In a spirit of self-evaluation, Aqueelah Ellzy reflects on the transformational learning her practitioner research and professional inquiry have evinced. She offers suggestions for Practitioner-Researchers.

Academic evaluation regimes set up to quantify the quality of research, individual scholars, and institutions have been widely criticized for the detrimental effects they have on academic environments and on knowledge production itself. Max Fochler and Sarah de Rijcke recently called for a more exploratory, less standardized way of doing research evaluation, with the introduction of the concept of the evaluative inquiry.