An exploration of the importance of piloting and access as action research

Abstract In this article we illustrate how the piloting process has influenced two widely different studies within the educational sciences. These studies differ in design but have as a common denominator that they used piloting methods in their preparatory process. They are also similar in the intention of the main researchers of conducting research with a critical edge. In the first case study described, our solidarity lies with the disadvantaged school children of South Africa. In the second case study, our solidarity lies with a group of teachers who through an action research project wanted to question a school policy that they do not feel benefits all school children in the Norwegian lower secondary school. The two cases are presented separately and explore the change in conceptual and methodological emphasis in the research procedure. We emphasize how important the piloting and access processes are in order to learn from them and reduce mistakes in the main research design. We argue that both piloting and gaining access can be seen as a form of action research, in that the intention is to learn and to change future action; that is, the purpose is to find out how to conduct a project more effectively. A reflective piloting phase is likely to increase the validity of the research results and can in itself be viewed as action research. Through the piloting phase, learning that may prove invaluable for the later research process is likely to take place. As piloting can be of great value for research results, it should also be given much greater attention in the research literature in general. While the best case scenarios are overrepresented in the research literature, the learning from and of flaws and imperfections that are discovered in the piloting stages of research is equally important for the research community as well as for the actual participants in the researching process. Yet this is under utilized and often left under‐reported. Keywords: pilot studiesqualitative research methodsaction researchvalidity Notes 1. While we the authors have cooperated closely on this article, the South African case study is put into writing by Gudmundsdottir and the case study from Norway by Brock‐Utne. 2. LOITASA stands for Language of Instruction in Tanzania and South Africa and is a research project conducted by researchers from the University of Oslo, Norway, the University of Dar es Salaam, Tanzania and the University of Western Cape, South Africa. The first phase of the project ran from 2001 through 2006 and produced four books from four workshops (http://www.loitasa.org/publications.html). The project is now into its second phase (2007–2011). 3. It is misleading to talk about previously or historically disadvantaged areas as the students are in a far worse economic and social situation than the students in the historically white schools. 4. The historically white schools had a financial model based on being partly state financed and partly funded by school fees. For a detailed discussion see, for example, Fiske and Ladd (Citation2004). 5. Prof. Zubeida Desai and Dr Vuyokazi Nomlomo, personal communication, May 4, 2009.