Research Profile

In this profile, I use practitioner-researcher to describe my position in relation to the inquiry, not a professional title or an academic credential. My questions emerge from more than fifteen years of building software and organizations and from years of leadership facilitation, coaching, group learning, and reflective practice.

My central interest is not change inside an exceptional moment. It is what remains when the learning space disappears: when the course ends, the facilitator leaves, the team changes, or the original context is gone.

Areas of Inquiry

• durable learning, transfer, and context-dependent performance;
• language, identity, worldview, and action;
• leadership, group coordination, and shared responsibility;
• facilitator withdrawal and learner ownership;
• learning technology, retrieval, spacing, feedback, and measurement;
• the difference between lived experience, professional observation, and research evidence.

Practitioner-Researcher Position

Practice gives me access to real questions, repeated patterns, failed assumptions, and systems that can be revised. It also creates bias, role conflicts, power differences, and limits on what may be published.

I therefore treat professional experience as a source of questions and bounded observations—not as a substitute for independent measurement, informed consent, comparison, or peer review.

Research Focus

My practice-based inquiry focuses on:

• reflective practice and how it supports learning across changing settings;
• durable learning and the difference between transfer and context-dependent performance;
• learning communities, peer support, and facilitator withdrawal;
• leadership, responsibility, and group coordination;
• the relationship between context, identity, and the availability of prior learning.

My approach to evidence and participant protection is stated in Methods, Ethics & Evidence.