In the new world of work, which heralds machines doing routine tasks and people solving problems, learning the how without the why is not enough. In other words, inquiry and evaluation must be integral to all tertiary teaching and learning. This is precisely the time not to break the teaching-research nexus. Good teachers are scholars.
The National Centre for Vocational Education Research recently published a synthesis I did of research on the outcomes of training. Stephen Matchett commented in his Campus Morning Mail (5 May 2015), ‘This is much more than a snapshot of the state of research – it encapsulates perennial policy challenges for voced’. I hope, though, it also points the way to where the policy and research efforts should be focussed: on tackling those perennial issues rather than just re-defining them.