This article describes an alternative methodology for conducting research that is intended to bring about institutional change. This process involves developing deeper awareness among faculty members, administrators, or counselors, of a problem that exists in their local context. In some instances these individuals may be unaware that the problem exists; in others, they may be aware of the problem but not of its magnitude; or they may perceive its broad outline but not the details. To differentiate between this alternative methodology and the traditional way of conducting research, the authors call the former the "practitioner-as-researcher" model. The principal distinction between the two models is in their approach to knowledge production. In the traditional model the individual identified as the researcher controls the production of knowledge; in the practitioner-as-researcher model, stakeholders produce knowledge within a local context in order to identify local problems and take action to solve them. This article contains four parts that serve to delineate the distinctiveness and utility of the practitioner-as-researcher model. In the first section the authors contrast the traditional model of research with the practitioner-as-researcher model. Second, they provide details about a project in which the authors have utilized the practitioner-as-researcher approach, the Diversity Scorecard project. Next, the outcomes that the practitioners who engaged in research experienced are discussed. Finally, the article provides concluding thoughts and reflections on the process. (Contains 5 notes.)