Arguments that the further education (FE) sector is under-researched are challenged through the use of perspectives provided by Stanton's (2000) concept of ‘reflective pragmatism’ designed to highlight the significance of research and development (R&D) projects in post-compulsory education and training (PCET). Case studies of Bolton Institute's involvement in two recent projects – a review of PCET initial teacher training undertaken against the background of the development of standards for FE staff by the Further Education National Training Organisation (FENTO), and the development of resources for teaching Key Skills in conjunction with the Further Education Development Agency (FEDA) – are offered as paradigm instances of R&D work in this sphere. It is concluded that such work can satisfy, not only the DfEE requirements for evidence-based policy and practice, but also the needs of staff and other stakeholders in the sector so as to guard against undue centralist control.