Transformative Inquiry

“Transformative Inquiry: Integrating Action Research and Systems Thinking is a mandatory acquisition for any College of Education library. As an Academic Librarian and Instructional Designer, I see Transformative Inquiry filling a critical gap in practitioner literature. The thirteen case studies expertly demonstrate how integrating action research with a systems thinking perspective illuminates the deep complexities of educational environments. The insights presented offer durable lessons that inform practice for years to come, moving beyond surface-level analysis and providing researchers and doctoral candidates with essential, practical frameworks to initiate lasting, systemic change.”

Angela Doucet Rand, MLIS, PhD, University of South Alabama

“Transformative Inquiry: Integrating Action Research and Systems Thinking is a powerful and timely contribution to the literature on change and improvement. Addressing both local practices and systemic complexity, this volume bridges methodological traditions by uniting the reflective cycles of action research with the holistic approaches of systems thinking. The editors and contributors provide readers with practical strategies and authentic accounts of transformation across education, healthcare, corporate, and military contexts. Both rigorous and refreshingly practical, it is essential reading for scholars and practitioners committed to participatory inquiry, equity-driven improvement, and sustainable change.”

Melissa K. Jones, EdD, Dartmouth College

List of Figures and Tables

Acknowledgments

Foreword

Chapter 1
Introduction
by M. Elizabeth Azukas and Suha R. Tamim

Section I - Action Research and Systems Thinking in K-12 Settings

Chapter 2
Applying the S-STAR Method to Plan, Analyze, and Improve a Digital Learning Initiative
by M. Elizabeth Azukas

Chapter 3
Service Improvement of the Media Specialist, Media Program, and Media Center: An Action Research Study
by Jennifer B. Hurtt and Minkyoung Kim

Chapter 4
Is that Normal in America? A Systems Approach to Supporting International Teachers
by Amanda Hajji Minnillo

Chapter 5
A Systems Approach to Addressing Online Teaching Challenges and Enhancing Performance
by Karen Roper and Minkyoung Kim

Section II - Action Research and Systems Thinking in Higher Education Settings

Chapter 6
Making Action Research a Practice, Not Just a Project, in Preservice Teacher Education
by Catherine Lammert

Chapter 7
Strategies for Improving Academic Success and Identity Development in Health Professions Students
by Molly Paguaga

Section III - Action Research and Systems Thinking in Healthcare and Health Education settings

Chapter 8
Addressing Problem Complexity Using Systems Thinking Action Research
by Teresa S. Cronell

Chapter 9
Systems Thinking for Health Professions Students in the Medical Education Ecosystem
by Dana Powell Baker

Chapter 10
Inclusive & Equitable Learning Design: Integrating Systems Thinking and Action Research in Generative AI-Driven Educational Content Creation
by Arpita Pal

Chapter 11
The Ripple Effect: Faculty Development Drives Systemic Change in Health Equity
by Christina B. Gunther and Kathleen S. Fries

Section IV - Action Research and Systems Thinking in Corporate and Military Environments

Chapter 12
Improving Defense Acquisition Process Timelines in a Military System Program Office
by John H. Armstrong, Jr. and Holley Handley

Chapter 13
Development of a New Global Training Model as a Performance Improvement Solution
by Robin Brandenburg and Holley Handley

About the Authors

Index

NOTE: Table of Contents subject to change up until publication date.

M. Elizabeth Azukas

Dr. M. Elizabeth Azukas is an Associate Professor of Professional and Secondary Education and Instructional Design Technology at East Stroudsburg University of Pennsylvania. She holds an Ed.D. in Leadership and Innovation from Arizona State University and has held diverse leadership roles in education, including instructional supervisor, principal, curriculum director, and assistant superintendent.

Her research focuses on systems thinking, change leadership, digital and virtual leadership, online and blended learning, and the use of simulations and AI to enhance teaching and leadership preparation. She has led educational redesigns and innovation efforts across K-12 and higher education contexts, including international collaborations with schools and ministries of education.

Dr. Azukas is co-chair of the team developing national digital leadership standards as part of the National Standards for Quality (NSQ) initiative—a partnership between the Digital Learning Collaborative, Quality Matters, and the Virtual Learning Leadership Alliance. She is also contributing to shaping the national research agenda for K–12 online learning in collaboration with the Digital Learning Collaborative. She is the co-creator of the DOT Framework for AI-enhanced learning, and her current work explores how artificial intelligence can support more equitable, personalized, and sustainable education systems.

Suha R. Tamim

Suha R. Tamim is a Clinical Associate Professor in the Curriculum Studies program at the Department of Leadership, Learning Design, and Inquiry at the University of South Carolina. She holds a Doctor of Education from the University of Memphis and a Master of Public Health from the American University of Beirut. In her present role, she advises students on the Dissertation in Practice and collaborates with faculty on the continuous improvement of the program. Her publications are focused on systems thinking and the design of learning environments. She is an active member of the Association for Educational Communications and Technology and the Carnegie Project on the Education Doctorate, currently serving as co-editor in chief for Impacting Education: Journal of Transforming Professional Practice.