Schools as learning organisations: A framework to improve research engagement
MARK LESWELL, RESEARCH LEAD, SWALE ACADEMIES TRUST, UK
Introduction
As the education system in England strives to become more evidence-informed, the role of research engagement in schools has become increasingly important. However, despite growing interest and efforts to include research in decision-making processes, the effectiveness of research use and the evaluation of evidence bases remain questionable. This article explores the current state of research engagement in England, highlighting the challenges and barriers that hinder the effective use of research in schools. To address these issues, the concept of schools as learning organisations (SLOs) is proposed as a potential framework for creating a culture that embraces research engagement. By examining the key dimensions of SLOs and how they align with research engagement principles, insights are offered into how schools can support school improvement through research engagement.
Current research engagement in England
The government has expressed a strong desire to establish an evidence-informed education system (DfEDepartment for Education - a ministerial department responsible for children’s services and education in England, 2016). However, research engagement in schools remains inadequate. While there has been a notable increase in school leaders consulting research evidence, such as the Education Endowment Foundation (EEF) Toolkit, for decision-making (Higgins et al., 2022), questions persist about the effectiveness of research use. It is unclear as to whether consultations are used to defend pre-existing judgments (Higgins et al., 2022) or whether evidence bases are evaluated adequately (Gorard et al., 2020).
Pegram et al. (2022) further highlight the insufficient use of evidence-based programmes and interventions in England, with only 30 per cent having an evidence base and some even suggesting harmful impacts on outcomes. Alarmingly, a year after presenting these findings to school leaders, no clear change in practice was seen, emphasising the significant challenges in expanding the use of research evidence in schools.
Several factors contribute to the limitations in current research engagement. These include:
- limited research literacy among teachers (Cain, 2015)
- inaccessibility of research evidence (Schaik et al., 2018)
- negative attitudes towards the relevance of research in the classroom (Lysenko et al., 2015).
These barriers hinder the effective use of research in schools, despite its correlation with student outcomes (Gorard et al., 2020).
The potential of schools as learning organisations
The concept of schools as learning organisations (SLOs) has gained attention in recent years, with academics acknowledging its benefits (Kools and Stoll, 2016). Originally developed in the business sector (Senge, 1990), the SLO framework is a multi-level concept that guides schools in becoming more adaptive, innovative and effective organisations (Kools and Stoll, 2020).
The key dimensions of SLOs, as described by Kools et al. (2020), include:
- developing and sharing a vision centred on the learning of all students
- creating and supporting continuous learning opportunities for all staff
- promoting team learning and collaboration among staff
- establishing a culture of inquiry, innovation and exploration
- embedding systems for collecting and exchanging knowledge and learning
- learning with and from the external environment and larger learning system
- modelling and growing learning leadership.
Embracing the concept of SLOs offers numerous benefits for school leaders, teachers and their wider community. By fostering a culture of continuous learning, collaboration and innovation, leaders can empower their staff to adapt and thrive. SLOs enable data-informed decision-making, evidence-informed practice and the sharing of best practices, helping schools to identify areas for growth and showcase their successes. Developing a shared vision focused on student learning and wellbeing creates unity and direction, while promoting collaboration and a culture of inquiry positions schools at the forefront of educational innovation. Ultimately, embracing the SLO concept empowers school leaders and teachers to drive school improvement through a collective community approach, ensuring that their school remains responsive, effective and well-equipped to support the success and wellbeing of all students. In contrast, traditional school models, with their emphasis on isolated classrooms and conventional teaching approaches, may fall short in equipping students with the skills and knowledge necessary to thrive in the 21st century (Sawyer, 2008).
However, progress in applying the concept has been hindered by the lack of clarity in defining each aspect of the concept, partly due to limited systematic research on the concept and a lack of a common understanding of what makes a school a learning organisation. Many studies on SLOs, particularly those focused on its implementation, rely on self-reported survey data, are limited in sample size and prioritise theoretical validation over practical application (Harris et al., 2022). Despite these critiques, Hsu and Lamb (2020) emphasise the absence of a clear alternative. As such, SLOs offer a potential framework for developing a more research-engaged education system. Recent developments have provided more context-specific research on the model’s application, offering insights into evaluating and enhancing SLOs (Kools et al., 2020).
The SLO concept is fundamentally linked to the use of research evidence in schools, as it provides the foundational knowledge for ongoing organisational learning and contributes to multiple dimensions of the SLO concept. These dimensions align closely with the principles of research engagement, fostering a culture of continuous learning, collaboration and innovation. By adopting an SLO framework, schools and academy trusts can create an environment that values and promotes the use of research evidence in decision-making and professional practice.
Becoming a learning organisation through research engagement
To transition towards an SLO model with a strong focus on research engagement, schools could follow a framework that is informed by and aligns with the key dimensions identified by Kools et al. (2020), as shown in Table 1.
