Continuous Improvement, Institutional Review Boards, and Resistance to Practitioner Scholarship

Author:

Hinnant-Crawford Brandi1ORCID,Bonney Edwin Nii1ORCID,Perry Jill Alexa2,Bozack Amanda R.3,Peterson Deborah S.4,Crow Robert5ORCID,Carlile Susan4

Affiliation:

1. Clemson University, Clemson, SC

2. University of Pittsburgh and the Carnegie Project on the Education Doctorate, Pittsburgh, PA

3. Radford University, Radford, VA

4. Portland State University, Portland, OR

5. Western Carolina University, Cullowhee, NC

Abstract

In this essay, we explore the tension between research using continuous improvement (CI) paradigms, such as improvement science, and conventional research, and the role and regulation of Institutional Review Board (IRB) oversight. We argue that the current regulatory structure privileges traditional research and hinders collaborative inquiry that centers the voice and agency of those traditionally marginalized. We also question whether IRBs should limit CI efforts required of educational leaders as part of their jobs. We offer recommendations for how IRBs and scholar-practitioners can together support CI efforts.

Publisher

American Educational Research Association (AERA)

Subject

Education

Reference31 articles.

1. Community-Based Design Research: Learning Across Generations and Strategic Transformations of Institutional Relations Toward Axiological Innovations

2. Briggs R. (2022, March 23). The abject failure of IRBs: Ethics-review systems have become exercises in absurdity and unpredictability. Chronicle of Higher Education. https://www.chronicle.com/article/the-abject-failure-of-irbs

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1. EdD Students’ Sensemaking of Improvement Science as a Tool for Change in Education;Journal of Research on Leadership Education;2024-01-04

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