Scholarly Practice: Re-connecting the l, p and q

This special issue provides a space to question, and to better understand, the relationship between action and learning which occurs when practitioners 'become' scholarly practitioners. As practitioners of action learning, and scholars employed within the UK Higher Education sector, we are aware that the notion of 'becoming' a scholarly practitioner remains a central feature of many educational programmes. However, we share a concern that the action and learning, which emerges from engagement with educational initiatives, remains largely hidden.