Naming and claiming a research culture in Victorian TAFE

Naming and claiming a research
culture in Victorian TAFE

Research program

Acknowledgements

This research was funded by the VET Development Centre and the research was conducted by Pam
Jonas at the Victorian TAFE Association.

This work is copyright. Apart from any use permitted under the Copy right Act 1968, no part may be
reproduced by any process without the permission from the VET Development Centre, ©2012.

Requests and enquiries concerning reproduction rights should be addressed to: CEO, VET
Development Centre, Level 1, 478 Albert Street East Melbourne 3002.

The document should be attributed as Jonas, P 2012, Naming and claiming a research culture in
Victorian TAFE, VET Development Centre, Melbourne.

Table of contents

Executive summary 1

Introduction 3

Project methodology 4
Defining “research” 5

The types of research activity in TAFE 6

What does the literature say? 7

The volume and quality of VET research in Australia 7

The development of VET research capacity 8

Developing practitioner researchers 9

The UK Experience 10

The Canadian Experience 11
12
Environmental scan of Victorian TAFE organisations’ information

Survey of Victorian TAFE and multi-sector Universities 13

Who does the research? 13

A research culture in TAFE organisations? 14

External support for research activity 16

Features of internal research activity 16

Telephone interviews with TAFE Specialist Centres 16

Building research capability & enrolments in relevant units in teacher/trainer qualifications 18

Challenges 19

The project raises more questions than it answers! 21
And finally… 22

Glossary 23

References 24

Appendix 1 25

A sample of the projects from the LSIS Research Development Fellowships 25

Appendix 2 27

Survey of Victorian TAFE and Multi-Sector Universities 27

Appendix 3 33

Telephone interviews Specialist Centre/Research activity 33



Executive summary

The capacity to create new knowledge through research and the dissemination of research through
the practice of writing (and publishing) academic papers is fundamental to the role of academics in
Higher Education (HE). It links to their professional advancement. Research is an obvious and integral
part of their work role.

For vocational education and training (VET) practitioners working in Technical and Further Education
(TAFE) providers, the link to research activity is more tenuous. They are neither judged for job
tenure, nor is their productivity measured by the output of published research. Unlike their HE
counterparts, there is no requirement (or expectation) that they will be ‘research active’.
Consequently it is assumed that there is little or no culture of research in TAFE organisations or the
capacity to undertake it. The perceived lack of a research culture calls into question the scholarly
culture of VET practitioners and their knowledge base.

There is no doubt that TAFE practitioners undertake research in various ways (action research,
qualitative research, research and development) and for various reasons (teaching innovation,
partnering with industry, professional development, technological advances) but they do not always
name it for what it is; and as they do not often write up their research in academic papers, they do
not claim their research in the same way as their HE counterparts.

To articulate this position and to broaden our understanding of TAFE research, the VET Development
Centre Ltd (the Centre) commissioned the Victorian TAFE Association (VTA) to undertake this
research project. This project was to be a discussion starter for a bigger conversation on the subject
of research capacity and capability in TAFE. It would also point to further work and potential
professional development activity around this element of TAFE workforce capability from a VET
Development Centre perspective.

The aim of this project was to utilise the Victorian TAFE network to explore and examine what the
environment for research in TAFE organisations looks like and the ways and extent to which research
is actually undertaken in TAFE. The project considered a range of issues in the TAFE context:

 Where is the research activity in Victorian TAFE organisations?

 What drives the research activity?

 What form(s) does research take?

 What is the purpose of the research?

 How much research is done and who does it?

 What is the impact of research?

 How is the research funded in TAFE?

 What form of future professional development would support a research role for TAFE
practitioners?

TAFE managers and practitioners consulted to inform this report were keen to see these questions
raised and explored, believing research should be an essential part of TAFE practitioners’ skills.

The project methodology involved strategies for data collection and analysis including a review of
the literature, an environmental scan of the websites and organisational documents, an on-line
survey with TAFE organisations, consultations with a selection of VET practitioners and telephone
interviews.

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It is clear from the project findings that research activity is happening in TAFE but we are still not
sure how much is taking place, what is being done where, and by whom, and with what impact. The
apparent lack of any systemic or strategic approach to understanding and quantifying this activity
means we could be missing opportunities at a range of levels to capitalise on the value of what is
being done.

The dilemma for this project is that it raises more questions than it answers. If we agree that the
issue of research in TAFE is an important one, then the need for a more complete and
comprehensive stocktake of the actual size and scope of research activity in Victorian TAFE
organisations should be co-ordinated and pursued.

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Introduction

This study examines the nature and extent of research activity in Victorian TAFE institutes. The
context is the move to a more integrated tertiary sector, a wider and more extensive range of higher
Australian Qualification Framework (AQF) offerings by TAFE providers, and opening pathways
between VET and Higher Education (HE) programs. The Bradley Review of Higher Education in
Australia (2008)1 articulated a vision for a broader tertiary education and training system that
featured, among other things, the modernisation of the AQF, new regulatory arrangements and
entitlement funding models. The Australian government, states and territories, since 2009, have
implemented moves toward one tertiary sector in Australia. Government actions have enabled
traditionally VET providers to offer HE qualifications and HE to offer VET qualifications. In the VET
context, this has led to blurring of roles for VET practitioners as their organisations have moved into
the delivery of higher level programs, previously the exclusive domain of HE providers. In some
quarters, the capacity (and capability) of VET practitioners, working in the delivery of qualifications
above Advanced Diploma (AQF level 6), has been called into question. The recent findings of the
Productivity Commission Inquiry into the VET workforce2 found that “there is tentative evidence of
capability gaps relating to the delivery of higher-level qualifications” and research capacity is seen,
for example, by some in the HE sector as a barrier to VET practitioners working across the HE/VET
sectors.

There is no doubt, however, that TAFE practitioners undertake research in various ways (action
research, qualitative research, research and development, evaluation) and for various reasons
(teaching innovation, partnering with industry, professional development, technological advances)
but they do not always name it for what it is; and as they don’t often write up their research in
academic papers, they don’t claim their research in the same way as their HE counterparts.
However, little is known about the particular nature and extent of research, but there is both direct
and anecdotal evidence that research is occurring at a number of levels. This lack of knowledge
about research is understandable given there appears never to have been any attempt to document
it. The capability of the VET practitioner to undertake research is a key question if research activity
is deemed to be a skill they should have and one they are able to train/teach their students. A range
of capability frameworks (for example, Guthrie et al. 2006; Mitchell et al. 2011) for practitioners
have recognised “research” as a key component3. Nevertheless, the extent to which such capabilities
will be recognised and used in TAFE depends on the culture of the individual TAFE institute, and the
approaches it takes to recognise the legitimacy and value of research as part of a practitioner’s work.

This project does not claim to document the extent and nature of TAFE’s research activities
comprehensively, but rather to establish some baseline information and ‘take the pulse’ of the
current research activity in Victoria’s TAFE system. Thus, we have ‘shaken the tree’ and those we
spoke to during the project were keen to see these questions raised and explored, believing research
should be an essential part of TAFE practitioners’ skills. This baseline information, advised also by
national perspectives, is intended not only to be a platform for considering the research capacity and
capability needed in Victorian TAFE generally but also a discussion starter for a bigger conversation
within and outside TAFE. The findings of this project also point to further work and potential
professional development activity around this element of workforce capability from the Centre’s
perspective.

1 http://www.deewr.gov.au/HigherEducation/Review/Pages/default.aspx
2 Productivity Commission, Vocational Education and Training Research Report, Australian Government, April 2011 Page 242, Finding 9.2.
3 Guthrie, H, Perkins, K & Nguyen, N 2006, VET teaching and learning: The future now 2006–2010, Western Australia Department of
Education and Training, East Perth
Mitchell, J, Ward, J, Dening, A & Kemp, D 2011, Using VETCAT™ and CURCAT™ to reconceptualise and re-vitalise VET work and workers at
http://avetra.org.au/wp-content/uploads/2011/05/38.00.pdf, accessed October 2012

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Project methodology

The VTA managed the research project on behalf of the Centre with the cooperation of member
TAFE institutes and multi-sector universities. The project focussed on:

 working with Victorian TAFE organisations to explore existing information about research

 working with a selection of Victorian TAFE practitioners to document existing practices, and

 identifying what “research” means in the context of TAFE and the extent to which this
research is ‘named’ and ‘claimed’.

The project was undertaken from October 2011 to April 2012 and was designed to complement the
Centre’s work in the area of developing a scholarly culture in VET, and what this means for VET
practitioners.

The project methodology was essentially qualitative and involved the following strategies for data
collection and analysis:

 A review of the literature to investigate current and past research addressing the issue of a
research culture in VET in Victoria, nationally and internationally. This involved the
interrogation of websites relating to VET research nationally and internationally including
NCVER, VOCED, UNEVOC, CEDEFOP, and the OECD.

