Research Profile

I am an independent practitioner-researcher whose 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 course ends, the facilitator leaves, the team changes, or the original context disappears.

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.

Current Direction

The Current Inquiry examines what allows learning or change to travel beyond the environment in which it was created. The broader Research Agenda connects that question to language, identity, leadership, children’s independent learning, group coordination, and quality of life.

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