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dc.contributor.authorFowler, Zoe Louise
dc.contributor.authorBaird, Adela
dc.contributor.authorDavies, Susan MB
dc.contributor.authorProcter, Richard
dc.contributor.authorBaron, Stephen
dc.contributor.authorSalisbury, Jane
dc.date.accessioned2010-04-13T15:39:59Z
dc.date.available2010-04-13T15:39:59Z
dc.date.issued2009
dc.identifier.urihttp://www.dspace.cam.ac.uk/handle/1810/224926
dc.description.abstractThere is a pressing need to build research capacity in Education across the UK to combat the effects of the ageing research population and the increasing polarisation between research-intensive institutions and the remainder of the field. This paper draws data from three evaluations of recent initiatives across the UK to explore the necessary conditions for effectively building research capacity. Technicist and situated learning models are explored in relation to the immediate and longer term professional development of the research workforce, and we identify that central to the effectiveness of this professional learning is: (1) interpersonal support from more experienced colleagues; and (2) institutional support for research engagement, primarily in the provision of time and an infrastructure which can support research activity. We conclude that the development of, and engagement with, inter-institutional, inter-project communities is imperative to this process.
dc.language.isoen
dc.publisherUniversity of Cambridge
dc.rightsAll Rights Reserved
dc.rights.urihttps://www.rioxx.net/licenses/all-rights-reserved/
dc.titleBuilding research capacity in Education: evidence from recent initiatives in England, Scotland and Wales.
dc.typeArticle
dc.type.versionpublished version
pubs.declined2017-10-11T13:54:29.213+0100


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