 An environmental scan of the websites and organisational documents (e.g. Annual Reports)
of the Victorian TAFE organisations to identify individual institute commitments to research
and to identify a pool of potential TAFE organisations and practitioners for further
consultation.

 An on-line survey with TAFE organisations to establish baseline data on the amount and type
of research being undertaken.

 Consultations with a selection of practitioners to document the drivers, scope and impact of
their research activity.

 Telephone interviews with eight Victorian-based TAFE Specialist Centres. These centres
focus on specific vocational areas, for example building and construction, automotive,
sustainability etc.

 Data gathering on enrolments in Victoria in particular research related elective units of
competency from the Certificate IV Training and Assessment (TAA40104) and the Certificate
IV in Training and Assessment (TAE40110) qualifications. While no data have been gathered
it is also important to acknowledge that a research component is an explicit feature of a
number of the higher education qualifications as well (Guthrie et al. 2011)4.

4 Guthrie, H, McNaughton, A & Gamlin, T 2011, Initial training for VET teachers: a portrait within a larger canvas, NCVER, Adelaide, viewed
17 Oct 2012, http://www.ncver.edu.au/publications/2390.html.

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Defining “research”

Research is a widely used term and has a variety of definitions. Cresswell (2008)5 broadly defines
research, suggesting that it is a process of steps used to collect and analyse information to increase
our understanding of a topic or issue, typically involving three steps: Posing one or more research
problems or questions, collecting data to address the problems or answer the questions, and
presenting the answers through some form of reporting. VET research in Australia is most often
“applied”, “strategic” or “action-based” and is only rarely “pure” (that is, knowledge for knowledge
sake) in nature. It may also be qualitative or quantitative in its approach, or use a mix of methods. It
may be focussed around teaching and learning approaches and their improvement, or be oriented
towards a particular vocational area.

In addition, evaluation uses a range of research approaches, but focuses on the judgement of merit –
for example judging the merit of a policy, a training program or module. It may also be used to guide
the development of policies, programs or practices in a formative sense or, alternatively, to help
make decisions for accountability purposes – including whether or not a policy, program or practice
should be continued (NCVER 1997)6.

VET research and evaluation in Australia is very variable in terms of its size and scope, ranging from
that which is national in scope to that which is localised in its execution and impact to a single
institution or even teaching department. Research and evaluation is funded by Australian federal as
well as state and territory governments as well as undertaken by individuals or small groups
(including Communities of Practice) with little or no financial resources. Examples of such “research”
included that undertaken under the auspices of the “Reframing the Future” and the Australian
Flexible Learning Framework (AFLF) programs. One element of “Reframing the future” – Applying
Information and Research - involved a process of critical examination, summarisation and
interpretation to establish current knowledge through a review of literature in order to “transform
knowledge” and advise practice. It focussed on skills in accessing and analysing existing VET
research, possibly coupled with a small amount of original research.

In the context of the research done by practitioners in TAFE organisations, it is most often seen as
action or practitioner based and focussed on a local and work-based problem or issue. The focus of
this research is on solving a problem in a workplace setting and the knowledge gathered is directed
towards a specific, practical aim or objective that can also include a client-driven purpose. It is part
of a deliberate intervention focussed on improving practice. It is generally believed that this form of
research is the one most commonly undertaken by individual practitioners within the VET sector and
is done in response to a local/specific pedagogical or institutional issue. Thus, while acknowledging
that “research” is often conceived more broadly, and in these broader forms are practiced to some
degree in TAFE institutes, for the purposes of this project report, the term action research will be
used to describe the most common form undertaken. It is defined thus:

Research that is done by or with insiders to an organisation, for example TAFE teachers,
practitioners, and managers. It is a reflective process that is oriented to some cycle of actions
that organisational members (e.g. TAFE staff at any or all levels) have taken, are taking, or
wish to take to address a particular internal issue or problem. It is deliberately and
systematically undertaken and requires some form of evidence be presented to support
assertions. The desired outcome of the research is for change to occur either within the
setting and/or within the researchers themselves.7

5 Creswell, J 2008, Educational Research: Planning, conducting, and evaluating quantitative and qualitative research (3rd Ed.). Pearson,
Upper Saddle River.
6 NCVER 1997, The national research and evaluation strategy for vocational education and training in Australia 1997-2000. NCVER,
Adelaide
7 Action research is not defined as market research or the collection (and/or analysis) of specific statistical data for the organisation or
other parties

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Research undertaken by TAFE practitioners therefore favours an approach that produces timely,
useful information that can be utilised by the organisation and may affect the extent to which it is
more widely reported. It is not generally designed for use by other practitioners and/or policy
makers. However this is not to say that it cannot be and is not used in this way.

The types of research activity in TAFE

Data obtained from this project indicate that there are three principal levels of research activity in
TAFE which can be described as:

 Individuals or faculty teams engaged in action/practitioner research focussed on a work-
based problem or issue. The methodology most often used is action research and the
outcomes are most useful in the context of the actual workplace

 Individuals undertaking academic research. This includes TAFE practitioners/staff who have
completed, or are completing, higher degree qualifications in education, or a related
vocational discipline as a personal career development activity. These qualifications may be,
but are not necessarily related to current work role or employer’s workforce development
needs. For example, the gaining of the qualification may provide an employment pathway
into HE teaching or work in industry

 Individuals or teams involved in research and development activities in a specialist centre
related to their vocational area, a research centre and/or with an industry partner.

Action/practitioner research is more likely to be informal and not linked to a formal qualification. It
may not necessarily be steeped in research methodology, the results are not likely to be written up
in a formal way and the findings may not be widely used other than to address the actual work
based problem or issue. Indeed the missing ‘research steps’ in TAFE workplace research is often the
documentation of the project, including the research methodologies, data, the reflective learning
and the presentation of the research to others.

The NCVER has been encouraging workplace based research with VET providers through the NCVER
Community of Practice initiative since 2008. VET practitioners, mostly from TAFE institutes and
multi-sector universities, are supported by NCVER, the Work-based Education Research Centre at
Victoria University (WERC @ VU) and Australian VET Research Association (AVETRA) mentors to
develop their research skills and produce a paper on a workplace issue or practice they want to
investigate. The ultimate aim being that these novice researchers present papers at the annual
NCVER ‘No Frills’ Conference. Papers are then published on VOCED by NCVER. In addition NCVER
also places some weight on the use of new or practitioner-based researchers in some of the projects
it funds.

The Productivity Commission Report into the VET workforce in 2010/11 states that “the emergence
of a tertiary sector offering both VET and higher education qualifications will generate a greater
demand for VET trainers and assessors to deliver more theoretical and high-level curricula. The
Commission has identified capability gaps affecting the VET workforce in this area.”8 The perceived
lack of research capacity and a research culture in TAFE by higher education commentators and
others in the HE sector is seen as a limiting factor in the moves towards one tertiary sector.

8 Productivity Commission, Vocational Education and Training Research Report, Australian Government, April 201, Page XLIII.

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What does the literature say?

The volume and quality of VET research in Australia

An internet search for VET research produces a plethora of literature on research done about VET.
However a search for research done in VET by VET practitioners, and more specifically TAFE
practitioners, provides a more limited spectrum of results.

Most of the published VET research is undertaken by academics in universities researching VET
issues and VET practitioners. VET researchers appear to be in the minority. As such, much of the
research addresses the issues practitioners face – flexible learning, the implementation of CBT,
recognition of prior learning, assessment, student access, equity issues and success factors as well as
the economic aspects of VET and the system that supports it. Since 1997, much of the research in
Australia has been driven by the NCVER through their National VET Research and Evaluation
(NVETRE) program.

There is a vast amount of VET research undertaken both nationally and internationally which is
evidenced by repositories of VET research in Australia such as the VOCED research data base9
supported through NCVER, and internationally by the OECD10, CEDEFOP11 and UNEVOC12. While
much of the Australian VET research is commissioned, published and collected by NCVER, other
bodies also play a significant role in funding and using the research. Research in its broadest sense is
undertaken by governments and as part of government and other enquiries. It is also undertaken by
agencies such as the National Skills Standards Council (NSSC), Australian Workforce and Productivity
Agency (AWPA) and by employer groups, unions and Industry Skills Councils. The profile of VET
research is supported through professional associations such as AVETRA. Despite a proliferation of
VET research and VET researchers having a degree of involvement in the sector, the majority of
researchers conducting VET research are based in universities. Researchers from within the VET
sector and specifically from TAFE are only in evidence in limited numbers.

Some of the literature is aspirational around the development of those on the ‘inside’ as newly
trained VET practitioners/researchers. Llandis-Barratt Pugh13, in a 2010 Campus Review article
describes VET practitioners as the ‘tactical fuel for subsequent years, enhancing the performance
and development of practitioners and infusing the sector with new knowledge’. But there is little
evidence to substantiate these aspirations to date.

