baseline evidence, or evidence of a successful enquiry. Finally, while such weak-
nesses can be mitigated by the provision of external support (e.g. from university
researchers) there remains the thorny question of what happens once funding ends,
the supported project comes to a close, and the school is left to work alone. The
literature on educational change is replete with example of projects that have thrived
during the pilot phase, before quickly fading away once support was withdrawn.
The above issues are neatly summarised by DeLuca and colleagues in their
extensive critique of collaborative inquiry. They suggest that future research should
seek to clarify some of these issues through focusing on: devising educational
questions for collaborative enquiry, articulating how ‘enquiry’ differs from
research; the nature of the contribution of collaborative enquiry to professional
learning; and the sustainability of the processes and methods of enquiry within
professional practices (DeLuca et al. 2015 ). All of these issues have the potential to
impact upon the effectiveness and sustainability of innovation fostered by profes-
sional enquiry approaches.
52.3 Critical Collaborative Professional Enquiry (CCPE)
52.3.1 The Development of CCPE
Since 2012, the education researchers at the University of Stirling have developed a
distinctive approach to collaborative enquiry, which we term Critical Collaborative
Professional Enquiry, or CCPE. This methodology is influenced in part by the
insights generated in the literature on professional enquiry, plus our own research in
thisfield, and draws upon twelve years of development of Master’s programmes in
Professional Enquiry in Education. This programme, developed in partnership with
a Scottish local authority, was at the time of writing entering its fourth cohort, and
utilises a collaborative professional enquiry ‘lite’ methodology; effectively a
streamlined programme that introduces the key elements of the Master’s pro-
gramme compressed into a shorter timeframe. Thus, academic research is both
influenced by and influencing day-to-day practices and experiences; the emerging
outcome has been the development of a pragmatic approach underpinned by sig-
nificant empirical insights.
The introduction of‘Critical’in the title has two functions:firstly it draws
attention to the purposes and value of CCPE methodology in professional practice
as a means of promoting social justice and equity through education; and secondly
it signals the importance of engaging critically with concepts and ideas in research
and academic readings, to critique policies and practices throughout the enquiry
process. Collaborative denotes the collective nature of the endeavour and the net-
worked responsibility of the group members to contribute to all aspects of the
enquiry process. The‘Professional’in CCPE is used to signify the fundamental role
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