The use of action research to address vegetation management on beef properties in Central Queensland

Project explores the use of action research processes which were developed and implemented to work with two groups of beef producers in relation to vegetation management. The study implemented an innovative action research/action learning framework for extension education involving two groups of beef industry producers in central Queensland on the topic of vegetation management. The researcher acted as group facilitator for group meetings over the course of seven months in 1994, using a framework of Participatory Problem Solving (Clark 1993). The findings of the study are presented under the headings of participants, vegetation management and action research techniques, with action research as a form of extension education being seen as the main area of learning arising from the project. Data about producer participants is important, since little is recorded in extension education literature and the processes used to gain this knowledge may be extrapolated from this study to other studies using a similar approach. Specialist researchers in vegetation management provided both direct material for group discussion and gave feedback to producers on their vegetation management practice. While the participants themselves did not change their vegetation management practice during the course of the project, they have made a commitment to continue their meetings independently. There are thus grounds for anticipating that the process if continued would see some form of change in this area. The techniques used in the group meetings, and participants evaluation of these techniques is thoroughly documented, using qualitative methods of meeting notes, interviews and questionnaires. The study concludes with a reflection on the action research processes used and suggests that while generalisations are not possible from one extension education situation to another, that some of the techniques and their sequencing could be adapted for use in other settings and that the Participatory Problem Solving cycle, if completed, provides an important contribution to extension education. Future extension models have yet to be developed as a widespread practice in extension. Many remain at the conceptual level, with little literature exploring their significance in practice. This thesis adds to this small but growing literature on alternative extension practices