A recent article in the Campus Review ‘Give VET respect where it is due’14 submitted by the AVETRA
Executive Members, makes the case for Australian VET research as being amongst the most
sophisticated in the world. The authors point out that by any academic research measure, to
establish academic credibility and the quality of research, Australian VET research stands up well.
However the underlying assumption is that these VET researchers are academically oriented and
university based.

9 A clearing house function for the International Technical and Vocational Education Training Research data base managed by NCVER as

part of the NVETRE program.
10 Organisation for Economic Co-operation and Development, http://www.oecd.org/home/0,2987,en_2649_201185_1_1_1_1_1,00.html
11 European Centre for the Development of Vocational Training, http://www.cedefop.europa.eu/EN/
12 UNESCO International Centre for the Development of Technical and Vocational Education and Training,

http://www.unevoc.unesco.org/go.php
13 Barratt-Pugh, L. Research capability vital for changing VET sector, Campus Review, vol 20, no 22, 2010, p. 16
14 Campus Review 24 January 2012.

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The development of VET research capacity

This project could not uncover any other attempt to quantify the amount or type of research that is
carried out in TAFE organisations. The literature search revealed a ‘history’ of research in TAFE in the
seminal report ‘No Small Change: Proposals for a research and development strategy for vocational
education and training in Australia’15 Authored by Rod McDonald and his colleagues at the
University of Technology of Sydney in 1993, No Small Change is the most comprehensive account of
the state of research in the VET sector itself and in TAFE at that time. The report describes a growing
momentum for research in VET from the early eighties. Early grants for TAFE research were made
from the (then) TAFE National Centre for Research and Development (the predecessor to NCVER) to
TAFE practitioners to investigate a range of issues in and about VET. Venerable names in VET
research such as Berwyn Clayton, Stephen Billett, Leesa Wheelahan, Cathy Down, Ian Robinson and
Hugh Guthrie, amongst others, also began auspicious research careers while working in TAFE.

No Small Change is widely referenced in subsequent VET research. It describes the state of VET
research in the early 1990s as fragmented, underused and with little impact on policy or practice in
the VET sector. For the purposes of this paper, the important aspects of McDonald, Hayton, Gonczi
and Hager’s work are twofold:

 that it describes a culture of VET in TAFE at that time; and

 that the principal recommendation of the report was to create a national strategy for VET
with competitive funding, was acted upon.

No Small Change coincided with the creation of the Australian National Training Authority (ANTA)
which established the ANTA Research Advisory Council (ANTARAC) in 1994 with a brief to fund VET
research on a nationally competitive basis. This funding and its successors, such as the National VET
Research and Evaluation (NVETRE) program undoubtedly led to a surge in VET research and provided
the foundation for the current, and increasing, body of knowledge.

Ironically, it could be argued that while McDonald’s work exposed a history of research in TAFE, its
critique of VET research and its recommendations resulted in a move away from TAFE as the
environment for VET research to more university-based research about VET. Opening the VET
research funding on a nationally competitive basis to researchers across the country arguably made
VET research more attractive to those in more academic/university based institutions looking to
secure research dollars. Nevertheless, Smith (2003) reports that in 2000 36 proposals, or 19% of the
185 received, came from TAFE institutes or private providers. However, they had about the same
relative success rate as universities had from their 89 proposals.

Under ANTARAC and subsequently, a number of key national centres focussing on VET research
were set up at universities, most often those with a history of providing VET teacher education.
These centres were important, and remain important, in building research capacity in VET and in
leading research into the sector.16 However, it might be argued that the emphasis upon national
research priorities, research centres and larger programs of research had the effect of shifting VET
research capacity away from TAFE and other bodies to universities and to academics and career
researchers. While the amount of VET research was encouraged and the research capacity
increased, it was in some ways at the expense of the existing culture of research in TAFE.

15 McDonald R, Hayton G, Gonczi, A and Hager, P., No Small Change: Proposals for a research and development strategy for vocational

education and training in Australia, 1993 Canberra, project for the VEETAC Working Party by the University of Technology Sydney (UTS).
16 Smith, A., Never mind the width, feel the quality: Improving VET research in Australia, 2003, NCVER p.2.

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Developing practitioner researchers

A review of NCVER in 2006 noted17 ’While the research capability of the sector has greatly improved
over the past decade and NCVER is working actively to encourage wider participation of researchers,
there is some concern in the sector that the research programme is overly reliant on a number of
university researchers.’ The report recommended18 ‘NCVER should monitor the research grants
programme to ensure that funding guidelines support broad participation by researchers in diverse
institutional circumstances.’ This in turn was a motivation for the NVETRE program to re-engage the
participation of researchers from the VET sector with the NCVER Building Researcher Capacity
initiative. Funding was committed to encourage VET practitioners to engage in research. How the
robust yet relatively limited culture of research in TAFE apparent in 1993 might have flourished if
research funding of this type had been directed to support it can only be speculated. Nevertheless,
as we pointed out earlier, other initiatives including Reframing the Future and the AFLF played a role
in fostering research and research skills in the interim.

More recent activities under the encouragement of NCVER’s Building Researcher Capacity Program
have recognised the need to reignite research activity within in TAFE organisations, private providers
and universities. The NCVER Community of Practice (COP) Program, which began in 2008,
encourages new or early career researchers to develop their skills as they undertake a project on a
relevant workplace-focussed research project. The COP scholarship recipients are supported by
NCVER and their partners19. The majority of the applicants, and therefore the majority of successful
recipients, over the last four years have been from across TAFE organisations nationally. The
numbers though are comparatively small with around 10 scholarships awarded each year.

2010: 9 awards, 6 researchers from TAFE organisations

2011: 10 awards, 7 researchers from TAFE organisations

2012: 7 awards, all researchers from TAFE organisations

A 2010 review of the NCVER Building Researcher Capacity initiative indicates that the effectiveness
of the different strategies – Community of Practice program, NCVER Fellowship scheme, VET
Researcher of the Year and Academic Scholarship program - has been mixed. The key message
drawn about the COP program, however, is that while ‘it has been the most popular and successful
program, with participants producing research that is having an impact on their organisations ….
given its focus on VET practitioners conducting small, workplace-based projects rather than
academic research, it is unlikely that the program will actually produce many new researchers for
the VET sector.’20

Given that this type of research is most typically or generally undertaken in TAFE organisations, does
it follow that what happens at the local level in TAFE will also not actually produce many new
researchers for the VET sector?

No Small Change21 was also critical of the dissemination and use of VET research indicating that it
has traditionally had little impact on the policy making process. Stanwick and Hargreaves (2012)22
define research impact as “…the application, use and influence of research across various domains.
In our context, the four domains considered are producing knowledge, building the capacity of

17 Review of the National Centre for Vocational Education Research Limited research and statistical services report, 2006, Commonwealth

of Australia, p 2.
18 Ibid p.6.
19 Work based Education Research Centre, Victoria University and AVETRA.
20 Bartram, A, Stanwick, J, Loveder, P. Review of NCVER building researcher capacity initiative, 2010, NCVER p.4 Key Messages.
21 McDonald, R et al No Small Change & Dawe, S., Basing policy and practice on sound evidence, 2003 NCVER.
22 Stanwick, J & Hargreaves, J 2012, Good practice guide for measuring and maximising research impact in social science research settings,

NCVER, Adelaide, p. 1

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researchers and end-users of the research, informing policy, and informing practice.” Stanwick et al.
(2009)23 found that measuring TVET research impact is not straightforward and that impacts are
often difficult to isolate, especially in the short term. While to some extent impact is still clearly a
problem for the wider use of VET research, it may also be a challenge for research done in TAFE
organisations. It is difficult to assess how much impact the disparate and fragmented research
activity, undertaken by individuals or faculty teams in response to specific issues, has on the overall
decision or policy making of the organisations. One major issue is that because it is not published at
all and not disseminated widely, it may not have any impact beyond those immediately involved –
including potentially others within the same TAFE institute.

The UK Experience

The literature search uncovered systemic initiatives in the UK, similar to those used in Australia, to
foster research in Further Education (FE) settings such as research bursaries promoted by the
Institute for Learning (IfL) and Research Development Fellowships offered by the Learning Skills
Improvement Service (LSIS).

The IfL launched their Hewett/Driver Action Research Bursary award scheme in 2009. Under this
scheme, bursaries of £1000 are available for individual IfL members to undertake and report on
action research projects that are designed to improve teaching, training and learning. The results of
the research are intended to inform the work of other teachers and trainers across the sector.
Applicants who are currently teaching in the FE and skills sector in England are eligible to apply. In
2010, ten applicants began conducting research in their organisations.

