Researching the researcher’s own professional context: evaluating the quality of collaboration when researchers form part of the collaboration

This case study is based on research undertaken in 2021 that was prompted by the disruption of COVID-19 in higher education institutions and the subsequent pivot to online learning. The research explored a cross-institutional change project, which was supported and enabled by an agile and matrix-led working environment. The Transformation Academy was a coordinated institutional response to the demand for sustainable learning and teaching to be prepared at pace, requiring 150 university courses and their teaching staff to be readied for delivery in September 2020, leaving a 12-week window of opportunity. The focus of this case study is on the questions that arise when researchers research their workplace—especially when this workplace is a university and the researchers are members of staff within that same staff community. It also seeks to explore some of the practicalities—especially ethical concerns—surrounding workplace research projects and provide some good practice, practical guidance, and advice on how researchers may mitigate some of the risks associated with undertaking such projects. Our essential premise is that the research community should not shy away from workplace research as there are multiple benefits from undertaking such work. However, there are some special considerations to exploring such professional contexts and a considered approach to implications and adequate provision to mitigate is required.