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The ½¿É«µ¼º½ Expert Panel on Educational Research Funding was established by ½¿É«µ¼º½ Council to investigate the situation regarding funding for educational research in the UK. Chaired by David James (Cardiff University and chair of the REF 2021 Education sub-panel), the panel was a continuation of ½¿É«µ¼º½â€™s Education: The State of the Discipline initiative, which identified funding for educational research as a priority area for ½¿É«µ¼º½ to develop work in. The expert panel was commissioned to clarify the changing landscape of funding for educational research and to help ½¿É«µ¼º½ to understand the research environment and act to support educational researchers.

Making the most of education research: The ecosystem and the common good is the report of the expert panel and delivers its findings. The report examines how to strengthen the UK’s education research ecosystem for the common good and asks ‘How can we build and sustain forward-looking and generative education research that most stakeholders, most of the time, regard as helpful and important in shaping policy and practice?’ It concludes with a set of recommendations for those in leadership positions in universities, and ½¿É«µ¼º½ Council, as well as ‘actionable insights’ for organisations that fund education research, national government departments and regional organisations. While instigated by ½¿É«µ¼º½, the report represents the independent work of the panel and offers a rigorous and timely analysis of the health of education research in the UK. 

It was my privilege to chair the Panel, and our report ‘Making the Most of Education Research: the ecosystem and the common good’ examines the changing nature of UK education research. We note its high quality, strong impact and intrinsic interdisciplinarity while also detailing a decline in the level of investment (which we describe as already ‘minuscule’ in relation to the vast public expenditure on education and the importance of educational activities).  

Recommendations are given for research leaders in universities as well as for ½¿É«µ¼º½ itself. There are also clear messages for research funders and government departments. An example of the latter is that urgent review is required of the way that public resources are currently divided between (a) research that generates new knowledge, and (b) research that seeks to mobilise aspects of existing knowledge.
Please share this message with others in your institution who may be interested. On behalf of the panel, I hope you find the report offers a timely questioning of some current arrangements, assumptions and practices alongside positive and forward-looking ideas. We would welcome your thoughts or feedback.