This paper examines the nature of learning cultures in English Further Education (FE), as revealed in the Transforming Learning Cultures in FE (TLC) research project. In it, we describe four characteristics of a generic FE learning culture: the significance of learning cultures in every site; the significance of the tutor in influencing site learning cultures; the often negative impact of policy and management approaches; and the ever-present issue of course status. We go on to different types of learning cultures within FE related to the degrees of synergy and conflict between the multiple influences on learning in those sites. In general, sites with greater synergy have more effective learning, pointing to valuable new ways to further improve learning. However, such synergy is sometimes difficult to achieve, and brings further problems in its train. It is important to separate out judgments about learning effectiveness, from equally important ones about learning value. The conceptions of the latter varied from site to site, and were often contested.

This article focuses on the limitations and possibilities of teaching as a research-based activity in the current context of further education (FE) practice. The article argues that research can deliver real improvements in the quality of teaching and learning in further education. To enable this improvement to take place, the article suggests that colleges will need a cultural shift in how they perceive research and build research capacity. It is argued that the technical/rational approaches to improving teaching and learning that currently pervade FE policy and practice limit the transformative potential of research. A much more unique and situated approach to research-based practice is required. The article argues that the current 'audit culture' of FE, whilst increasing accountability and control, does little to improve teaching and learning on the ground. A more active engagement in research by teachers will lead to improved learning cultures that will enable colleges to reach their stated aims and objectives. In moving towards achieving this two issues are important. First, there is a need to centrally address the deficit view of the FE practitioner, and to recognise the unique place of teachers to improve teaching and learning. Secondly, there is a need to raise the public level of such debate, by including examples of how to improve teaching and learning in FE through research. This article, based on the experiences of F/HE research practitioners working together, provides one such illustrative example of what may be achieved.

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