The focus of the bursary is on individual practitioner research or research at the interface between
teacher and learner. The scheme aims to support professional excellence and is designed to
encourage teachers and trainers to talk about effective continuing professional development (CPD)
and what really works in the teaching context, whether classroom, workshop or training centre. The
IfL Guide to Effective Continuing Professional Development helps participants, and others, to
experiment and review teaching and learning methods through action research as an effective form
of professional development.

Under the Practitioner-led Research initiative Research Development Fellowships, FE practitioners
and academics are working together on projects which are tackling improvement issues across the
learning and skills sector. The projects range from the use of peer assessment to improve learners’
independent learning skills, to engagement and progression in Science Technology Engineering
Mathematics (STEM) programmes by involving industrial partners in teaching and learning. Twenty-
one Research Development Fellowships were awarded in 2009. Fellows benefited from the expertise
of three organisations: LSIS, IfL and Centre for Excellence in Teacher Training at the University of
Sunderland (SUNCETT). Fellowships were initiated and sponsored by Learning Skills Improvement
Service (LSIS), fellows were advised by IfL and guided and supported by the SUNCETT.

The projects were conducted over 18 months beginning in October 2009 and culminated in a
research conference in March 2010, when fellows presented their findings to LSIS and IfL. The
practitioners identified research issues relevant to their own practice and worked together to try
out new practice and evaluate its success for their setting. A key goal for LSIS and SUNCETT is to
create a ‘community of researchers’ in which the practitioners will feel a sense of belonging and
become confident in their research skills. One of the objectives of the program is to support the
fellows in the design of their projects as this is critical to the research being successful and to
cultivating research champions for the sector.

A scan of the type of projects undertaken indicates similarities to those supported by the NCVER
COP program. Refer to Appendix 1.

23 Stanwick, John, Hargreaves, Jo and Beddie, Francesca (2009) Assessing the impact of NCVER’s research. NCVER, Adelaide

The VET Development Centre| Naming and claiming a research culture in Victorian TAFE Page 10



Environmental scan of Victorian TAFE organisations’
information

This aspect of the project involved an examination of Victorian TAFE and dual sector universities
websites to identify their own claims about research and research activity.

Most claim research activity and some give examples but it is difficult to identify and/or quantify the
activities that are involved. The Gordon, for example, had one page in the 2010 Annual Report on
Research and Development which listed four research and development (R & D) activities including a
major report commissioned by the institute, the production of case studies on sustainability
practices in an industry sector, strategic course reviews and a submission to the Productivity
Commission. Chisholm Institute Annual Report 2010 stated ‘Several (teachers) are recognised
internationally for their innovative ideas and research.’

Dual sector institutes appear to be more involved in research activity and in the research
community, for example, through membership of AVETRA. However, it is not easy to identify
whether the research is being undertaken by the TAFE practitioners or academic staff.

Research plans or strategies do not appear obvious from a scan of Victorian TAFE organisations’
websites. This is not to say they do not exist but they may be contained in other policy and strategic
planning documents not reported on the websites. East Gippsland Institute of TAFE26 listed ‘major
research and development activities’ in the 2010 Annual Report amongst a list of other items about
which ‘details are available on request’. Kangan Institute listed in its Strategic Plan (2011-2018)27
‘leading in research and development of new products and services’ but with no further detail.

The Work based Education Research Centre (WERC) at VU is the only nationally-focussed VET
research centre in Victoria and it is situated in a multi-sector university. The researchers are
generally no longer VET practitioners but rather career VET researchers/academics. Having said this,
WERC encourages the development of new researchers from the TAFE sector and the involvement
of TAFE practitioners on projects as researchers and in managing parts of projects.

Swinburne University of Technology, another multi-sector university, has an Institute for Social
Research which focuses on social inclusion but it is not evident from the information sourced
whether the researchers are TAFE or university practitioners or a mix of both.

There are a number of faculty and/or management positions that reference research in their title
but on further investigation with two TAFE institutes these people appear to be handling the day to
day needs of backgrounding policy issues, informing policy or strategy, responding to external
reviews and preparing submissions on behalf of the institute.28 One research officer remarked that
they never ‘get to write up the research that they do on specific issues to a ‘polished’ stage which
would be useful if you wanted to use it for your own career purposes’. He went on to indicate that
having research in your title did not have the same meaning that it might have in a university.

By and large it is evident that what is reported as ‘research’ on institute websites is widely
interpreted and while the website scan of websites adopted a broad brush approach, it did confirm
that research is a feature of all Victoria TAFE providers to some extent.

26 Trading as Advance TAFE Page 12
27 http://www.kangan.edu.au/about/corporate/strategic-plan/
28 However, such roles involve the use of a range of research skills

The VET Development Centre| Naming and claiming a research culture in Victorian TAFE

Survey of Victorian TAFE and multi-sector Universities

In collaboration with the Centre, an electronic survey was sent to approximately thirty respondents
including all Victorian TAFE CEOs, TAFE Directors and a small number of targeted TAFE staff with
research responsibilities.29 The aim of the survey was to establish:

 who is involved in research

 the type and focus of research activity

 attitudes to research

 possible barriers to research, and

 the importance (or otherwise) of a research centre or Centre of Excellence in fostering
research.

A copy of the survey instrument is available at Appendix 2. All respondents were provided with the
following definition of research to inform their answers30:

From the literature search for the project it appears that action research or practitioner
research is the most common type of research in VET and this is undertaken by individual
practitioners in response to a local/specific pedagogical or institutional issue. For the
purposes of this survey, we have chosen to use the term action research and we have
defined it as:

“Research that is done by or with insiders to an organisation for example TAFE teachers,
practitioners, managers. It is a reflective process that is oriented to some cycle of actions
that organisational members (e.g. TAFE staff at any or all levels) have taken, are taking, or
wish to take to address a particular internal issue or problem. It is deliberately and
systematically undertaken and requires some form of evidence be presented to support
assertions. The desired outcome of the research is for change to occur either within the
setting and/or with the researchers themselves.

Action research is not defined as market research or the collection (and/or analysis) of
specific statistical data for the organisation or other parties e.g. Skills Victoria, NCVER.”

Who does the research?

Twenty five responses were received to the survey. The majority of responses (18/25) were provided
by individuals from metropolitan stand-alone TAFE institutes, the remainder were from regional
TAFEs (3/25) and multi sector universities (4/25). Unfortunately, only a limited number of these
responded to the remaining survey questions.

Analysis revealed that teaching and non-teaching staff were involved in research activity in TAFE
organisations. All respondents stated research was undertaken by teaching staff and 75% also
advised non-teaching staff undertook research. The sample size (n=12) is not sufficient to conclude
whether teaching or non-teaching staff are more likely to be involved in research activity, nor the
extent to which the response may be generalised.

29 Total numbers are not exact because some CEOs nominated other respondents and TAFE staff circulated the survey to others within

their organisations they thought could make a contribution. A total of 25 responses were received. No details about the demographics of

the respondents are available, however. The survey results must therefore be viewed with considerable caution as they may not represent

a true picture of the views of Victorian TAFE providers on these issues.
30 While limited in its range, this definition was relevant to the majority - but not all - of the “research” conducted in TAFE providers.

The VET Development Centre| Naming and claiming a research culture in Victorian TAFE Page 13

7 of the 12 respondents (58%) indicated that they collect data on the numbers of staff involved in
research. Of these respondents, around half retain data on research undertaken by teaching staff as
part of their daily teaching/learning development role. Only one of respondents indicated retained
data on research undertaken by staff undertaking a qualification in the, now superseded, Training
and Assessment Training Package (TAA04) and the current Training and Education Training Package
(TAE10) and one retained data of staff undertaking research as part of undergraduate degree
programs. In contrast, all respondents (n=6) kept data on staff undertaking research as part of a
Masters Degree program of PhD program.

Based on the 12 respondents, it appears that the majority of the focus of research activity in TAFE
providers is institution or faculty-based and is most concerned with course development or
pedagogical issues. However, because of the limited response rate we cannot be sure that this
conclusion can be generalised. Nevertheless, based on other anecdotal evidence, it would seem to
be valid, for example in response to whether research was internal and how was it used:

”Yes, program planning, to underpin policy and to evaluate innovations”

“to guide strategic policy development. To inform decisions about future opp[ortunitie]s and
challenges. To change internal policies and practices”

“…For quality improvement measures and course development. Staff capacity building.”

“…attrition mostly”

“…extensive research on student attrition and progression to inform all faculties of the ways
to reduce attrition and assist progression.”

A research culture in TAFE organisations?

Respondents (n=12) were asked to agree or disagree with two statements about the assumptions
around the lack of a culture of research in TAFE and teacher capacity to undertake research. A
majority (7/12) disagreed or strongly disagreed with the statement that “There is no culture of
research in TAFE” and, further most (9/12) disagreed or strongly disagreed that “TAFE
teachers/practitioners have little capacity to undertake research”. However there were some
qualifying comments which spoke to there being no systemic, visible or widespread culture of
research. Rather, there are small groups of research enthusiasts within individual organisations.

