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Abstract
We live in difficult times—socially, economically and politically—and it is right that learned societies, such as the British Educational Research Association, reflect on their purpose and direction. We cannot take for granted the social contract that supports the funding of social science and educational research. This paper reflects on enduring themes and new pressures and argues for special attention to: collaboration within and beyond the community of university-based educational researchers; support for, and recognition of, the importance of reviews of research; the development of accessible forms of communication of findings and their implications, to guide sound decision making; more direct engagement with practitioners, policy makers and the public. It argues that it is time for communities of educational researchers to have confidence to become outward looking and strengthen alliances with other groups of researchers at home and abroad, across disciplines, with different types of research institutions and also with practitioners and policy makers. What drives this should be our principal aim to pursue educational research and its application for the improvement of education and the public benefit.
Notes
1. Some would argue that this cannot be a primary criterion of research quality as such, see James, Pollard, Rees, and Taylor (Citation2005).
2. Department for Children, Schools and Families, for those who have forgotten already.
3. Qualifications and Curriculum Development Agency.
4. General Teaching Council for England.
5. British Educational Communications and Technology Agency.
6. International General Certificate of Secondary Education.
7. Special Educational Needs and Disabilities.
8. Training and Development Agency for schools.
9. Office of Qualifications and Standards Regulation.
10. Personal, Social and Health Education.
11. For current and back issues see: http://www.bera.ac.uk/publications/ri/ (accessed 15 August 2011).
12. Science, technology, engineering and mathematics.
13. Quota for research.
14. Teaching and Learning Research Programme.
18. We published them on our project website specifically to encourage use by others: http://www.learntolearn.ac.uk/cgi-bin/learntolearn/index.pl?start=home/014_instrument_self-evaluation/instruments
19. Like Lesley Saunders (Citation2011), and for the same reasons, I find the metaphor of ‘impact’ difficult, and I too prefer ‘influence’. But it seems here to stay and we will have to live with it for the time being.
20. Past presidents have discussed whether BERA should be more politically committed (e.g. David Hamilton in 1984, Patricia Broadfoot in 1987, Jack Whitehead in 1988, John Elliott in 1989, Michael Bassey in 1991—http://www.bera.ac.uk/publications/presidential-addresses/ (accessed 19 August 2011). I am not arguing for this. It is my view that whatever political (capital ‘P’) views researchers hold as private citizens, they should, as researchers, attempt to be as dispassionate as possible when evaluating evidence and argument in order to offer advice to decision makers. Moreover, BERA, as an association, needs to recognise a range of legitimate ‘political’ views and welcome debate, rather than seek to promote any particular position. I’m another advocate of the ‘broad church’.
21. See Alexander (2010, pp. 19–25, 201–206, 478–479, 513–514, 537–538).
22. If my earlier points on collaboration in interdisciplinary teams hold true, then the load of dissemination and user engagement need not fall on one individual. There can be few human beings with the stamina of Robin Alexander.
23. Recommendations 125–127.