Navigating the Rapids of Today’s Research Expectations: What is ‘Quality Research’ in Education in Aotearoa New Zealand?
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Authors
Stewart, Georgina Tuari
Jacobs, Meg
Thomas Cameron, Yael
Ingram, Toni
Finn, Karen
Harvey, Sharon
Gibbons, Andrew
Marginson, Simon
Jackson, Liz
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Taylor and Francis Group
Abstract
This collective writing was catalysed by a request from our Faculty Research Office for the School of Education to provide a list of journals that publish ‘quality research’ in education. Tasked with compiling this list, the first author invited all academic staff to name up to three journal titles that they considered fitted this description. The list was already well over 50 titles long, based on responses from fewer than half of the academic staff of the School, when emails of protest interrupted the process. Colleagues queried the value and validity of such a list, and its possible use in future redundancy rounds. In addition to halting the compilation of the list, the first author called a meeting to hear and discuss these concerns, and initiated the process of writing this article—positive ways to respond to what had become a fraught situation that threatened collegial harmony. This collective writing highlights forms of educational research that exceed traditional pseudo-scientific methods based on empirical data. We argue it is crucial that our universities understand the breadth of forms of educational research, in order to honour the potential for education to contribute to future human flourishing.
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Keywords
1303 Specialist Studies in Education, 1702 Cognitive Sciences, 2202 History and Philosophy of Specific Fields, 3902 Education policy, sociology and philosophy, 3903 Education systems, 5002 History and philosophy of specific fields, Digital publishing, metrics, open-access, research quality
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Educational Philosophy and Theory, ISSN: 0013-1857 (Print); 1469-5812 (Online), Taylor and Francis Group, 1-17. doi: 10.1080/00131857.2026.2691551
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This is the Authors' Accepted Manuscript of an article published in the journal of Educational Philosophy and Theory © 2026 Philosophy of Education Society of Australasia. The publisher's version can be found at doi: 10.1080/00131857.2026.2691551