Dr Brian Cusack
Auckland University of Technology, New Zealand
brian.cusack@aut.ac.nz

In 1998 the New Zealand Qualifications Authority (NZQA) adopted a definition of research that opened for those of us involved in teaching and research a wide range of acceptable activities that c onstituted research.The definition was a breath of fresh air in what had previously been an eclectic and often closed world. It concentrated on processes rather than outcomes and attempted to explain what possibilities fitted in the broad context of knowledge growth.(Ref: http://www.nzqa.govt.nz/publications/definition_of_research.htm.)

‘Research is an intellectually controlled investigation which leads to advances in knowledge through the discovery and codification of new information or the development of further understanding about existing information and practice. It is a creative, cumulative and independent activity conducted by people with knowledge of the theories, methods and information of the principal field of inquiry and its cognate areas(s).’

Previously there had appeared a gulf between those of us involved in practice and action research projects for the benefit of our students and their learning, and those who were prepared to certify research activity. The approach communicated in the 1998 definition better suited the workplace and those whose principal employ was not research. It also recognised research to be many activities that could achieve fruition on different levels of abstraction, public exposure, and context. The direct linking of teaching and research was also applauded.

‘Research activities play a vital role in creating an environment in which the optimum teaching and learning processes occur, and in which staff and students are stimulated by the interplay of new ideas and the spirit of enquiry.’

The first four papers appearing in this issue of the New Zealand Bulletin of Applied Computing and Information Technology (BACIT) have been drawn from a postgraduate symposium of researchers held prior to the 16th Annual Conference of the National Advisory Committee on Computing Qualifications (NACCQ). This one-day event and the proceedings from it attempted to embody research as process, and to celebrate the people and their journeys. In many respects we were following through the requirement of the NZQA 1998 definition of research and entering into the type of environment that had been foreshadowed. This environment held opportunity for presentation, questioning, discussion and peer critique.

‘Learning, at graduate and postgraduate levels, takes place in an environment of developing and advancing knowledge, problem solving, critical evaluation, investigation and an awareness of the limits of enquiry and understanding.’

Remarkably the majority of those present were principally teachers and had become involved in research in the course of their employ. A key component of the day was the opportunity for peer feedback. The process was extended to those who wished to have their papers published. A formal process was adopted and a panel of six experts was made available to blind review papers (details available on request – contact the Guest Editor). Our satisfaction is that the research work has now been opened for public scrutiny and the authors have received constructive feedback to help them along the way.

‘The results of research must be open to scrutiny and formal evaluation by others in the field of inquiry and this may be a chieved through publication in peer-reviewed books and serials, or through public presentation. Research is often characterised by the identification of fruitful new topics for investigation and unexpected uses for its findings.’

The four symposium-originated papers are complemented by a paper presented at the Conference itself. Together, the selection of papers exposes the context of research from a practitioner’s point of view. All authors teach on Information Technology (IT) focused programmes at various New Zealand and Australian institutions, and they are concerned with 'How ?' questions. How is research possible? How is it possible to do IT research and hold down a full-time teaching load? How might research questions be developed? How can research in progress be best presented?

The papers are structured into an order where answers to the question of 'How?' are developed in the papers on research process (Bob Barbour) and research process management (Ken Eustace). Research in progress reports illustrate some of the points made, contributed either by postgraduate (thesis) students or established researchers in the educational area. Their topics vary from 'demotic' genealogical databases (Alan Litchfield) to agile learning methods (Becky Bradshaw) to free computer education courses (Trish Brimblecombe) and balance well the issues of methodology with those of implementation.

More papers presented at the symposium will be published in subsequent BACIT issues. Together, these works provide ample evidence that research by teachers is alive and well, and that the more generous definition of research adopted by the NZQA in 1998 is contributing to knowledge growth. We look forward to a similar open opportunity to meet in Christchurch (New Zealand) prior to the 2004 NACCQ Conference, and at the Conference itself.