Building Research Culture and Infrastructure

McRoy, Ruth G.; Flanzer, Jerry P.; Zlotnik, Joan Levy

doi:10.1093/acprof:oso/9780195399646.001.0001

Cited by 19 publications

(10 citation statements)

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“…Such work, importantly where this paper is concerned, does not mention the role of RECs in such developments. Much of the literature on building a research culture focuses on disciplines new to universities (Pratt, Margaritis & Coy, 1999;Hill & Haigh, 2012, McRoy, Flanzer & Zlotnik, 2012, institutions new to the university sector (Johnson & Louw, 2014) and early career researchers (Tynan & Garbett, 2007). In Australia, for example, an entire special issue of a journal has been devoted to how to build research cultures in education (Reid, Santaro, McMaugh & Saltmarsh, 2010 ) and in the US there has been considerable debate about whether the particular culture of educational research is such that its outcomes can influence educational policy (Feuer, Towne & Shavelson, 2002).…”

Section: Introductionmentioning

confidence: 99%

The role of research education coordinators in building research cultures in doctoral education

Brew

Boud

Malfroy

2016

Higher Education Research & Development

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The development of cultures of support has become important in programs for the preparation of research students. The paper draws on in--depth interviews with twenty--one research education coordinators from Australian and UK institutions to identify the strategies that they use to build research cultures and integrate research students into them. Students' research cultures are not always linked to departmental research cultures more generally. Local contexts and conditions and staff (including supervisors') attitudes are found to be critical in how research education coordinators respond and what is considered possible in order to ensure that research students are involved in research cultures.

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Section: Introductionmentioning

confidence: 99%

The role of research education coordinators in building research cultures in doctoral education

Brew

Boud

Malfroy

2016

Higher Education Research & Development

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“…As noted by Ioannidis and Khoury (2014), "Production of scientific work is regulated by reward systems" (p. 483). McRoy, Flanzer, and Zlotnick (2012) suggested that social work research depends on strong administrative infrastructure for grant development and project implementation, research centers that serve as hubs for knowledge creation and sharing, senior scholars and researchers who supply mentorship, and established training programs for early career investigators and graduate students. These internal and external supports facilitate the creation and sustainment of research development pipelines through which researchers gain access to advanced knowledge, develop expertise through applied research studies, are connected with mentors and specialized knowledge networks, and are afforded professional opportunities at critical developmental stages (for example, the transition to doctoral candidate or assistant professor).…”

Section: Strengthening Institutional and Organizational Supports To Amentioning

confidence: 99%

Building Knowledge to Support Human Service Organizational and Management Practice: An Agenda to Address the Research-to-Practice Gap

McBeath¹,

Mosley²,

Hopkins³

et al. 2019

Social Work Research

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Leaders of human service organizations (HSOs) face significant pressures from policymakers and funders to justify practices and ensure successful outcomes, an issue that has implications for social work practitioners and evidence-informed management practice. Although empirical research has advanced understanding of the factors that improve human service effectiveness and organizational improvement, considerable research-to-practice gaps exist and the use and translation of knowledge into regular management practice remain limited. This article concerns how social work research can link human service organizational and management research to practice more robustly. Authors describe challenges that affect the ability of managers in HSOs to use research to inform practice. The analysis of these challenges supports a research capacity-building agenda focusing on (a) the identification and application of new methods of organization and management science, (b) the fostering of closer connections between researchers and practitioners, and (c) the provision of institutional and organizational resources for applied human services research. This macro-level agenda is designed to enhance practice-based research among schools of social work and leading HSOs, and also strengthen researcher-practitioner linkages, with the goal of promoting the advancement and utilization of research evidence in HSOs.

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“…Khinduka's (2002) study into completed US social work doctorates found that those schools which had a supportive institutional culture were more likely to achieve 'excellence in doctoral education ' (2002, p. 685). McRoy et al (2012) have further noted the need in the US for a strong infrastructure in order to build and support social work research capacity. Scourfield and Maxwell (2010) attribute the lack of UK doctoral candidates in part to the relatively weak research base in social work and they further contend that this dearth of research expertise has been as a result of the low priority given to research by social work employers.…”

Section: Literature Reviewmentioning

confidence: 99%

A Profile of UK Doctoral Candidates in Social Work and Social Care

Scourfield

Shardlow

Zhang

et al. 2018

The British Journal of Social Work

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One important indication of the strength of a discipline is the state of its doctoral research. An important milestone for the official recognition of social work in the UK has been its inclusion in Economic and Social Research Council (ESRC) doctoral funding schemes. The current study assesses the longer term impact of these schemes, via a 2013 survey, following up a previous one in 2008. A web-based survey of social work doctoral candidates in the UK (n=216) was conducted, to profile student demographics, research topics, methods, challenges of and supports for doctoral work. Most doctoral candidates (70%) were using a primarily qualitative research strategy and only 4% were using a primarily quantitative approach. Social work doctoral candidates were slightly less satisfied with their research degree programme than the general population of doctoral students. Key areas of similarity with the 2008 survey included the demographical profile (gender, age, ethnicity) and the percentage who were qualified social workers; key differences included increased percentages of candidates who were registered fulltime, funded by the ESRC and doing a PhD, as opposed to a professional doctorate. The findings highlight a need for capacity-building in quantitative research methods and improved support for this academic community..

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Building Research Culture and Infrastructure

Cited by 19 publications

References 0 publications

The role of research education coordinators in building research cultures in doctoral education

The role of research education coordinators in building research cultures in doctoral education

Building Knowledge to Support Human Service Organizational and Management Practice: An Agenda to Address the Research-to-Practice Gap

A Profile of UK Doctoral Candidates in Social Work and Social Care

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