Summary of Paper for the JVET Conference, 16-18 July 2001

Summary of Paper for the JVET Conference, 16-18 July 2001

Research and Development Work in the FE Sector: Under-Researched or Undervalued?

Karen Gomoluch, Mike Humphreys, Terry Hyland and Gill Whittaker – Bolton Institute

Coffield’s (1996) call for urgent strategic research into further education (FE) colleges’ high impact on their local communities’ (p.5) has subsequently been renewed by the lifelong learning minister (DfEE,1999) who – in referring to the ‘dearth’ of research in this sphere – asked researchers to investigate the ‘effectiveness of further education, focusing particularly on understanding more about the factors which determine success’ (p.1). Stanton (2000) has questioned the ‘conventional wisdom that further education is under-researched’ and explained the mistaken view in terms of FE’s multi-faceted nature resulting in a wide variety and dispersion of studies. No doubt, the persistence of the low-profile ‘Cinderalla’ status of the sector – and the subordinate and classed status of FE’s main business of providing vocational programmes – is also implicated in this research mythology.

Much FE research has traditionally been practice-oriented and problem-based, typified by the research and development (R&D) work of the FEU and later FEDA. The legion of studies described by Brotherton (1998) as ‘research-related activities’ designed to enhance the development of FE institutions as ‘knowledge-based organisations’ (p.311), tend to be overlooked because of the dominance of the university-oriented paradigm of research activity. However, in the trend towards evidence-informed policy and practice (EPPI,2000), there is now a movement away from the older models towards research strategies designed to enhance and promote good practice in schools and colleges. Thus, given the importance of vocational education and training (VET) and the FE sector in terms of the current government’s lifelong learning objectives, there has never been a better time to reassert the value of R&D and practitioner-oriented research work in post-compulsory education and training (PCET).

Informed by Stanton’s concept of ‘reflective pragmatism’, this paper examines a number of practice-based research projects designed to enhance knowledge and understanding about the current state of FE institutions. We will mention two studies in particular: an investigation of new managerial paradigms as the sector has responded to the fundamental changes of the last decade or so and prepares for further transformations under the Learning and Skills Council in April this year, and a project which looks at developments in PCET teacher training in relation to staff/student learning and teaching.

In conclusion, it is argued that – not only does such R&D work serve to enhance the professionalism of FE staff through the teacher-as-researcher tradition – but also such practice-based research activity can empower students, lecturers and other stakeholders and help to guard against increasing centralist control of the research agenda. In the process there may also be some scope for tackling the perennial problem of the subordinate status of VET in the UK research discourse.

References

Brotherton, B.(1998): Developing a Culture and Infrastructure to Support Research-Related Activities in FE Institutions; Research in Post-Compulsory Education,3(3), pp.311-328

Coffield, F.(1996): Strategic Research in Further Education (University of Durham School of Education).

DfEE(1999): Wicks Takes Action on Dearth of Vocational Studies (London, Dept for Education and Employment)

EPPI (2000) What do we really know about education? (London, Evidence for Policy and Practice Information and Co-ordinating Centre)

Stanton, G.(2000): Research; in Smithers, A. & Robinson, P.(Eds): Further Education Re-Formed (London, Falmer)

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