On the question of capacity, 10/12 respondents believed that it was important or very important to
build the research capacity of TAFE teachers. For example, it was pointed out that:

“A research culture is episodic, related to dispersed opportunities and grasped by small
groups of staff”, and

‘They have the academic capacity but they may not be given the time allowance, resources
and funding to do so.”

Respondents identified barriers to TAFE staff engaging in research particularly related to specific
funding to support research activity. There is no specific targeted recurrent funding to support
research from a Victorian government funded source. A range of other barriers to encourage staff to
engage in research were identified by respondents:

“…time and money”

“The key barriers are: time allowance, funding, and formal recognition within the institute,
that is academic promotion, titles.”

The VET Development Centre| Naming and claiming a research culture in Victorian TAFE Page 14

‘…Unless there is funding to “buy” them out of their teaching it is very difficult for them to
find the time and space to conduct research.”

“absolutely – most research activity is during own time and driven by passion not $$
incentives.”

Two respondents currently working in a dedicated research centre concurred that the existence of a
VET research centre encouraged the development of a research culture and new TAFE researchers.
The dedicated centre provides opportunities to make clear how applied research can support
improved practice and underpin policy development. However, a third respondent from the
research centre did not share this view and commented that those in the research centre were too
busy and a bit removed from daily operations to be capacity building across the organisation.
Thus the principal barriers relate to a lack of interest in research, the need for expertise to support
research activity and the lack of formal recognition within TAFE organisations for research activity to
be encouraged, time allocation and funding.

When questioned on whether the perceived lack of a research culture and capacity is a barrier to
TAFE practitioners working across the HE/VET sectors 6/12 disagreed, 3 were neutral and 3 agreed.
On the basis of this sample, no clear conclusions can be drawn. Written comments challenged the
notion of research being the major element of a scholarly culture and pointed out that research is
just one type of scholarship. They commented that in the TAFE setting, industry currency and
applied knowledge are more important as forms of scholarly activity.

As we reported earlier, 10/12 respondents rated building the research capacity of TAFE teachers as
important or very important. Examples were provided of support for research undertakings
including:

 mentoring

 time release for research, evaluation and applied research

 access to scholarly databases and an intranet website

 academic and research seminars, forums

 research skills training

 communities of practice

 study tours

 funding for further study, including higher qualifications

 funding to attend present papers at research conferences, and

 small research grants for specific projects.

This appears to contradict the previous comments highlighting barriers to TAFE staff engaging in
research activities but may be as a result of respondents in the same institution experiencing
differences across faculties and confirming that research activity is fragmented both within institutes
and across the TAFE sector.

No respondents indicated they were aware of, or a part of, any research networks. This may be an
important issue for developing a scholarly culture as an important part of the research process is
becoming a reflective practitioner and having the opportunity to present and discuss your research
and research findings with a wider and/or external audience.

The VET Development Centre| Naming and claiming a research culture in Victorian TAFE Page 15

External support for research activity

A limited number of respondents (n=9) were able to identify support from external sources to
undertake research. Almost all of them (8/9) were aware of support being received from the VET
Development Centre for research activity in their organisation. Several have also been selected as
part of the NCVER COP initiative. Two examples of ‘other’ external sources for research funding
included National Broadband Network (NBN) funds and Australian Learning and Teaching Council
(ALTC) research funds. 5/12 respondents indicated they bid for external research work and that TAFE
teachers/practitioners were included in their bids where it was appropriate and in a variety of roles.
All respondents (5/5) target NCVER as a potential funder/research partner. 4/5 respondents bid for
work with government (State and Commonwealth) agencies and 2 indicated they bid for research
work with industry, universities, private training organisations and disciplinary based agencies such
as the Victorian Department of Human Services and Australian Department of Immigration and
Citizenship.

Many of the respondents indicated they were successful in their bids and provided examples of
projects such as DEEWR funding for research into the retention of young people to year 12 especially
through vocational skills, NCVER funding for research into educational engagement models for
special needs clients and ALTC funding for research in the health industry. This would affirm that
they do have the research capacity to support these efforts.

Features of internal research activity

When asked about research produced for internal use, most indicated it was institute focussed and
applied research usually in response to an identified issue, problem or innovation challenge rather
than the research being generative or curiosity driven. Project evaluation was also included as
research and one respondent commented that often an external academic is employed to direct an
internal working party in the conduct of the research.

Overall the online survey results tell us more about what is not known than what is known. They
confirm that while there is definitely research activity in TAFE organisations, there is little attempt to
quantify it by the organisations. The poor response rate and the patchy results of those who did
suggests that it is highly likely there is research activity that goes uncollected and/or unrecorded at
TAFE institutes. More in-depth and comprehensive research would be neded to investigate this
issue further.

Telephone interviews with TAFE Specialist Centres

In order to explore any heightened research culture activity in TAFE organisations having a
designated Specialist Centre or Centre of Excellence, ten TAFE institutes and four multi-sector
universities were invited to participate in telephone interviews. These specialist centres are
focussed on specific vocational disciplines (e.g. automotive and building and construction) or issues
(e.g sustainability). A copy of the interview questions is attached as Appendix 3.

Six organisations agreed to participate:

 The Gordon

 Swinburne University

 Box Hill Institute (2 interviews)

 Kangan Institute

 Wodonga Institute of TAFE (2 interviews)

 University of Ballarat

The VET Development Centre| Naming and claiming a research culture in Victorian TAFE Page 16

The impact on research activity from having a specialist centre ranged from weak to very positive.
Having the specialist centre announces publicly the TAFE organisation is an expert in a particular
field or vocational area. Undoubtedly this has benefits for the organisation, such as attracting
student enrolments, and the interest of industry and policy makers; but whether that flows through
to encouraging the TAFE staff to be involved and improving their research skills is more arbitrary. In
one case, the existence of the specialist centre has encouraged partnerships with independent
research consulting groups on large projects. In another case, a partnership between a university
research consortium and TAFE staff has enabled the university to turn theoretical knowledge into
applied, useable knowledge more quickly. However in this latter example the project staff are more
likely to be specific project officers either appointed internally from non-teaching staff or appointed
externally.

In another example the existence of the specialist centre has encouraged HE graduates to seek
employment opportunities in TAFE and as such the TAFE organisation has benefited from recruiting
staff with readily applicable research skills rather than having time lags while existing TAFE staff are
trained up to meet the research needs of the specialist centre. On the other hand, one TAFE
organisation has actively used the specialist centre to qualify existing TAFE staff to work in
undergraduate degree programs.

Collaborative research with non-traditional partners having equal ownership of the direction and
results is a challenging proposition. One interviewee commented that ‘in order to be adaptable to
changing needs, TAFE must have a workforce prepared to engage in some form of action research
but many staff lack curiosity and a sense of inquiry.’ For another specialist centre, it has been a
struggle to gain credibility within the specific industry which is dominated by university graduates
with a mindset that research occurs within universities and not TAFE organisations.

All of the specialist centres, except one, were using research to give themselves a leadership edge in
their specialist area. They agreed that having a specialist centre creates opportunities for research
and for TAFE staff to be involved. These opportunities would not exist otherwise but the full
potential of this has yet to be realised.

The VET Development Centre| Naming and claiming a research culture in Victorian TAFE Page 17

Building research capability & enrolments in relevant
units in teacher/trainer qualifications

In creating the JMA Capability Framework31, John Mitchell and John Ward concluded from their
research that, while the educational research skill set plays an important role in establishing the
quality foundation for beginning and advanced practice, they contribute stronger support for the
advanced practice.

Research skills subjects are a feature of a number of the bachelor level VET teaching qualifications
offered by a range of HE institutions. In addition research skills and the opportunity to undertake
small scale research are features of Masters level programs by coursework. In addition, both masters
and doctoral degrees by research are also open to VET practitioners. Unfortunately, there is no
readily available information on the number of TAFE staff studying for bachelor level VET teaching
qualifications, and the extent to which they access the specific research skills subjects available.
Secondly, there are no consolidated data on those Victorian TAFE staff undertaking higher degrees in
VET, nor do we know the relative numbers pursuing masters qualifications by coursework or by
research. Thus we do not have a true picture of the extent to which research skills are being
developed at the higher AQF levels by TAFE staff in Victoria.

The Training and Education Training Package (TAE10) and its predecessor, the Training and
Assessment Training Package (TAA04), include the entry level Certificate IV qualification for teachers
and trainers working in TAFE organisations and Diploma level qualifications reflecting the roles of
experienced practitioners in VET. At the time this report was being prepared, the transition from the
Diploma of Training and Assessment (TAA50104) to a suite of Diploma qualifications as part of
TAE10(2.0)32 remains incomplete. Data was only available for enrolments in TAA50104. The
Certificate IV qualifications (TAE40110 and TAA40104) and the Diploma qualification (TAA50104)
include elective options designed to build investigative and research skills in two areas: competency
standards and e-learning resources.