Table 1: SLO framework (adapted from Kools et al., 2020)
| SLO dimension | Actionable advice |
| 1. Developing a shared vision centred on the learning of all students | – Engage all stakeholders in developing a research-informed vision focused on enhancing student outcomes and social-emotional health
– Ensure that the vision prepares students for the future and involves all stakeholders in shaping it – Survey stakeholders and use the findings to inform vision, priorities, policies and practices – Share the findings and related actions with all stakeholders (‘you said, we will’) – Regularly review and adapt the vision based on national, regional and new research findings |
| 2. Promoting and supporting continuous professional learning for all staff | – Prioritise research literacy and capacity development in professional learning
– Provide mentors/coaches with research engagement expertise and train all new staff – Encourage experimentation with research-informed strategies and integrate findings into policies and practices – Allocate sufficient time and resources for research-informed professional development – Evaluate the impact of professional learning on teacher practice and student outcomes |
| 3. Fostering team learning and collaboration among staff | – Create research-informed professional learning communities (PLCs) for collaborative planning and problem-solving
– Encourage observation, collaboration and sharing of research-informed practices – Foster a culture of trust, respect and teamwork for sharing research implications – Establish clear roles and responsibilities within PLCs to ensure effective collaboration – Celebrate and share successful research-informed practices across the school |
| 4. Establishing a culture of inquiry, exploration and innovation | – Encourage research-based experimentation, innovation and initiative-taking with calculated risk-taking support
– Promote a culture of inquiry using research to inform practice and evaluate impact – Provide accessible research evidence and dedicated experts and encourage openness to research-based ideas – Provide a safe and supportive environment for staff to take risks and learn from failures – Encourage staff to share their research-informed innovations with the wider school community |
| 5. Embedding systems for collecting and exchanging knowledge and learning | – Develop a research-informed school development plan with explicit internal evidence for successful implementation
– Establish structures for regular dialogue and knowledge-sharing about research findings and implications – Provide opportunities to learn evidence analysis, and use and contribute to the school’s contextual knowledge base – Ensure that data-collection and analysis processes are ethical, reliable and valid – Use technology to facilitate the sharing and dissemination of research knowledge |
| 6. Learning with and from the external environment and larger system | – Monitor external research developments and trends for continuous improvement and credibility
– Foster research partnerships with universities and organisations and engage with research-engaged schools and trusts – Encourage staff collaboration, learning and sharing with peers in other schools and networks – Participate in and contribute to research projects and initiatives beyond the school – Share the school’s research-informed practices and findings with the wider education community |
| 7. Modelling and growing learning leadership | – Ensure that leaders participate in professional learning to develop research literacy and lead evidence-informed practice
– Develop school improvement research leads, build organisational research knowledge and establish research engagement responsibilities – Consider scalable approaches to research engagement, such as professional learning platforms – Ensure that research engagement is a key component of leadership development programmes – Encourage staff to take on leadership roles in promoting and supporting research engagement |
Implementing the SLO framework
Implementing the SLO framework should be approached strategically. While developing a shared vision is a valuable initial step, it is likely effective to focus on a few dimensions of the framework at a time to support effective implementation. To successfully embed these chosen dimensions, schools should attend to the specific behaviours that drive school implementation, carefully consider their context and utilise a structured yet flexible process to support effective change (Sharples et al., 2024). This approach, combined with the interconnected nature of the SLO dimensions, means that a focused effort in one area may lead to measurable improvements in other dimensions. Through careful planning, schools can develop a comprehensive, multi-year school improvement plan, guiding their journey towards becoming a learning organisation that fosters evidence-informed practice, continuous improvement and, ultimately, improved outcomes for students.
Conclusion
The schools as learning organisations (SLO) concept offers a potential comprehensive solution to the challenges faced by schools in effectively using research evidence. The SLO framework, with its focus on continuous learning, collaboration and innovation, provides a potential roadmap for school leaders and teachers to transform their schools into learning organisations that embrace evidence-informed practice. By systematically addressing each dimension of the SLO scale, from developing a shared vision to modelling learning leadership, schools can create a culture that values and promotes research engagement.
This transformation requires a collective effort from all stakeholders, including school leaders, teachers, students, parents and external partners, as well as ongoing support, resources and a commitment to continuous improvement. The potential benefits for students, teachers and school leaders are clear: by creating a culture that values and promotes research engagement, we can improve student outcomes, foster a culture of lifelong learning and build a more effective education system that is responsive to the needs of our students and the demands of the 21st century.
While the journey towards becoming an SLO may be challenging, by committing to this transformation and systematically integrating research engagement into our practices, we can create a brighter future for our students and the profession.
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