Abstract

There is often a transition to be made from practitioner to educator/academic which requires a shift in identity positioning. There is a need to challenge the false dichotomy, often perceived, between being a practitioner or a researcher. This transition is best performed and negotiated in interactions with others (Harre 1990, Mclean & Price, 2017). In order to boost the institutional research culture in our faculty, we wanted to explore whether supporting and developing colleague’s skills to engage in ‘agile research teams’ (ARTs) could increase their capacity and confidence to engage in research. The ART is inclusive as it allows colleagues to contribute in a way which is manageable for their time available and their preferences for working. It draws upon their specific skills sets, discipline knowledge, interests and values and their contribution is time-bound. Working in a research team deepens our learning and transfer of our learning to our practice and encourages creativity. It also gives us the opportunity to learn from each other. This project successfully engaged 27 colleagues from across the faculty and was the starting point for the development of a bespoke 'researcher training programme.'