We were curious to identify the levels of enrolments in these research related units of competence
at Certificate IV and Diploma levels as these could be indicators of interest in building research
capacity and potential future research activity in the Victorian VET sector. Data sourced from the
Higher Education and Skills Group (formally Skills Victoria) in the Victorian Government Department
of Education and Early Childhood Development shows that there were only relatively limited
enrolments in the Cert IV unit BSBRES401A, Analyse and present research information. In fact, as an
elective unit, it represents only 1%, 2% and 4% of total enrolments in this course in Victoria in 2009,
2010 and 2011 respectively. It is also not clear to what level and how extensively research skills are
developed.

The Diploma qualifications are designed for experienced practitioners delivering training and
assessment services usually within Registered Training Organisations (RTOs) in the VET sector. Often
those completing them may have a role in leading other trainers and assessors as well as designing
learning and assessment strategies. As noted by Mitchell and Ward above, educational research skill
sets support advanced practice. The relevant units: TAADES505A/B, Research and develop
competency standards and TAADES503B, Research and design e-learning resources are focussed
around two key skill areas, and maybe of relatively little value in developing broader research skills.

If research skills sets are important in building a quality foundation for beginning and advanced
practice, it may be valuable for research skills to be included in the foundation skills of TAFE (and
other VET provider) practitioners. This seems to be the intention of the VET practitioner capability
framework presently being developed by the Innovation and Business Skills Australia (IBSA).

31 Mitchell, J and Ward, J The LMA Analytics Model of Capability Development 2010.
32 Diploma of Vocational Education and Training (TAE50111), Diploma of Training Design and Development (TAE50211), Diploma of
International Education Services (TAE50310).

The VET Development Centre| Naming and claiming a research culture in Victorian TAFE Page 18

Challenges

It is clear from the project findings that research activity is happening in TAFE but we are still not
sure how much is taking place, what is being done where, and by whom, and with what impact. The
apparent lack of any systemic or strategic approach to understanding and quantifying this activity
means we could be missing opportunities at a range of levels to capitalise on the value of what is
being done.

The knowledge/information generated through good quality research provides a solid base for
sound decision making and policy formation. The Canadian experience demonstrates the benefits of
understanding the bigger picture of what is happening across the college system. It enables the
Canadian Community Colleges to be recognised for their significant contribution to innovation,
industry, society and the economy and it honours the ‘culture’ of research that has been developed
within and across the colleges, but this recognition is at a far earlier stage in TAFE in Australia.

With moves towards a more unified tertiary education sector in Australia, Victorian TAFE
organisations are, and increasingly offering, degree qualifications. One of the challenges identified
by some HE commentators33 as confronting TAFE in this provision is the absence of research and a
research culture. Clearly from this project, people in Victorian TAFE organisations would ‘push back’
on this suggestion. Research in TAFE organisations does not fit comfortably as it does within
academic structures of universities where knowledge production is closely related to career
progression. Is there an absence of a culture or are we just seeing culture from the wrong
perspective, that is using the wrong metrics to understand and/or measure research in TAFE
organisations? The Canadian Colleges’ example challenges the notion of culture and research being
tied to academic metrics and identifies a college appropriate performance measurement framework.

AVETRA argues that there is a shrinking supply of VET researchers and therefore a looming crisis in
future VET research capacity. It is not clear how true this is, especially as what VET research is
undertaken is guided by the prevailing national VET research priorities and the success of particular
researchers and research teams to gain NCVER’s contestible funding. However, both AVETRA and
NCVER see the need to boost quality research, to underpin VET policy and practice, and a long term
value in involving VET practitioners in sectoral research wherever possible. This is best done by
providing ways to integrate professional researchers with reflective practitioners, for example,
providing mentors to the NCVER COP researchers, and encouraging the involvement of practitioner
researchers in research proposals where appropriate. The evaluation of the program though,
indicates that the NCVER COP will not produce significant numbers of new researchers. This kind of
external stimulus for such activities is of limited value unless the cause is taken up from within.

The model of using academics from universities to research VET issues has not necessarily
stimulated research in the sector by VET practitioners. The bulk of the research identified in TAFE
organisations is by individuals working in response to workplace issues/problems.

TAFE-based researchers participating in this project commented they are generally under pressure
to show a return on investment to their organisation (or client) from their research and the impact
the research will have in practice. This type of research is grounded in field issues of specific interest
to them and of specific use to their employer. Its dissemination (or lack of) is not aimed at external
policy and decision makers but rather for limited or specific decision making that is organisationally
based. The impact of this research on a wider audience is/can be an unintended consequence but is
rarely a driver for the research. While an individual research study may have limited direct impact on
policy or planning decisions, an accumulation of research evidence could increase the likelihood of
an impact being felt. Selby Smith and his colleagues34, in undertaking the first review of the impact

33 Wheelahan, L. Moodie, G. Billett, S. and Kelly, A. Higher Education in TAFE, NCVER Monograph Series 01/2009.The authors visit and

revisit the issues around the lack of research conducted in TAFE and the absence of a research culture reference to which can be found on

pp 7, 10, 19, 31, 36, 38.
34 Selby Smith, C, Hawke, G, McDonald, R and Selby Smith, J 1998, The impact of research on VET decision making. NCVER, Adelaide.

The VET Development Centre| Naming and claiming a research culture in Victorian TAFE Page 19

of VET research after No small change, suggested that VET research contributes to a ‘climate of
opinion’ and to the development of ‘ideas of good currency’ about VET. They argued that the
research process is accumulative, building on earlier work. Thus it is important to be able to gain
ready access to that research, and for research information to be available in a timely manner and in
forms which maximize the chances it will be used. However, the disparate nature of research in TAFE
institutes resulting in limited cross discipline, cross sectoral or intra institutional dialogue between
practitioners mitigates against this without a strong internal cultural push.

How can individual TAFEs create and/or the VET Development Centre continue to create the spaces
to connect TAFE practitioners and provide them with the opportunity to feel confident in writing and
talking about their practice and research?

While research in TAFE may not conform to rigorous research methodologies, it is undoubtedly ‘fit
for purpose’. A challenge for the sector is whether work-based research is too limiting to produce a
significant number of new researchers, and does this matter? Is it important to add significantly to
the body of available ‘professional’ VET researchers, or to encourage the development and use of
research and research skills by staff in TAFE providers? This latter aim is, perhaps, more achievable
and maybe more valuable to the sector. Around 50 people have participated in the COP, the
majority from TAFE organisations, but the number of people emerging from the program with the
clear intention to pursue a research career is much fewer. Although a small number are now
undertaking higher level studies, including at doctoral level, this was not what the program was
necessarily designed to do.

Given that the type of research undertaken in TAFE organisations is challenged for its academic
rigour, what credibility does it have beyond the organisations and what value does it have for the
researchers themselves beyond their own organisation?

There is also the challenge of how far this type of research has an impact on VET workforce practice
and staff development activities, or raises the importance of such activities with managers and
leaders of TAFE organisations to a level that sees organisational resources being actively directed to
supporting research activity. Funding for research in TAFE organisations is clearly limited and there
appears to be a constant struggle for resourcing what, to many, is not a priority issue and this has
constrained and eroded the opportunities for TAFE researchers.

Results of the online survey undertaken with Victorian TAFE organisations and telephone interviews
with TAFE Specialist Centres indicated that the area of resourcing research in TAFE and the ‘natural
curiosity’ of teachers to pursue research are very limiting factors.

There is also a challenge in the expectation on TAFE teachers to be researchers when it is not openly
encouraged or easily enabled. Associate Professor Leesa Wheelahan stated at interview35 that TAFE
teachers need research skills both for their own professional practice and so that they can teach
their students research skills. Dr Sarojni Choy, until recently the co-ordinator of the mentoring
scheme for the NCVER Communities of Practice program, believes research is an essential skill. In an
interview with Dr. John Mitchell36 on the subject she is quoted as saying “They (VET practitioners)
need to engage in action learning and action research at all times for continuous improvement. I
believe all VET professional development programs and courses need to include some component of
research skills development.”

35 Project Interview with Associate Professor Leesa Wheelahan LH Martin Institute, February 2012. Page 20
36 Mitchell, J. Long Term Solution to VET research, Campus Review 14 June 2011.

The VET Development Centre| Naming and claiming a research culture in Victorian TAFE

The project raises more questions than it answers!

The dilemma for this project is that it raises more questions than it answers and in some respects,
that was what it intended to do. As was indicated from the outset, the objective was not to provide
an in-depth analysis of the research questions but rather to establish some baseline information and
‘take the pulse’ of current research activity in Victorian TAFE organisations. This project was to be a
platform for the subject of research capacity and capability in TAFE and a discussion starter for a
bigger conversation within and without the sector into this important area. It would also point to
further work and potential professional development activity around this element of workforce
capability from the Centre’s perspective.

