Improving Research through User Engagement

Rickinson, Mark; Sebba, Judy; Edwards, Anne

doi:10.4324/9780203831304

Cited by 50 publications

(36 citation statements)

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“…they are privileged) or power is afforded to the idea to which their research pertains. That four scenarios are presented also suggests that the situations researchers and policy-makers will find themselves in can change; this reflects comments by Rickinson, Sebba, and Edwards (2011) who note that it may be considered simplistic to see the policy community as homogenous in terms of its likelihood to value or embrace evidence. Similarly, it can also be regarded as simplistic to assume that individual policy-makers will treat all research as equally valid and so will adopt all findings, whether or not such research sits within the paradigms of the epistemologies and ideologies which are acceptable to policy-makers.…”

Section: A New Model Of Research Adoptionmentioning

confidence: 84%

“…This considers a number of quality assessment criteria, including: methodological and theoretical robustness, use value and timeliness, the reaction to the research by policy-makers and practitioners and the cost effectiveness of the study. (iv) General involvement by policy-makers in research studies: Council for Science and Technology (2008), Moore et al (2011) and Rickinson, Sebba, and Edwards (2011) suggest that user engagement is crucial to maintaining dialogue and the continuous flow of ideas, ensuring that projects remain relevant and at the forefront of policy-makers' thinking. Networks of policy-makers, practitioners and researchers are also regarded as an effective way of increasing the demand for research (Gilchrist 2000;Kirst 2000;Watson et al 2002;Cooper and Levin 2010).…”

Section: Factors Affecting the Success Of Approaches To Knowledge Adomentioning

confidence: 98%

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Critique and complexity: presenting a more effective way to conceptualise the knowledge adoption process

Brown¹

2013

London Review of Education

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The process of 'knowledge adoption' is defined as the means through which policy-makers digest, accept then 'take on board' research findings. It is argued in Brown, however, that current models designed to explain knowledge adoption activity fail to fully account for the complexities that affect its operation. Within this paper, existing frameworks are explored and critiqued, and an alternative approach is presented. It is argued that this alternative conceptualisation provides a more effective explanation of the knowledge adoption process and significantly improves on extant work in this area.

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Section: A New Model Of Research Adoptionmentioning

confidence: 84%

Section: Factors Affecting the Success Of Approaches To Knowledge Adomentioning

confidence: 98%

Critique and complexity: presenting a more effective way to conceptualise the knowledge adoption process

Brown¹

2013

London Review of Education

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“…La investigación de la educación está política e ideológicamente comprometida, al grado de que algunas referencias la denominan como la ciencia social comprometida (Foreman-Peck & Winch, 2010;Rickinson et al, 2011). Por su parte, en el campo de las políticas educacionales ocurre algo similar, pues todo lo que se estudia es potencialmente político, como lo muestra la mayoría de los temas que constituyen las principales políticas sociales: desempleo, salud, pobreza, equidad, desarrollo económico (Macridis, 1968, citado en Sartori, 2012.…”

Section: Cierre O Agenda: El Tenue Compromiso De La Investigación Conunclassified

La tensión o dilema entre los propósitos de la investigación educativa y del estudio de las políticas educacionales

Vázquez

2017

retepe

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Resumen: En el presente artículo se discute la tensión entre los propósitos de la investigación en los campos de la investigación educativa y el estudio de las políticas de educación. La tensión consiste en las dudas sobre si la investigación culmina cuando es posible hacer una contribución al campo del conocimiento, o concluye cuando los hallazgos generados en un proyecto influyen o tienen algún impacto o repercusión en las prácticas y políticas correspondientes. La aplicación del conocimiento científico es una cuestión relevante desde el origen de esos campos, y, de alguna manera, ha contribuido a configurar la tensión entre los propósitos de la investigación que en ellos se realiza. El dilema o la tensión genera al menos dos tipos de racionalidades: disciplinarias-epistémicas y prácticas-seculares, aunque éstas puedan superponerse o se puede privilegiar una en detrimento de otra. En este trabajo las dos racionalidades se utilizan como extremos para la discusión del tópico. Palabras clave: Investigación Educativa. Políticas Educacionales. Racionalidades. The tension or dilemma between the purposes of educational research and the study of education policiesAbstract: This paper discusses the tension or dilemma between research's purposes in the fields of educational research and the study of education policies. Such tension consists of doubts about whether research culminates when it is possible to make a contribution to the field of knowledge, or concludes when the findings influence or have an impact on practices and policies. Application of scientific knowledge is a relevant issue from the origin of these fields, and it has somehow contributed to configure the tension between the research's purposes. The dilemma or tension generates at least two types of rationalities: disciplinary-epistemic and practical-secular, although these may overlap or one may be favored to the detriment of the other. In this paper the two rationalities are used as extremes to discuss this relevant topic. Keywords: Educational Research. Educational Policy. Rationalities.A tensão ou dilema entre os propósitos da pesquisa educacional e do estudo das políticas educacionaisResumo: Este artigo discute a tensão entre os propósitos da pesquisa nos campos da pesquisa educacional e o estudo das políticas de educação. A tensão consiste nas dúvidas sobre se a pesquisa culmina quando é possível fazer uma contribuição ao campo de conhecimento ou conclui quando os achados gerados em um projeto influenciam ou têm algum impacto ou repercussão nas práticas e políticas correspondentes. A aplicação do conhecimento científico é uma questão relevante da origem desses campos e, de alguma forma, ajudou a moldar a tensão entre os propósitos da pesquisa realizada neles. O

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“…Despite such critiques, there are also arguments for a more positive view of impact; this is particularly the case for researchers with a strong commitment to working with stakeholders (Rickinson et al 2011) and research participants (Pain et al 2011). For Pain et al (2011, the new focus on impact provides additional leverage that can be used to promote the value of more equal research relationships and to enable universities to play a stronger role in generating progressive social change.…”

Section: Enter Impactmentioning

confidence: 99%

Whose side are we on and for whom do we write? Notes on issues and challenges facing those researching and evaluating public policy

Warren

Garthwaite

2015

Evidence &Amp; Policy

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2015) 'Whose side are we on and for whom do we write? Notes on issues and challenges facing those researching and evaluating public policy.', Evidence policy : a journal of research, debate and practice., 11 (2). pp. 225-237. Further information on publisher's website: Author's post-print not to be cited. Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractHoward Becker (1967) posed the question "Whose side are we on?", a question which has become an enduring part of discussions within social scientific methodology. This paper explores the key issues in Becker's argument and considers its relevance to researchers today, locating this within a consideration of evaluation based research and policy. Many of the issues Becker discusses remain relevant, yet what has changed radically is the context within which academics operate. In an era where academics and their research are becoming increasingly commodified, this paper contends that the question of who the academic serves and writes for is increasingly important.

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Improving Research through User Engagement

Cited by 50 publications

References 0 publications

Critique and complexity: presenting a more effective way to conceptualise the knowledge adoption process

Critique and complexity: presenting a more effective way to conceptualise the knowledge adoption process

La tensión o dilema entre los propósitos de la investigación educativa y del estudio de las políticas educacionales

Whose side are we on and for whom do we write? Notes on issues and challenges facing those researching and evaluating public policy

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