Ortrun Zuber-Skerritt

Ortrun Zuber-Skerritt’s publications indicate her interests in integrating the three main areas of academic responsibility: (1) research, (2) teaching/supervision and (3) community engagement. Ortrun’s Weltanschauung is manifested in her philosophical paradigm, ethos and value system of Participatory Action Learning, Action Research and Action Leadership. Her published video programs, some of her books, and four manuals for conducting workshops on postgraduate research and supervision are listed in her Resources for Learning, Teaching and Research, and are accessible free of charge. 

The following List of Selected Publications presents a selection of her professionally and publicly refereed work in four categories: (1) books, (2) book chapters, (3) journal articles and (4) funded research. This list is followed by a summary of Ortrun’s Funded Research and Research Grants.

5.1 List of Selected Publications
Books

Wood, L., and Zuber-Skerritt, O. (Eds) (2024) Shaping the Future of Higher Education: Positive and Sustainable Frameworks for Navigating Constant Change. Helsinki University Press. Open access and Paperback. 

 

Zuber-Skerritt, O., and Wood, L. (Eds) (2022, 2019). Action Learning and Action Research: Genres and Approaches. Bingley, UK: Emerald. 2022 Paperback.

Zuber-Skerritt, O. (Ed.) (2019, 2017). Conferences as Sites of Learning and Development: Using Participatory Action Learning and Action Research Approaches. Abingdon, UK: Routledge. 2019 Paperback and e-book.

Zuber-Skerritt, O., Wood, L., and Louw, I. (2015). A Participatory Paradigm for an Engaged Scholarship in Higher Education: Action Leadership from a South African Perspective. Rotterdam: Sense/Brill.

Zuber-Skerritt, O., Fletcher, M. A., and Kearney, J. (2015). Professional Learning in Higher Education and Communities: Towards a New Vision for Action Research. London: Palgrave–Macmillan.

Zuber-Skerritt, O., and Teare, R. (2013). Lifelong Action Learning for Community Development: Learning and Development for a Better World. Rotterdam: Sense/Brill.

Zuber-Skerritt, O. (Ed.) (2012) Action Research for Sustainable Development in a Turbulent World. Bingley, UK: Emerald.

Zuber-Skerritt, O. (2009) Action Learning and Action Research: Songlines Through Interviews. Rotterdam: Sense/Brill.

Zuber-Skerritt, O. (Ed.) (2006) Page to Stage: Theatre as Translation. Second edition. Costerus New Series. Amsterdam: Rodopi/Brill.

Zuber-Skerritt, O. (1992) Professional Development in Higher Education – A Theoretical Framework for Action Research. London: Kogan Page.

Zuber-Skerritt, O. (1992) Action Research in Higher Education – Examples and Reflections. London: Kogan Page.

 

Zuber-Skerritt, O. (Ed.) (1991) Action Research for Change and Development. Aldershot (UK): Avebury. Republished 2022 and 2024. New York: Routledge Revivals. 

Book Chapters

Wood, L. and Zuber-Skerritt, O. (2024). The why, what and how of actioning change in higher Education. In L. Wood and O. Zuber-Skerritt (Eds) Shaping the Future of Higher Education: Positive and Sustainable Frameworks for Navigating Constant Change. Helsinki University Press. Open access and Paperback (pp. 1-23). Helsinki: Helsinki University Press.

 

Wood, L. and Zuber-Skerritt, O. (2024). Frameworks for actioning positive and sustainable change in higher education. In L. Wood and O. Zuber-Skerritt (Eds) Shaping the Future of Higher Education: Positive and Sustainable Frameworks for Navigating Constant Change. Helsinki University Press. Open access and Paperback (pp. 193-217). Helsinki: Helsinki University Press.

 

Wood, L. and Zuber-Skerritt, O. (2022). Community-based research in higher education: Research partnerships for the common good. In L. Wood (Ed.) Community-based Research with Vulnerable Populations: Ethical, Inclusive and Sustainable Frameworks for Knowledge Generation (pp. 3-30). London: Palgrave Macmillan.

Rowell, L., Ballogh, R., Edwards-Groves, C., Zuber-Skerritt, O., Santos, D., and Shosh, J. (2017). Towards a strategic agenda for global action research: Reflections on alternative globalization. In L. Rowell, C. Bruce, J. Shosh, and M. Riel (Eds.), The Palgrave International Handbook of Action Research. (pp. 843-862). New York: Palgrave Macmillan.

