Abstract
This paper considers the findings of a case study exploring the development of non-researching Education lecturers on a staff development programme designed to help them prepare their first academic papers for peer review. The Research and Collaborative Enterprise for Staff (RaCES) programme used a facilitated approach to develop a community of practice centred on collaborative learning, creativity, and enterprise to guide participants to their first research paper in a ‘safe’ learning environment. The approach and the effects on the lecturers were investigated using narrative analysis underpinned by phenomenography and follows their learning journey as they prepare their research for peer review. The investigation used an open learning cycle based on an adaptation of Scharmer’s Theory U (2009) to create data collection stages which helped identify critical aspects in the development of participants. The findings showed the creativity and collaborative learning approaches were instrumental in overcoming ‘inhibitors’ which caused an initial reluctance to begin researching due to a lack of confidence, confusion over-work prioritisation, limited self-esteem concerning research, and uncertainty of outcome. As all the participants were able to create peer reviewed research and the study found facilitators for research included a specific ‘instigation event,’ where they began to see their research as an impersonal object to be objectively considered, and peer support improved their self-esteem and motivated them to finish writing up their research.