In 1990, Boyer, the past President of the Carnegie Foundation of Teaching and Learning, based at Stanford University, urged academics to move beyond the teaching versus research debate. He identified forms of scholarship that moved beyond the scholarship of discovery (research). These included the scholarship of integration, scholarship of application and scholarship of teaching. Boyer pointed to a more inclusive view of what it means to be a scholar: “a recognition that knowledge is acquired through research, through synthesis, through practice, and through teaching” (Boyer, 1990, p.24). The recognition of practice-based research as a valid form of research in higher education is evident in the UK Government’s Research Assessment Award (RAE 2008) which states that researchers should be able to submit applied and practice-based research that they consider to have achieved ‘due standard of excellence’ ((RAE 2008, para. 47). Furlong & Oancea suggest action research can contribute to more theoretical knowledge production while at the same time achieving changed practice. They believe that it “challenges any simplistic distinction between ‘pure’, applied’ and ‘strategic’ research” (Furlong & Oancea, 2005, p.8).