ABSTRACT

In this study, I explore a time when I collaborated on an education-focused research project, which failed. I articulate my experience of failure as a positive means for improving collaborative research practice. I achieve this by repositioning the critiquing of failure through an auto-ethnographical account, integrating an adapted version of the Theory of Change framework by Hart, Diercks-O’Brien, & Powell, (2009). [Hart, et al., (2009 Hart, D. , Diercks-O’Brien, G. , & Powell, A. (2009). Exploring stakeholder engagement in impact evaluations planning in educational development work. Evaluation , 15 (3), 285–306. https://doi.org/10.1177/1356389009105882 [Crossref] , [Google Scholar]). Exploring stakeholder engagement in impact evaluations planning in educational development work. Evaluation, 15(3), 285–306. https://doi.org/10.1177/1356389009105882]) to better acknowledge, understand and prepare for failure. Even with careful planning to execute a purposefully designed collaborative research project, success cannot be guaranteed. When failure happens, something has gone terribly wrong. However, something has also transpired that was meaningful.

摘要

在这项研究中，我探索了一个以教育为重点的研究项目合作失败的时期。我将失败的经历表述为改善协作研究实践的积极手段。我通过使用自动人种学的方法重新定位失败的根源，并整合了Hart，Diercks-O'Brien和Powell（2009）提出的变革理论框架的改编版，来实现这一目标。[Hart等人，（2009年 Hart，D. ， Diercks-O'Brien，G .和 Powell，A. （2009）。在教育发展工作中探索利益相关者参与影响评估计划。评估，15（3），285 – 306。https://doi.org/10.1177/1356389009105882 [Crossref] 和[Google Scholar]）。探索利益相关者参与教育发展工作的影响评估计划。评价，15（3），285-306。https://doi.org/10.1177/1356389009105882]，以更好地确认，理解并为失败做准备。即使精心计划执行特定设计的协作研究项目，也无法保证成功。发生故障时，出现了严重错误。但是，也发生了有意义的事情。