Zuber-Skerritt, O., and Passfield, R. (2017). Action learning and action research association (ALARA): History, culture and sustainability. In L. L. Rowell, C. D. Bruce, J. M. Shosh, andt M. Riel (Eds.), Palgrave International Handbook of Action Research (pp. 419-440). New York: Palgrave Macmillan.

Zuber-Skerritt, O. (2016). A lifelong learning university in 20 years: What will it look like? In E. Cendon, A. Mörth, and A. Pellert (Eds.), Theorie und Praxis verzahnen: Lebenslanges Lernen an Hochschulen (Vol. 3, pp. 275-277). Münster (Germany): Waxmann.

Zuber-Skerritt, O. (2014). Supervising action research theses and dissertations. In D. Coghlan and M. Bryden-Miller (Eds.), Encyclopedia of Action Research (Vol. 2, pp. 738–741). London: Sage.

Zuber-Skerritt, O. (2008) Evaluation of action research as professional development: A case study in higher education. In E. Piggot-Irvine and B. Bartlett (Eds) Evaluating Action Research. NZCER, Wellington, 91-109.

Fletcher, M., Zuber-Skerritt, O., Piggot-Irvine, E. and Bartlett, B. (2008) Qualitative research methods for evaluating action research. In E. Piggot-Irvine and B. Bartlett (Eds) Evaluating Action Research. NZCER, Wellington (NZ), 53-90.

Zuber-Skerritt, O. (2008) Action research using qualitative research and GABEK–analysis. In J. Zelger, M. Raich and P. Schober (Eds) GABEK III: Organisationen und ihre Wissensnetze: Organisations and their Knowledge Nets. Studien Verlag, Wien, 29-51.

Zuber-Skerritt, O. (2007) Action research and higher education in South Africa: Personal experiences and reflections. In D. Santos and M. Todhunter (Eds) Action Research and Education in Contexts of Poverty: A Tribute to the Life and Work of Professor Orlando Fals Borda. Ediciones UNISALLE, Bogotá (Colombia), 49-70.

Zuber-Skerritt, O. (2006) Knowledge explication in an executive action learning program (SEAL). In H. Welte, M. Auer and C. Meister-Sheytt (Eds) Management von Universitäten: Zwischen Tradition und Post-Moderne. Second edition. Rainer Hampp Verlag, München, 209-226.

Zuber-Skerritt, O. (2005) An executive action learning program (SEAL) for professional development and higher degrees. In H. Welte, M. Auer and C. Meister-Scheytt (Eds) Management von Universitäten: Zwischen Tradition und (Post-)Moderne. Rainer Hampp Verlag, München/Mering, 263-282.

Zuber-Skerritt, O. (2003) Action learning and action research in higher education: A framework for professional and organisational development. In S. Speedy (Ed.) Women Using Action Learning and Action Research: The South African Context. Southern Cross University Press, Lismore (Australia), pp. 337-367.

Zuber-Skerritt, O. (2002) The concept of action learning. In W. Mathera and K. Schneider (Eds) Business Information for Management: Best of 2002. Business School Vienna, Klosterneuburg (Austria), pp. 107-126.

Zuber-Skerritt, O. (2001) Action learning and action research: Paradigm, praxis and programs. Chapter 1 in S. Sankaran, B. Dick, R. Passfield and P. Swepson (Eds) Effective Change Management Using Action Research and Action Learning: Concepts, Frameworks, Processes and Applications. Southern Cross University Press, Lismore, Australia, 1-20.

Zuber-Skerritt, O. (1997) Die Universität als lernende Organisation: Ein Projekt zur Qualitätsverbesserung in einer Australischen Universität. In H. Altrichter, M. Schratz und H. Pechar (Eds) Hochschulen auf dem Prüfstand: Was Bringt Evaluation für die Entwicklung von Universitäten und Fachhochschulen? Studien Verlag, Innsbruck-Wien, 290-305.

Ryan, Y. and Zuber-Skerritt, O. (1997) Supervising non-English speaking background students in the globalised university. In Ryan, Y. and Zuber-Skerritt, O. (Eds) Supervising Postgraduates from Non-English Speaking Backgrounds. The Society for Research into Higher Education and Open University Press, 3-11.