If we agree that the issue of research in TAFE is an important one, then the need for a more
complete and comprehensive stocktake of the actual size and scope of research activity in Victorian
TAFE organisations should be co-ordinated and pursued by an agency (or agencies). Some larger
areas for research might be:

 An evaluation of the relationship of research activity to innovation, especially through
specialist centres and involvement with Co-operative Research Centres (CRCs)37

 An assessment of the contribution of research activity to professional practice, and
 The role of awards in motivating research activity in TAFE.38

Notwithstanding this, and in the interests of promoting further discussion, other questions could
also begin to be asked:

 What is or what should be the place and role of research in TAFE?

 What form of future professional development would support a research role for TAFE
practitioners?

 What form of professional learning and/or continuous professional development (CPD)
would support research at threshold points during their professional career?

 How does participation in research increase/benefit an individual’s opportunities for
promotion or career progression? Does getting a PhD lead to a better career in TAFE or
opportunities for a better career elsewhere?

 What part does research capability/capacity play in the development of a scholarly culture in
TAFE?

37 Ferrier, F, Trood, C & Whittingham, K 2003, Going boldly into the future: A series of case studies of co-operative research centres and
their relationships with the VET sector, NCVER, Adelaide
38 Miller, C. The history and achievements of the Australian Vocational Education and Training Research Association 1997 – 2007, AVETRA,
Ray Barker Fellowship 2008 p.26. In 2000 and 2001 TDA and AVETRA partnered to create two awards for TAFE teachers. The awards were
focussed on raising the profile of research in TAFE institutes and on implementing the findings in TAFE policy and/or practice. A further

motivation for the awards was to engage TAFE CEOs in supporting and promoting research in their institutes and to broadening the
commitment to budget for research. The Centre could consider promoting the role of research in Victorian TAFE with an award for

research within a TAFE institute.

The VET Development Centre| Naming and claiming a research culture in Victorian TAFE Page 21

And finally…

This paper has been produced to inform the development of the VET Development Centre’s program
of developing a scholarly culture in VET and to create a catalyst/context for the further discussion of
these issues.

This project used the term action research to describe the common research undertaken in the VET
sector. Is action research a scholarly activity? Theorists, such as Boyer39 and Kemmis40, and
practitioners agree that scholarly activities require reflection and discourse. It is argued that action
research is scholarship in action. A key feature of the process is reflection on learning, sharing the
learning with others and applying the learning to improve a situation/solve a problem/progress a
process. The concept of scholarship then requires reflective practice which, for many, is the ‘missing
research step’ in TAFE organisations’ research activities.

The VET Development Centre could provide opportunities for this element to take root in TAFE
organisations helping them to reflect on what they are doing and assisting them to name and claim
their research in a scholarly context. However, it must also be recognised that such research, while
being the predominant paradigm in Victorian TAFE at present, should not be the only research
undertaken by TAFE institutes and their staff.

39 Boyer, E.L., Scholarship Reconsidered: Priorities of the Professoriate. Page 22
40 Kemmis, S. & Carr, W. Becoming Critical: Education, knowledge and action research.

The VET Development Centre| Naming and claiming a research culture in Victorian TAFE

Glossary

ACCC Association of Canadian Community Colleges
ALTC Australian Learning and Teaching Council
ANTA Australian National Training Authority
ANTARAC ANTA Research Advisory Council
AQF Australian Qualifications Framework
AVETRA Australian Vocational Education and Training Research Association
CEDFOP European Centre for the Development of Vocational Training
COP Community of Practice
CPD Continuing Professional Development
DEECD Department of Education and Early Childhood Development (Victorian
Government)
ESOL English for Speakers of Languages Other than English
FE Further Education
HE Higher Education
HESG Higher Education & Skills Group (Victorian Government)
IfL Institute for Learning
LSIS Learning Skills Improvement Service
NBN National Broadband Network
NCVER National Centre for Vocational Education Research
NVETRE National Vocational Education and Training Research and Evaluation
NREC National Research and Evaluation Committee
OECD Organisation for Economic Co-operation and Development
RTO Registered Training Organisation
SME Small and Medium Enterprises
STEM Science Technology Engineering Mathematics
SUNCETT Centre for Excellence in Teacher Training at University of Sunderland
TAFE Technical and Further Education
The Centre VET Development Centre Ltd
VET Vocational Education & Training
VTA Victorian TAFE Association
UNEVOC United Nations Educational, Scientific and Cultural Organisation
VOCED NCVER supported research database
WERC@VU Work Education Research Centre at Victoria University

The VET Development Centre| Naming and claiming a research culture in Victorian TAFE Page 23

References

Association of Canadian Community Colleges, Partnerships for Productivity and Advanced Skills: The Role
of Colleges in Canada’s Innovation System, February 2010

AVETRA, VET respect where it is due, Campus Review, January 24 2012

Barratt-Pugh, L. Research capability vital for changing VET sector, Campus Review, 2010

Bartram, A, Stanwick, J, Loveder, P. Review of NCVER building researcher capacity initiative, NCVER, 2010

Boyer, E.L. Scholarship Reconsidered: Priorities of the Professoriate. Princeton, N.J. The Carnegie
Foundation for the Advancement of Teaching, 1990

Commonwealth of Australia, Review of the National Centre for Vocational Education Research Limited
research and statistical services Report, 2006

Dymock, D. and Billett S., Aligning VET Research, Policy and Practice, AVETRA, Ray Barker Fellowship,
2009

Herr K and Anderson G., The Action Research Dissertation, Sage Publications, California 2005

Karmel T., VET research for industry, NCVER April 2012

Kemmis, S. & Carr, W. Becoming Critical: Education, knowledge and action research, Routledge Farmer,
London, 1986

Dawe, S., Basing Policy and Practice on sound evidence, NCVER, September 2003

McDonald R, Hayton G, Gonezi, A and Hager, P., No Small Change: Proposals for a research and
development strategy for vocational education and training in Australia, Canberra, project for the VEETAC
Working Party by the University of Technology Sydney (UTS), 1993

Mason, J., Researching Your Own Practice; the Discipline of Noticing, Routledge/Farmer 2002

Gleeson, D. et al. On the making and taking of professionalism in the further education workplace, British
Journal of Sociology of Education, Volume 26, Issue 4, 2005

Miller, C. The history and achievements of the Australian Vocational Education and Training Research
Association 1997 – 2007, AVETRA, Ray Barker Fellowship 2008

Mitchell, J. Long Term Solution to VET research, Campus Review 14 June 2011

Mitchell, J. and Ward, J. The JMA Analytics Model of VET Capability Development, 2010

Percy-Smith, J., LSIS Research Development Fellowship Programme: Case Study Report, March 2011

Productivity Commission, Vocational Education and Training Research Report, Australian Government,
2011

Smith, A., Never mind the width, feel the quality: Improving VET research in Australia, NCVER, 2003

Wheelahan L., Arkondis S., Moodie G., Freedman N., Bexley N., Shaken not stirred? The development of
one tertiary sector in Australia, NVETRE Monograph Series 08/2012

Wheelahan, L. Moodie, G. Billett, S. and Kelly, A. Higher Education in TAFE, NCVER Monograph Series
01/2009

The VET Development Centre| Naming and claiming a research culture in Victorian TAFE Page 24

Appendix 1

A sample of the projects from the LSIS Research Development Fellowships

WHO WHAT HOW

WHO WHAT HOW

Hilary Eyres Partnership working to integrate Hilary is collaborating with
learning resources advisor information skills into the FE academic staff from across
Learning Resource Centre curriculum. subjects and disciplines at the
Cambridge Regional College college to identify the appropriate
information skills needed for
various subjects, and intends to
develop, trial and evaluate a range
of strategies which aim to improve
learner’s applications of these
skills in their learning.

John Henry/Tim Bartlett Vocational Workshops for Level 3: John and Tim are exploring the
senior tutors Optimising Frequency and impact of tutorial support and
Bedford College Duration in FE Science. ideas and strategies on learner
performance, independence and
motivation. They are proposing to
trial and evaluate different ways of
organising tutorial workshops.

Marcin Lewandowski The role of technology in language In Marcin’s project, English for
centre manager/ESOL tutor development. Speakers of Other Languages
Action Acton Ltd, (ESOL) learners are collaborating
London with their peers to conduct
recordings of conversational
practice in class. Learners are able
to listen back to the recordings
and are given the opportunity to
constructively criticise their use of
English through self and guided
peer assessment. Learners will
then repeat and evaluate the
exercise taking into consideration
feedback and identified points for
improvement.

Julie Osborn How effectively are disabled Through interviews with teachers
manager for disability and learners using access technology in and learners, Julie’s project is
mental health support higher education? identifying the barriers learners
services face in using technology, and the
City of Bristol College impact technology has on the
retention and achievement of
disabled learners.

