By Cristina Leston-Bandeira, Alexandra Meakin and Louise Thompson.
The following blog post is about Exploring Parliament, which was published by Oxford University Press in April 2025 and will be launched at the Institute for Government on 15 May 2025. You can sign up to watch online here.
Over the last three years we have been working with a fantastic team of 38 academics and 35 parliamentary practitioners to create the second edition of the Exploring Parliament textbook. Like its predecessor, the book has collaboration at its very heart. The chapter topics stem from a roundtable discussion between academics and officials at the PSA’s Annual Conference back in April 2022 and wherever possible academics were paired with practitioners in order to write each chapter. Our aim was to create a fresh perspective on a wide range of aspects of the UK Parliament, including its relationship with the devolved parliaments; one which was grounded in key academic concepts and research, but enriched with the real-life details that only those who walk the corridors of Westminster can provide.
In this blog post, we reflect on the process of creating this new edition. We asked a small group of our contributors how they found the experience of working on the book and the benefits for academics of working with practitioners, and vice versa.
Putting a spotlight on less studied aspects of Parliament
Some of our authors were returning contributors who had previously written in the first edition of the textbook, while others were new to the process. Although our academics tended to write on topics which they have researched for a long time, our practitioners appreciated the chance to explain how parliament works to a different type of audience and to include examples which students may not have heard about before. In particular, those writing on the devolved parliaments highlighted the utility of a book which appreciates that Westminster works alongside other devolved institutions:
“it was an opportunity to explain Parliament’s work—particularly the House of Lords—using examples that students and other readers may not have come across before” (Rosanna Barry, House of Lords)
“So often books, reports and studies on parliament in the UK focus on the UK Parliament alone, forgetting that the UK has four legislatures… As someone working in a devolved legislature it can be a frustrating experience to read work that doesn’t reflect your own experience or makes recommendations and conclusions that aren’t relevant or practical in a devolved or sub-nation state context…The opportunity to write a chapter about the work of parliaments in the UK from a devolved perspective, albeit on a UK-wide issue wasn’t something we couldn’t pass up. Any chance to raise awareness of the work of the four different legislatures in the UK is really welcome” (Nia Moss, Senedd)
“At times, textbooks on British politics tend to be quite Westminster centric and I was actually very happy to see how a book and Westminster Parliament itself considers the wider context, which I think is very important” (Prof Diana Stirbu, London Metropolitan University)
Collaborations between academics and practitioners
Academics and practitioners work in roles with very different expectations around the research and writing process. Practitioners for instance tend to write in a more factual style, in a much faster paced environment with shorter deadlines. Academics on the other hand typically have a much longer writing process and are more used to explaining concepts to a student audience. Bringing the two groups together was an enjoyable experience (for most!), adding a fresh dose of reality to the academics’ writing and allowing practitioners the chance to write for a very different type of audience:
“The combination of academics and Parliament practitioners is a great one, as it combines our political science with a sense of how things really are. My co-author was also a quants whizz with a great head for figures, so could help me on that, where I am (erm) not so expert.” (Ben Worthy, Birkbeck)
“It was a great experience: we brought different skills, perspectives and experiences to the process and that meant we worked really well together as we could complement each other’s way of thinking and working. I feel like I learnt a lot!” (UK Parliament official)
“Working on this chapter was a change of speed. Initially we had a long time to produce a first draft, followed by shorter more intensive bursts of effort during the editing process.” (Rosanna Barry, House of Lords)
“Although I probably write tens of thousands of words a year in my role in the Senedd, none of these words are particularly ‘academic’. I think I used the phrase ‘I’m not an academic’ more times in conversations with the book’s editors, as a means of forewarning them, than they’ve ever heard before. … We work in a fact paced environment where you have moved on to probably the ten ‘next things’ you need to do before what you worked on last week was even published. We’re busy dealing with the next issue on our desk before we have had time to reflect on last week’s problem. Being forced to take a step back and really reflect on the issue, the work that’s been achieved and the challenges that remain was a privilege I don’t often get afforded and it’s what I enjoyed most” (Nia Moss, Senedd)
