future research response post

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need a response post to this initial discussion post

needs to have information supported with scholarly research and show critical thinking, ask probing question…to continue the discussion

An explanation of how the information in this course might be applied to future research and contributions as a scholar-practitioner who effects social change

As a Walden University student I am learning ways in which I can learn how to create social change. This is done through the courses I take, the discussions with fellow students, and the literature I review. Van Zomeren and Spears (2009) stated that in order to create social change a researcher or scholar-practitioner must first understand the behavior of humans in a social environment. This course has provided me with knowledge to better understand this concept. I have learned how individuals act within groups as well as how they are motivated to change. I learned that change can not happen with out some type of motivation whether it be external or internal. One may not be driven towards the change initially but with external incentives and reason for change they may then see how the change will benefit them (Barron and Hulleman (2007). Van Zomeren and Spears stated that there are three motivators that initiate change. These motivators are known as intuitive economists, intuitive politicians, and intuitive theologians. Intuitive economists are driven towards change because of costs or gains based on group efficacy. Intuitive politicians are motivated to maintain what they believe is a positive identity, which is seen differently for all individuals. Intiutive theologians are driven based off of values, beliefs, and norms. These three motivators can be individually-based or shared among groups. Group beliefs affect individual change and conformity. One may follow the rules, norms, and values of a particular group and identify as such. Not only do groups change a person’s behavior but so can one’s environment. Due to the fact that environments and people are ever-changing social change can be best explained as a problem-solving process (Bargal, 2006). Where one sees a problem within a group or environment change may be initiated.

The idea of creating social change is moving from one reality to another more desirable reality (Bargal, 2006). To begin a new reality or initiate change research must be done to show how the change will benefit the group as a whole. Bargal (2006) calls this re-educating, the belief that everyone is in the “same boat”. Louis (2009) agrees with this concept and stated that change must show how the “disadvantaged” group members are related to the larger group. Louis said this will initiate empathy or show emotions within individuals called “salient subordinate identity”. Part of current and future realities are individual and group norms and values. When trying to initiate change it may cause these norms and values to change as well this can cause the change to become more challenging (Bargal, 2006). Bargal says that this is part of the action research process and something that should be considered. Action research is part of the process that leads to change. This process is consists of collecting data, determining what the goals of your research will be, implementing the goals, and then gaining feedback from these actions or assess the progress of the change.

When considering my role as a scholar practitioner I hope to create social change with in the education system. I first need to know my audience or group that will be effected by the change. Bargal (2006) states that groups are vessels for change because individuals relate their values and beliefs to those of the group. We learned in this course that groups influence human behavior. Louis (2009) says that it is the norms of the group that provide focus for the individual it gives them something to believe in. Louis talks about the Agentic Normative Influence Model. This model can be used when considering possible social change. It uses the group as a focus in the change and tries to initiate change that will create new beliefs, group identities, and norms. I would like to create change within the governing body of the Department of Education. I would like to effect policy change on how students are assessed and educated. I believe that we are creating citizens that are not going to be productive in a global society. Our focus in the world of business has changed but our ways of educating students has not kept up with this change and therefore our students are not as creative, intuitive, and productive as they need to be. I would like to research and show how the ways in which we are educating our students and their effectiveness in the workplace are related. If the results show a negative correlation I would like to suggest a “re-education” if you will of how we motivate our students to learn and retain the information gained from instruction. I see first hand every-day how students are not motivated to do pencil-paper task assignments. They are not motivated by stickers and smiley faces in their agendas. We need to find out what motivates them, how they learn, and how they use what they have learned to better our society. Focusing on school performance and scores is not an accurate depiction of how well our students will conduct themselves as adults and how well they know the information they were taught. I digress and will reiterate what Van Zomeren and Spears (2009) stated when they said humans are motivated to achieve, they want to meet their goals. It is up to us as scholar practitioners and agents of social change to show them what goals are best for our society and how these goals will impact them in our social and global world.


Bargal, D. (2006). Personal and intellectual influences leading to Lewin’s paradigm of action research: towards the 60th

anniversary of Lewin’s ‘action research and minority problems’ (1946). Action Research, 4(4), 367–388.

Barron, K. E., & Hulleman, C. S. (2007). Is there a formula to help understand and improve student motivation? [Online

article] Retrieved from: http://teachpsych.org/Resources/Documents/ebooks/eit2006.pdf

Louis, W. R. (2009). Collective action—and then what? Journal of Social Issues, 65(4), 727–748.

van Zomeren, M., & Spears, R. (2009). Metaphors of protest: A classification of motivations for collective action. Journal of

Social Issues, 65(4), 661–679.

ALSO need a few sentences to reply to this:

I thought that you provided a good description of the motivation for social change, and you included some important information from the Bargal (2006) article.

I think that the role of research in fostering social change depends on the type of social change. I think that interventions can be designed to address some societal problems in which the intervention can be implemented at an individual level. For example, loneliness may be a societal problem, but intervention research could be conducted to reduce loneliness at the individual level. However, it does not seem that intervention research can be conducted that would provide answers to some societal problems. For example, although poverty may be viewed from an individual perspective, the problem may be conceptualized as primarily a societal problem. The causes of poverty may be rooted in major problems within society. Solutions to reducing poverty in society may beyond scientific investigation. Developing an insightful theory may be the most useful for addressing some societal problems.


Bargal, D. (2006). Personal and intellectual influences leading to Lewin’s paradigm of action research: Towards the 60th anniversary of Lewin’s ‘action research and minority problems’ (1946). Action Research, 4, 367–388.


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