Zuber-Skerritt, O. (1996) Action research by language teachers. In M. Farquhar and P. McKay (Eds) China Connections: Australian Business Needs and University Language Education. The National Languages and Literacy Institute of Australia, Melbourne, 207-229.

Zuber-Skerritt, O. (1995) Academic staff development in Australia in the 1990s: A government-driven quality agenda. In A. Pellert (Ed.) Universitäre Personalentwicklung: Internationale Trends und Erfahrungen. Österreichischer Studien Verlag, Innsbruck, 102-121.

Zuber-Skerritt, O. (1994) Learning and action research. In P. Nightingale and M. O’Neil (Eds) Achieving Quality Learning in Higher Education. Kogan Page, London, 99-117.

Perry, C. and Zuber-Skerritt, O. (1994) Professional doctorates in management. In A. Kouzmin, L. Still and P. Clark (Eds) Directions in Management. McGraw Hill, London, 338-356.

Zuber-Skerritt, O. (1990) The dialectical relationship between theory and practice in higher education. In C. Gellert, E. Leitner and J. Schramm (Eds) Interdependence of Research and Teaching at Universities - International and Comparative Perspectives. Peter Lang, Bern, 165-192.

Journal Articles
Zuber-Skerritt, O., Wood, L. and Kearney, J. (2021) The transformative potential of action learning in community-based research for social action. Action Learning: Research and Practice, 17 (1), 34-47. 

Zuber-Skerritt, O. (2018). An educational framework for participatory action learning and action research (PALAR) Educational Action Research, 26(4), 513-532. 

Wood, L., Louw, I., and Zuber-Skerritt, O. (2017). Enhancing postgraduate learning and development: A participatory action learning and action research approach through conferences. Action Learning: Research and Practice, 14(2), 120-135.

Zuber-Skerritt, O., and Abraham, S. (2017). A conceptual framework for work-applied learning for developing managers as practitioner researchers. Higher Education, Skills and Work-based Learning, 7(1), 35-50.

Zuber-Skerritt, O. (2016). The action research planner: Doing critical participatory action research by S. Kemmis, McTaggart, R., & Nixon, R. (2014). Singapore: Springer – a book review. Educational Action Research, 14(1), 150-154.

Zuber-Skerritt, O., and Passfield, R. (2016). History and culture of ALARA: The Action Learning and Action Research Association. Educational Action Research, 23(4), 65-76.

Zuber-Skerritt, O., and Louw, I. (2014). Academic leadership development program: A model for sustained institutional change. Journal for Organizational Change Management, 27(6), 1008-1024.

Zuber-Skerritt, O., and Cendon, E. (2014). Critical reflection in and on professional development. International Journal for Researcher Development, 5(1), 16–32.

Wood, L., and Zuber-Skerritt, O. (2013). PALAR as a methodology for community engagement: A South African perspective. South African Journal of Education, 33(4), 1–15.

Kearney, J., Wood, L., and Zuber-Skerritt, O. (2013). Community–university partnerships through participatory action learning and action research (PALAR). International Journal of Community Research and Engagement, 6(1), 113–130.

Zuber-Skerritt, O., Wood, L., and Dick, B. (2013). Action research for sustainable development in a turbulent world: Reflections and future perspectives. Action Learning Action Research Journal (ALARJ), 18(2), 184–203.

Zuber-Skerritt, O. (2013). Transformational community development through emergent learning. ALARJ, 19(2), 5–24.

Kearney, J. and Zuber-Skerritt, O. (2012) From learning organization to learning community: Sustainability through lifelong learning. The Learning Organization, 19(5), 400–413.

Louw, I. and Zuber-Skerritt, O. (2011) The learning conference: Knowledge creation through participation and publication. The Learning Organization, 18(4), 288–300.

Fletcher, M.A., Zuber-Skerritt, O., Albertyn, R.M., Bartlett, B. and Kearney, J. (2010) Meta-action research on a leadership development program: A process model for life-long learning. Systemic Practice and Action Research 23(6), 487–507. 

Louw, I. and Zuber-Skerritt, O. (2009) Reflecting on a leadership development program: A case study in South African higher Education. Perspectives in Education 27(3), 237–246. 

