 highly diverse action research [AR] projects) called for an overarching research evaluation framework that differed from traditional frameworks. This article details the flexible, rigorous, Evaluative Action Research (EvAR) framework developed to meet the complex demands of the diverse AR projects and the intent to conduct high engagement research evaluation. The EvAR fulfilled multiple overarching needs to: authentically collaborate, engage, and enhance ownership from the ESAR team and the AR project participants and boundary partners evaluated; be informed in decision making via strong reference support; be responsive and flexible yet meet accountability demands to track, demonstrate, and measure process, outcomes, and impacts of projects; use mixed-method data collection to enhance rigor of findings; and utilize a highly reflective and reflexive approach to the evaluation. Many of the latter needs align with underpinning principles and values in AR itself; that is, it is collaborative, consultative, democratic, reflective, reflexive, dialogical, and improvement oriented. Rationale for the framework is provided alongside full details of phases and implementation elements using the ESAR as an example. Throughout the article, features are highlighted that distinguish this new EvAR framework from others. The advantages of adopting a flexible framework, which aims to enhance engagement of those evaluated, are highly relevant to contexts beyond AR if ownership of evaluation outcomes is a goal.

Journal Article 2: Wilson, D. (2006). Some reflections on researching with young black people and the youth justice system. Youth Justice, 6(3), 181-193.

Abstract: This article explores some of the methodological, ethical and practical difficulties of researching with young black people and is based on a three-year long research project that was a collaboration between the Children’s Society (a major NGO in England) and the University of Central England in Birmingham. The article uses findings from this research project to examine some broader epistemological issues related to ethnography, research more generally, and young black people’s dealings with the youth and criminal justice systems.

Journal Article 3: O’Reilly, K., Johnson, J., & Sanborn, G. (2012). Improving university research value. SAGE Open, 2(3).

Abstract: This article investigates the current data management practices of university researchers at an Intermountain West land-grant research university in the United States. Key findings suggest that researchers are primarily focused on the collection and housing of research data. However, additional research value exists within the other life cycle stages for research data--specifically in the stages of delivery and maintenance. These stages are where most new demands and requirements exist for data management plans and policies that are conditional for external grant funding; therefore, these findings expose a “gap” in current research practice. These findings should be of interest to academics and practitioners alike as findings highlight key management gaps in the life cycle of research data. This study also suggests a course of action for academic institutions to coalesce campus-wide assets to assist researchers in improving research value.