Zuber-Skerritt, O. (1992). Action research in higher education London, UK: Kogan Page.

This collection of case studies in higher education (HE) describes the processes and procedures used by a collaborative inquiry group of HE teachers into their own particular practice with the use of action research methodology. Directed not only at staff developers and teachers in higher education, the book is useful for anyone interested in improving learning and teaching. The first chapter describes the features of action research. Other chapters included examples of improved practice at both the undergraduate and graduate levels, a methodology for eliciting personal theories of various aspects of higher education such as, research, teaching, and professional development, and subsequently evidence of the merits of action research for effective professional development. The final chapter presents the authors own action research.

Zuber-Skerritt, O. (1992). Professional development in higher education. London, UK: Kogan Page.

This is the companion volume to Action Research in Higher Education. In this book the author addresses the theoretical framework for action research in HE. The book explains how students and teachers in HE develop knowledge, and why experiential learning and collaborative inquiry are effective means of professional development. Aimed primarily at educational researchers, staff developers, educational consultants, academics, students, and administrators, anyone in government and industry who is interested in the practice of learning and teaching will also find this book valuable. The model presented for professional development for teachers in HE is called CRASP an acronym for Critical attitude, Research into teaching, Accountability and Self-Evaluation leading to Professionalism. The four parts of the book cover praxis, and theory, in HE, the integration of theory and practice, and finally professional development in HE. This volume is extensive in its treatment of the theories that underlie action research, which makes possible the generation of theory through action.