This paper attempts to answer the question: 'why is research in further education largely undervalued by policy-makers and practitioners alike?' The paper adopts as a working definition that proposed by Stenhouse that, 'research is systematic self-critical enquiry'. It is noted that knowledge of, or based upon, research, is seldom valued within management studies as a key resource for managers. Significant contributory factors to the marginality of research on and within the further education sector are argued to be historical, structural and symbolic. A number of barriers to establishing a research culture in the sector are identified, which fall under the broad groupings of personnel, policy and climate. Drawing upon the management of change literature, the potential benefits of a research culture for further education are argued, and the prospects for establishing such a culture are assessed. Political constraint is held to be a key factor limiting the currency of further education located practitioner research.
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