Fletcher, M. and Zuber-Skerritt, O. (2008). Professional development through action research: Case studies in South African higher education. Systemic Practice and Action Research 21, 73-96.

Zuber-Skerritt, O. (2007). Leadership development in South African higher education: The heart of the matter. South African Journal of Higher Education 21(7), 984-1005.

Zuber-Skerritt, O. and M. Fletcher (2007). The quality of an action research thesis. Quality Assurance in Education 15(4), 413-436.

Zuber-Skerritt, O. (2007) Professional doctoral theses by explication as professional development. Quality Assurance in Education 15(1), 24-43.

Santos, D. and Zuber-Skerritt, O. (2007). Professional and leadership development in higher education: An interview with Ortrun Zuber-Skerritt. ALARJ, 12(1), 112-139.

Zuber-Skerritt, O. (2005). Action learning, action research and process management (ALARPM): A personal history. ALARJ, 10(2).

Zuber-Skerritt, O. (2005) A model of values and actions for personal knowledge management. Journal of Workplace Learning, 17(1/2), 49-64. 

Zuber-Skerritt, O. and Roche, V. (2004) A constructivist model for evaluating postgraduate supervision: A case study. Quality Assurance in Education 12(2), 82-93.

Swepson, P. and Zuber-Skerritt, O. (2003) Interview with Ortrun Zuber-Skerritt. Systemic Practice and Action Research 16(4), 249-257.

Kalliath, T. and Zuber-Skerritt, O. (2003) Pioneer: An interview with Ortrun Zuber-Skerritt. Organisation Development Journal 21(1), 65-71.

Zuber-Skerritt, O. (2002) A model for designing action learning and action research programs. The Learning Organization 9(4), 143-149. 

Bawden, R. and Zuber-Skerritt, O. (2002) The concept of process management. The Learning Organization 9(3), 132-138.

Altrichter, H., Kemmis, S., McTaggart, R. and Zuber-Skerritt, O. (2002) The concept of action research. The Learning Organization 9(3), 125-131. 

Zuber-Skerritt, O. (2002) The concept of action learning. The Learning Organization 9(3), 114-124.

Zuber-Skerritt, O. and Farquhar, M. (2002) Action learning, action research and process management (ALARPM): A personal history. The Learning Organization 9(3), 102-113.

Pace, R.W. and Zuber-Skerritt, O. (2000) An institute for workplace enhancement: An idea whose time had come. International Journal of Action Learning. Volume 1, 160-163.

5.2 Funded Research
Ortrun’s research reaches across a wide range of interdisciplinary fields, such as Comparative Literature (with a focus on Drama and Translation Science); University Learning, Teaching and Research (including Postgraduate Research Training and Supervision); Organisation Development; and Community Engagement.

She has always integrated teaching and research activities by using Action Research as a paradigm and methodology. In this way she was able to improve learning and teaching practice through research, such as knowledge of the existing literature, critical reflection on action, evaluation, and feedback from participants. This research process always resulted in sole- and co-authored publications with her colleagues, and suggestions for practical improvements, change and further research.

Apart from Griffith University research grants, Ortrun was awarded other funding that included seven large Australian Government grants totalling $940,000. Three of these grants were from the Australian National Priority Fund totalling almost $500,000 (1992–1993 for UQ and 1993 for GU). The remaining four grants were from the Commonwealth Staff Development Fund totalling over $440,000 (1992–1996, i.e., 1992 for UQ, and in 1993, 1995 and 1996 for nine universities: seven in Queensland and two in New South Wales). The leadership development programs funded by the Commonwealth Staff Development Fund resulted in both refereed research publications and the production of Resources on Learning, Teaching and Research, produced by Ortrun in collaboration with the participating senior academic colleagues from the nine universities. Some of these resources are available on this website free of charge.

Further examples include a Southern Cross University Infrastructure Grant, leading a research team to establish the Workplace Research, Learning and Development (WoRLD) Institute in 1996 (Ortrun as Chair and Director); an AusAID/IDP (International Development Program) grant for a leadership development program for women academics in six universities in Pretoria, South Africa, 2000–2002, $173,300; and an AusAid Seminar Support Scheme program for leaders in Community Engagement from six African countries in Stellenbosch, 2007, $36,596.

Ortrun’s institutional and external grants are summarised in her Curriculum Vitae.