Ram has provided the following materials to help you engage with his thesis and his subsequent postdoctoral enquiries:

1a) Action Learning Workshop. October 2010

1b) Creating Conditions for Action Research. October 2010

1c) The How of Action Research. October 2010

1d) What is Action Learning? October 2010

1e) Why Action Research? October 2010

1f) A Living Educational Theory Form Of Action Research: My Learning Experience. October 2010

2) A summary of his thesis on his life long learning which includes his work as an international consultant and educator in India, UK, Singapore, Hong Kong, Fiji, Samoa and Mauritius.

3) Diagram of the tree of Ram Punia's Professional Life

4) Locations of Ram Punia's work as an international educator in UK, Singapore, Hong Kong, Mauritius, Singaore and Fiji

5) Ram Punia's Curriculum Vitae

6) Draft proposal of September 2005 of a post-doctoral enquiry to support action research in Mauritius in a collaborative project with Ram Punia and Jack Whitehead

7) Formal International Education: The Problem And An Emerging Solution In International Schools

8) A Relations' Approach To Relevance In Curriculum Development In Vocational Education And Training

9) Teachers' Planning Is The Missing Link In Curriculum Development As Action Learning & Action Research: My Recent Reflections On My MPhil Thesis (Punia 1992)

10) In Search Of A Problem-Based Research Methodology (PBR)

11) Ten Studies Of Vocational Teachers' Planning In The Fe/He Sector

12) Development Of The Practical Knowledge At The University Of Bath

13) To What Extent Top-Down Or Centralised Initiatives Will Be Successful To Determine The Nature Of Teaching, Curriculum And Assessment?

14) How can I encourage practitioners to make use of action research? October 2009.

Ram Punia's Ed.D.Thesis


Ed.D. University of Bath

Ram Punia
2004 (Graduated from the University of Bath, July 2004)

This autobiographical self-study presents my living educational theory of lifelong learning as an international educator with spiritual values including belief in cosmic unity, continuous professional development for personal and social development of life in general. The landscape of knowledge includes India, UK, Singapore, Hong Kong, Fiji, Samoa and Mauritius in several roles including a lecturer, teacher trainer, change agent in curriculum, staff, school development, a training technologist in corporate learning and a student in the University of Bath.

A living educational theory approach begins by asking questions of the kind, how do I improve my work? Practitioners produce accounts of their learning. A living educational theory is living in two ways: people and their theory changes as a result of learning and they are living what they learn. New knowledge emerges in the process. A useful epistemology of lifelong learning of an international educator has emerged from this inquiry.

Taking responsibility for my roles and contextualising problems and solutions to problems to match the contexts were the essential dimensions of my lifelong experiential learning. These dimensions originated from my spiritual belief in cosmic unity of life and ethical aims of education.

The originality of my contribution to the knowledge base in the living educational theory approach to action research is how I integrated my spiritual and ethical values with technical knowledge to enhance the quality of my professional development and the development of technical and vocational education in the international context.


You can download the Ed.D. in Parts in PDF format


Content Page Dedication, Acknowledgements, Table of Contents, Appendices, 3-8

Chapter 1. The Inquiry Problem, its significance and the conceptual Framework. 9

Chapter 2. The Research Methodology. 25

Chapter 3. The Making of a Lecturer at the Singapore Polytechnic (1965-68) and the Sheffield Polytechnic (1968-71). 33

Chapter 4. The Making of a Teacher Trainer (Hong Kong 1971-81). 42

Chapter 5. The Making of a Consultant/ Advisor in Curriculum and Staff Development ( Fiji Institute of Technology 1981-86). 59

Chapter 6. The Making of a Consultant/ Advisor in Institute Development (Western Samoa Technical Institute 1986-1990). 73

Chapter 7. The Making of a Consultant in Human Resource Development (Mauritius 1992-97). 85

Chapter 8. The Making of a Doctor of Education (1998-2000). 101

Chapter 9. The Emerging Transformative Educator University of Bath (2000-4). 113

Chapter 10. My Epistemology of Practice & an Emergent Living Educational Theory. 124

References 140

The Appendices containing copies of original documents are in the original Ed.D. Thesis in the Library of the University of Bath.