Generational change: A review of the structures & processes that have influenced educational research since 1990

Abstract

Building on previous BERA-commissioned profiles of the education discipline (most recently Oancea & Mills, 2015), our systematic scoping review (Boyle et al., 2021; see also Stentiford et al., 2021) casts new light on the recent history of education research in UK higher education (HE) by seeking a better understanding of the structures and processes – both formal and informal, respectively – that have influenced education research activities and debates between 1990 and 2020. This literature review – which we believe is the first on this topic and at this scale – will shape the next stages of BERA’s ongoing State of the Discipline project (see p. 5).