“I learned such a lot from [my co-author] about the procedures and protocols and about how the conventions work in practice.” (Ruth Dixon, University of Oxford)
“not being too precious about one’s own writing was helpful. We allowed each other to keep and toss content and re-draft, as this is where there seems to be a lot of difference in how academics and practitioners write” (Ekaterina Kolpinskaya, University of Exeter)
Writing in an accessible manner
Textbooks require a very different type of writing to standard academic journal articles or parliamentary briefings. Both groups of authors needed to think about how to condense what were often very broad topics into short, succinct chapters which provided enough description to explain how processes work, but also contained some analysis of why things happen and the impact they have:
“Bearing in mind that this is a textbook, it was a useful discipline to stick to explaining clearly the normal course of events, without quibbles or little-used variations or historical footnotes” (Liam Laurence-Smyth, House of Commons)
“It’s easy to get lost, especially with something like trust in politics, which is hugely complex and nuanced. My co-author was great at picking out the key drivers, nature of the problem and possible solutions. They helped keep me out of what my teacher at A-levels called the ‘waffle bog’, a place where I find myself far too often.” (Ben Worthy, Birkbeck)
What worked well was being able to reflect on our practical and ‘real world’ experience of how interparliamentary relations is working on the ground. It really helped to focus on what the key message/story of the chapter should be. It hopefully helped to ensure that those reading it will get a real sense of what the genuine issues from people working on the issue day in and day out are rather than just a theoretical perspective.” (Nia Moss, Senedd)
The ongoing relevance of the book in the 2024 Parliament
The book was written shortly before the 2024 General Election and as such the case studies used are from previous Parliaments. Nevertheless, it has quickly become apparent how relevant the book’s themes are in the current Parliament:
“In some senses, 2024 was the ultimate trust (or distrust) election, so the chapter speaks to how the government faces in huge challenge, in somehow winning back or convincing hugely distrustful and cynical voters, against some very strong anti-elite, anti-system head winds. Can a government win back trust (relatively quickly) by delivering on promises? And what happens if they don’t?” (Ben Worthy, Birkbeck)
“Private Member’s Bills became a hot topic at the end of 2024 when the Terminally Ill Adults (End of Life) Bill was introduced by backbencher Kim Leadbeater. We had already completed our chapter by the time the bill was introduced, but I think that our explanation of the stages of a PMB will help anyone trying to understand the complex procedures.” (Ruth Dixon, University of Oxford)
“Our chapter is relevant for the 2024 parliament as it sets the scene of multilevel presentation and parliamentary activity across the UK. It is important for all MPs and especially to new MPs to be aware of the broader parliamentary context across the UK, to understand the differences and similarities between the different systems” (Prof Diana Stirbu, London Metropolitan University)
“Our chapter also speaks strongly to the principles and core aspirations of the ongoing efforts to make Parliament more accessible – for politicians, other passholders and visitors – both as part of the R&R programme and through the efforts of the Modernisation Committee and the work of the Speaker’s Office” (Ekaterina Kolpinskaya, University of Exeter)
“One of the Modernisation Committee challenges in the 2024 Parliament is to improve accessibility by demystifying parliamentary language. My chapter, and Exploring Parliament as a whole, is committed to bringing clarity to the inevitable complexity of legislative activity.” (Liam Laurence-Smyth, House of Commons)
It has been a real privilege to edit the second edition of Exploring Parliament. We have had the opportunity to work with a fantastic set of authors who have demonstrated the real value in bringing academics and practitioners together. We echo the views of one of our contributors who told us that “it was genuinely one of the most enjoyable things I did last year”.
About the authors
Cristina Leston-Bandeira is Professor of Politics at the University of Leeds. Alexandra Meakin is Lecturer in British Politics, also at the University of Leeds. Louise Thompson is Senior Lecturer in Politics at the University of Manchester. Exploring Parliament was published by Oxford University Press in April 2025 and will be launched at the Institute for Government on 15 May 2025. You can sign up to watch online here.