The VET Development Centre| Naming and claiming a research culture in Victorian TAFE Page 25

Yousef Taktak/Tony Oakley Improvement of Level 3 learners’ Yousef and Tony are giving
STEM coordinators retention rates, engagement & learners opportunities to link up
Rotherham College of Arts & progression in STEM programmes with employers so that they better
Technology by involving industrial partners in understand how STEM subjects are
South Yorkshire teaching & learning. used in industrial settings. The
project will help produce a
Anne Taylor framework to allow collaboration,
lecturer/course manager partnerships and information flow
Colchester Institute between industry and the post-
compulsory education and training
(PCET) sector.

Using formative peer assessment Anne is investigating whether peer
creatively to improve critical formative assessment can be used
thinking skills and empower to improve learners’ independent
learners. learning skills. Various methods of
achieving this will be trialled and
evaluated.

Further information about each of the 21 Fellowships is available at
www.excellencegateway.org.uk/page.aspx?o=200603ea

The VET Development Centre| Naming and claiming a research culture in Victorian TAFE Page 26

Appendix 2

Survey of Victorian TAFE and Multi-Sector Universities

Dear Participant,

Re: Naming and claiming a research culture in Victorian TAFE

As part of the VET Development Centre’s work on developing a scholarly culture in VET, we have
commissioned VTA to undertake a project to investigate the extent of research activity in the TAFE
sector.

The purpose of the project is to explore and examine what the environment for research in VET
looks like and the ways, and extent to which research is actually undertaken in TAFE in Victoria. The
results of this survey will be used to develop a ‘think piece’ on the subject of research capacity and
capability in TAFE in Victoria. This will then be used as a discussion starter for a bigger conversation
within and without the sector into this important area.

In order to do this VTA is asking for your organisation to:
 Complete a short survey to identify what research has or is being done in your organisation
and who undertakes the research activity.
 The survey form is attached and you are asked to respond by COB Friday March 23rd, 2012.

From the literature search for the project it appears that action research or practitioner research is
the most common type of research in VET and this is undertaken by individual practitioners in
response to a local/specific pedagogical or institutional issue. For the purposes of this survey we
have chosen to use the term action research and we have defined it as:

“Research that is done by or with insiders to an organisation for example TAFE teachers,
practitioners, managers. It is a reflective process that is oriented to some cycle of actions that
organisational members (e.g. TAFE staff at any or all levels) have taken, are taking, or wish to take to
address a particular internal issue or problem. It is deliberately and systematically undertaken and
requires some form of evidence be presented to support assertions. The desired outcome of the
research is for change to occur either within the setting and/or with the researchers themselves.”

NB. Action research is not defined as market research or the collection (and/or analysis) of specific
statistical data for the organisation or other parties e.g. Skills Victoria, NCVER.

The Principal Researcher for the investigation is Pam Jonas at the Victorian TAFE Association who
can be contacted on 03 9639 8100 or email: [email protected].

Thank you for your assistance

The VET Development Centre| Naming and claiming a research culture in Victorian TAFE Page 27

SURVEY

Location
Please check the relevant box:

☐Regional TAFE
☐Metro Stand Alone TAFE
☐Multi-Sector University

Questions
1. Within the meaning of the definition of Research above, who in your organisation is involved

in research?

☐ Teaching Staff ☐ Non-Teaching Staff

2. Within the meaning of the definition of Research above what is the focus for research

activity undertaken by TAFE staff?

Teaching Staff Non-Teaching Staff

Faculty based ☐☐

Client commissioned ☐☐
Course development ☐☐
Pedagogical ☐☐
Institution based ☐☐

3. Do you collect data on the numbers of staff involved in research activity?

☐Yes ☐No

If Yes, do you have data for how many staff are undertaking research:
a) As part of their daily teaching/learning development role: _________

b) In a formal qualification: TAE 10

BA

MA

PHD

Other

(please specify) :

The VET Development Centre| Naming and claiming a research culture in Victorian TAFE Page 28

4. Unlike their HE counterparts there is no requirement (or expectation) that TAFE
teachers/practitioners will be ‘research active’. Therefore it is often assumed there is little or
no culture of research in TAFE or the capacity to undertake research. Do you agree with
these views?
a) There is no culture of research in TAFE (please circle your response)

Strongly Disagree Disagree Neutral Agree Strongly Agree
Comments:

b) TAFE teachers/practitioners have little capacity to undertake research (please circle
your response)

Strongly Disagree Disagree Neutral Agree Strongly Agree
Comments:

5. The perceived lack of a research culture also goes to questions of the scholarly culture of
TAFE practitioners and their knowledge base. This is seen by some in the HE sector as a
barrier to TAFE practitioners working across the HE/VET sectors. Do you believe this to be
the case?

Strongly Disagree Disagree Neutral Agree Strongly Agree
Comments:

6. How important do you think it is to build the research capacity of TAFE teachers? (please
circle your response)

Not Important Somewhat Important Important Very Important

7. Does your organisation support staff to undertake research? If so, what form does this take?

8. Are there any barriers to encouraging staff to engage in research? For example does the
funding model based on student contact hours present a barrier and are there others?

9. Are any of your staff undertaking research with the support of an external
scholarship/grant? If so please indicate

NCVER Community of Practice Grant ☐
TAFE Development Centre ☐
Churchill Fellowship ☐
Institute for Specialist Skills Fellowship ☐
Other ☐

Comments:

10. Does your organisation bid externally for research work? YES ☐ NO ☐

The VET Development Centre| Naming and claiming a research culture in Victorian TAFE Page 29

11. If you answered YES, are TAFE teachers/practitioners included in the research bids and in
what capacity?

12. If your organisation bids externally for research work who do you target as potential

partners/funders?

NCVER ☐

Skills Victoria ☐

Industry ☐

DEEWR ☐

Other ☐

13. Have you been successful in any of your bids for research funding? If so, would you briefly
describe one example e.g. who was the funder, what was the subject of the research etc.,

14. Do you undertake research activities with external partners such as industry groups? Please
provide details of an example?

15. Does your organisation produce research for internal use? If so how is the information
generated used? Please provide an example

16. TAFE and multi-sector universities collect a variety of statistical data for internal and external
reasons. Does your statistical data collection involve:

Surveys ☐
Interviews ☐
Data analysis ☐
Data collation ☐
Other ☐

IF YOU DO NOT HAVE A RESEARCH CENTRE OR CENTRE FOR EXCELLENCE YOU HAVE COMPLETED
THE SURVEY.

Please complete the contact section at the end of this survey and email this survey to
[email protected] by COB Friday March 23rd, 2012

THANK YOU FOR YOUR ASSISTANCE.

The VET Development Centre| Naming and claiming a research culture in Victorian TAFE Page 30

IF YOU HAVE A RESEARCH CENTRE OR CENTRE FOR EXCELLENCE PLEASE COMPLETE THE FOLLOWING
ADDITIONAL QUESTIONS.

Do you have a dedicated Research Centre or a Centre for Excellence in your Organisation?
☐Research Centre
a) Are TAFE teachers involved in undertaking research in the Centre? If so, what type of
activities are they involved in?

Faculty/Department based ☐
Client commissioned ☐
Course development ☐
Organisational ☐
Research and Development ☐
Other ☐

b) Are non-teaching staff are involved in undertaking research in the Centre? If so, what
type of activities are they involved in?

Faculty/Department based ☐
Client commissioned ☐
Course development ☐
Organisational ☐
Research and Development ☐
Other ☐

c) In your experience does having a research centre encourage the development of a
research culture in TAFE and new TAFE researchers? Please explain.

☐Centre for Excellence

a) Is research undertaken in the Centre for Excellence?

Yes ☐ No☐

b) Are TAFE teachers involved in undertaking research in the Centre for Excellence? If so,
what type of activities are they involved in?

Faculty/Department based ☐
Client commissioned ☐
Client focussed ☐
Course development ☐
Organisational ☐
Research and Development ☐
Applied research ☐
Other ☐

c) Are non-teaching staff are involved in undertaking research in the Centre for Excellence?
If so, what type of activities are they involved in?

The VET Development Centre| Naming and claiming a research culture in Victorian TAFE Page 31

Faculty/Department based ☐
Client commissioned ☐
Client focussed ☐
Course development ☐
Organisational ☐
Research and Development ☐
Other ☐

d) In your experience does having a research centre encourage the development of a
research culture in TAFE and new TAFE researchers? Please explain.

Key Contact for queries regarding this survey:
Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Organisation: . . . . . . . . . . . . . . . . . . . . . . . . .
Email: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Phone: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Thank you for your assistance.

Please email this survey to [email protected] by COB Friday March 23rd, 2012

The VET Development Centre| Naming and claiming a research culture in Victorian TAFE Page 32