Striving for quality when quantity seems to count

Abstract

This article explores the difficulties a group of higher education lecturers faced, as they worked together, in a collaborative action research project with a group of teachers. It begins with the identification of the plans and framework for action for the solution of both first order research questions (shared by teachers in the group) and second order research question (shared by lecturers in the group). From data collected, it emerged that a particular unanticipated problem was that of the tensions generated between the lecturers as they engaged in the project. A consideration of those tensions leads us to the conclusion that lecturers themselves face problems when they work collaboratively, and need their own plans and strategies for dealing with them. In addition, the intensification of lecturers’ work in higher education is identified as unhelpful for thoughtful and principled research, and may, indeed, lead to mediocrity in research. © 1999 Taylor & Francis Group, LLC.