(Re)shaping the future of research in further education: Opportunities, barriers & beyond

Research Intelligence issue 163

This issue, guest edited by Joyce I-Hui Chen, Debbie Bogard and Christina Donovan, illuminates the transformative power of research in further education (FE) from all four nations of the UK, challenging this area’s historical invisibility and institutional constraints. From collaborative inquiry to sustainability and social justice, this themed special section shows how research-driven innovation can empower educators, bridge sector gaps and strengthen FE’s professional identity. The articles advocate for inclusive, grassroots-led scholarship that amplifies learner voices, enhances professional development and reshapes sector-wide narratives.

Contributions to this issue:

• Carrie-Anne Sturt advocates for research-driven professional development to enhance teacher agency, confidence and retention, while challenging competitive managerialism
• Elizabeth Gregory highlights FE’s research invisibility and its challenges and argues that practitioner-led research is vital for reshaping perceptions
• Anne Reardon-James discusses the benefits and challenges of undertaking research in FE
• Jo Turbitt advocates an inclusive research culture in Scotland’s FE sector
• Abbie Cairns explores how the ‘network of enterprises’ approach can support FE educators to overcome challenges on their research paths, while calling for institutional support and professional development opportunities
• Maggie Gregson, Gary Husband and Vikki Smith look at the impact of the Education and Training Foundation–University of Sunderland Practitioner Research Programme
• Emma Fielding focuses on creating a collaborative research culture through joint practice development, drawing on student partnerships and reflective inquiry as keys to staff retention and pedagogical innovation
• Lesley Billingsley and Gillian Peiser examine PDNorth’s impact on FE educators via online communities of practice
• Fey Cole and Caitlin Driscoll promote embedding research in FE in Northern Ireland, via project-based learning, student-led research, intergenerational learning and participatory inquiry as tools for fostering curiosity, critical thinking and professional collaboration
• Francis Gilbert and Debbie Bogard explore informal teacher-led continuing professional development initiatives inspired by critical pedagogy
• Kirsty Haughton and Kayte Haselgrove explore the FE Literacy Movement’s role in bridging FE–HE research gaps, highlighting grassroots collaboration, literacy advocacy and evidence-based practice to improve student outcomes and drive social justice
• Finally, Lou Mycroft examines the Green Changemakers initiative, developing alternative impact metrics for sustainability in FE and community-led changemaking.

Elsewhere in this issue:

• BERA Blog lead editor, Gerry Czerniawski, celebrates the impact, success and growth of the BERA Blog over the past decade
• BERA 2024 Annual Report highlights record-breaking achievements for BERA during our 50th anniversary year
• The Research Intelligence Article of the Year Award 2024 recognises the highest quality and most original and impactful articles published in RI
• Marlon Lee Moncrieffe and Javeria Chaudhry report on seminar 2 in the BERA presidential seminar series 2024–2026: The struggle for curriculum knowledge & culture – What’s next for England?
• Student Transitions from Further Education to University, written by Melanie Beckett, is reviewed in this issue’s book feature
• Updates from BERA’s Finance and Operations Committee chair, Diana Burton
• Lisa Reed writes about navigating one’s own subjectivity, reflexivity and positionality in the Early Career Researcher Network feature.