Checking the health of adult learning research

I’ve just spent an enjoyable and stimulating day at the 2017 SCUTREA conference.  The acronym represents a rather unwieldy title, the Standing Conference on University Teaching and Research in the Education of Adults, and it is best understood as the main UK gathering for researchers in adult learning.

For many years SCUTREA drew its audience from academics working in specialist adult education departments. There are fewer of these than in the past, but SCUTREA has held up rather well, and it coninues to be a lively, congenial and stimulating event. What does this tell us about the state of our field?

First, it continues to attract a decent level of participation. Eightynine people registered for this year’s event, which is about the same level as for other SCUTREA conferences in recent years, and the sessions I attended provoked a healthy level of debate. Almost all the participants also offered papers, many looking at adult learning through perspectives influenced by postcolonialism, intersectionality, and queer theory.

Just by way of contrast, I pulled out a copy of the SCUTREA papers from 1982, when there were 11 presentations and 61 delegates, plus 5 ‘observers’ (I wonder whether the observers were allowed to speak). You can see from the titles that the contents were largely empirical with a focus on practice.


SCUTREA has always attracted overseas researchers, and I was interested to see that this year they outnumbered the 39 UK delegates. Though I haven’t checked, I don’t remember this happening in previous years. What was more familiar was the source of the overseas participants: most came from Anglophone nations, with 14 from Canada, 12 from the USA, 4 from Ireland and 2 from Australia. Only 11 came from continental Europe, with the largest contingents coming from Sweden (4) and Germany (3).

The UK delegates came from 18 different HEIs and one residential college. The largest group from any one institution came from Huddersfield, whose Centre for Research in Education and Society is clearly thriving. In 1982, the largest contingent (7) were from Nottingham. My sense is that the centre of gravity in our field is shifting toward the post-92 HEIs, whose role in further education teacher education gives them a critical mass of academics.

I’ve taken SCUTREA conferences before as a health check for research in our field; so what can we conclude from the 2017 event? I think my own conclusions are firstly that adult learning continues to provide an important focus for research, and that SCUTREA continues to provide asignificant forum for parts of that research. I also think that SCUTREA has a job on its hands to attract a larger share of the UK research community in our field. Taking the long view, though, it is clearly doing fine!


One thought on “Checking the health of adult learning research

  1. Hi John,

    Timely and helpful post. To my mind one of the themes of the conference was the importance of having the confidence and capacity to articulate what is valuable about adult education research and practice to wider audiences . Definitely also ‘health’ and confidence of adult educators appears to be very reliant on specific national contexts in relation to funding and status (again of practice and research

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