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The overall purpose of this paper is to explore the leadership implications of research being undertaken in the Applied Educational Research Scheme (AERS). First, however, we discuss the tension between the perceived aims and purposes of applied research and the aspirations of researchers. This is followed by an exposition of the AERS projects and the models of leadership that seem to be emerging within them. Gunter’s (2006) conception of knowledge production in the field is then used as an analytical tool, allowing contrasts to be drawn between the emergent models of leadership and the model favoured by the Scottish Executive. This contrast challenges the prevailing orthodoxy and may be regarded by policy makers as being unhelpful. However, in drawing the paper to a close, we argue that the questioning of certainty that research entails should be considered essential by policy makers if they are to discharge their leadership responsibilities.

The Applied Educational Research Scheme: What Might the Implications be for Leadership in Scottish Education?