An Invitation to the Dance: The Importance of Practitioners Undertaking Research in Adult and Continuing Education

Abstract

Is research a necessary, or even a desirable, activity for adult and continuing education practitioners? Why, on top of all of the other roles and expectations, such as generating sufficient revenue, would practitioners choose to add research to their long list of other responsibilities--especially when it doesn't seem important to many of their colleagues or to their deans/directors? This paper explores these questions with the objective of convincing at least some of the practitioners who read this article that they should be engaged in research activities. Indeed, in some cases, it is likely that readers who think that they don't do research will be persuaded that they are presently engaged in forms of research!The paper begins with a review of the literature in an effort to assess the level of research activity presently undertaken by practitioners. Next, a variety of perspectives about what is meant by the term "research" is explored. In the following section, barriers to practitioners doing research are considered, and, finally, the arguments for practitioners doing research are examined.While this paper is aimed at adult and continuing education practitioners in general, it has been written with a particular focus upon the membership of CAUCE.

Continuing Education Leadership Matrix: A Model for Practitioners in Higher Education

“…Some of these urge more scholarship (Thompson, 1996;Thompson & Wagner, 1994), some urge greater innovation (Archer, Garrison, & Anderson, 1999), and some call for better management and administration (Shoemaker, 1998;Simerly, 1987;Stern, 1992). Yet another large component of that literature reads as advocacy for the humanistic impetus of continuing education (Cram & Morrison, 2005;Cruikshank, 1994;Cunningham, 1988Cunningham, , 1992Selman, 1985;Wilson & Cervero, 2001).…”

Continuing Education in Non-University Tertiary Institutions in Nigeria: Emerging Roles and Challenges

“…Research provides more relevance to practice. The argument of Thompson (1996) that CE practitioners should give top priority to research is relevant here. Thompson argued that research serves the need of university continuing education practice in four ways: 1) it promotes quality programming; 2) it maintains and enhances professional competence; 3) it plays a leadership role in university continuing education; and 4) it enhances individual and unit credibility.…”

Back to the Future: Adjusting University Continuing Education Research to an Emerging Trend

“…However, a look at the literature indicated that much of the "where it is now" part of the assignment has recently been addressed in a series of three papers published in the Fall 1996 issue of the Canadian Journal of University Continuing Education. Thompson (1996), the most broadly focused paper in this set, discussed the nature of the research dance within the UCE field, noted the low ratio of dancers to wallflowers, and invited us to remedy that situation by getting out there onto the dance floor. Blaney (1996) focused his attention on one purpose for bothering to dance, and argued (evidence from his own data notwithstanding) that dancing serves that purpose.…”

“…THAT DANCING MAN Thompson (1996) began by noting that practitioners in UCE do little research, citing evidence from several sources. He also noted that there is some ambiguity about what is meant by the term "research," a point to which we will return later.…”

“…He also noted that there is some ambiguity about what is meant by the term "research," a point to which we will return later. Barriers to practitioners doing research were discussed briefly by Thompson (1996), and at much greater length in Percival and Kops (1999). Of particular interest is Thompson's list of four reasons why practitioners, and CAUCE members in particular, should do research:…”