Lifelong learning for UK researchers in higher education

Lisa Worrall

Research output: Contribution to journalArticlepeer-review

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This paper outlines the first cycle of an Action Research (AR) investigation into why UK researchers are under-utilizing the training and career support on offer. The ontological and epistemological stance of the author is stated along with how this impacted upon the research process. This paper outlines the specific AR approach used and discusses the constraints that surround this type of research. The first cycle of AR revealed that many researchers believe that their Principal Investigator would be unwilling to offer them the time needed to undertake training. This perceived barrier was raised at an executive level; resulting in a universitywide policy document that stated that all staff were entitled to at least two days training per annum. This paper outlines how the research was undertaken and disseminated and concludes that when used in a contextually valid setting, how AR can lead to swift and substantial improvements within institutions.
Original languageEnglish
Article number5
Pages (from-to)803-811
Number of pages9
JournalInternational Journal of Technology and Inclusive Education
Issue number1
Publication statusPublished - 1 Jun 2016


  • researchers
  • elearning
  • pedagogy
  • vitae
  • Online learning
  • Lifelong learning

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