| Abstract: | Conflict resolution as an academic field was built by pioneers like John Burton on the idea that conflict resolution academics must accomplish three basic interlocking tasks: conduct cutting‐edge research, educate students, and make a positive contribution to the real‐world work of practitioners engaged in resolving actual conflicts. Over time and as the field has grown, so have the demands to produce research deemed rigorous enough according to increasingly competitive and rigid traditional standards and so too have the demands of teaching growing numbers of students. Research and teaching commitments thus diminish the time and support available to engage in practice. In this article, I consider those pressures within universities and also consider the options available to conflict resolution scholar–practitioners outside the traditional university |
