From intuition to evidence: the value of practitioner researchers in higher education

Those moving into HE from practice-based disciplines may perceive themselves as having less research experience. However, Morris et al. (2023) report that over 80 per cent of respondents to their education researcher workforce survey had previous careers in teaching, and so many will be well-versed in drawing on evidence to engage in professionally focused reflective practice and will have had to demonstrate engagement with research as a core competency of registration. This cohort can make a valuable contribution to research and hold expert knowledge about practice. Practitioners recognise that research-focused colleagues hold expert knowledge about research and that research can make a valuable contribution to practice. The two approaches can readily co-exist but aside from mutual appreciation of the strengths of each, the value of the work needs. Those moving into HE from practice-based disciplines may perceive themselves as having less research experience. However, Morris et al. (2023) report that over 80 per cent of respondents to their education researcher workforce survey had previous careers in teaching, and so many will be well-versed in drawing on evidence to engage in professionally focused reflective practice and will have had to demonstrate engagement with research as a core competency of registration. This cohort can make a valuable contribution to research and hold expert knowledge about practice. Practitioners recognise that research-focused colleagues hold expert knowledge about research and that research can make a valuable contribution to practice. The two approaches can readily co-exist but aside from mutual appreciation of the strengths of each, the value of the work needs.