Who Really Cares about Using Education Research in Policy and Practice? Developing a culture of research engagement
In today's dynamic and rapidly evolving world, evidence-informed decision-making has emerged as a cornerstone in guiding effective education policy and practice. In particular, creating a culture of research engagement is often highlighted as a key ingredient to strengthening the impact of rese...
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| Formato: | Libro electrónico |
| Idioma: | Inglés |
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Paris, France :
Organization for Economic Co-operation and Development (OECD) Publishing
2023.
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| Edición: | 1st ed |
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| Ver en Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009759334906719 |
Tabla de Contenidos:
- Intro
- Foreword
- Acknowledgements
- Editorial
- Executive Summary
- Many systems are still missing a shared understanding of what constitutes thoughtful engagement with research, and the basic conditions to enable it
- Novel approaches and well co-ordinated policy mechanisms can help build a robust knowledge base
- Professional learning should be better supported to ensure all actors have the right knowledge and skills for research engagement
- Structures and processes that support research engagement should be tested more widely
- Coherent leadership is needed to drive research engagement towards systematic and system-wide improvement
- Part I Conceptual landscape
- 1 Building a culture of research engagement in education
- Introduction
- A systems approach to research engagement: Rendering the abstract concrete
- What do we mean by a culture of research engagement?
- Culture at the organisational level
- Culture at the system level
- Two emerging themes
- How can we develop skills and capacity for a systematic and quality engagement with research?
- Which structures and processes support a culture of research engagement?
- Purpose and structure of this report
- Part I: Conceptual landscape
- Part II: A culture of research engagement at the system level
- Part III: A culture of research engagement within and across research, policy and practice-oriented organisations
- Part IV: Forging connections across the organisational and system levels
- References
- Part II A culture of research engagement at the system level
- 2 Co-ordinating the production of education research: Towards a system-level culture
- Introduction
- Co-ordinating research production
- Funding education research
- Co-ordinating the production of education research
- Capacity challenges in research production.
- Aligning academic culture and incentives
- Different types of education research - their relevance and challenges
- Low accessibility of research deemed relevant
- Evidence synthesis: A core building block of the evidence system
- What is evidence synthesis - and why does the education sector need it?
- Increasing engagement with research evidence: Is collaborative research a silver bullet?
- Effectiveness and impact
- Forming genuine partnerships
- Conclusion and recommendations
- Co-ordination mechanisms exist, but there is room to improve them
- Stakeholders still need research to be more accessible, and in synthesised formats
- Collaborative research is promising, but key questions remain unanswered
- References
- 3 Terms of engagement: Where learning meets culture
- Introduction
- What are the characteristics of a culture of research engagement in education systems?
- Culture of research engagement at the system level
- A remark on cultural barriers to research engagement
- Skills and capacity for research engagement
- To what extent are systemic enablers of culture and skills present in education systems?
- Resources for research engagement
- Learning opportunities
- In what ways are culture, skills and learning opportunities connected?
- Culture and skills
- Resources, skills and culture
- Conclusions and recommendations
- References
- Annex 3.A. Statistical analyses
- Notes
- 4 The Dutch evidence journey in curriculum revision
- Introduction
- Main characteristics of the Dutch educational system
- The knowledge infrastructure: Actors and roles
- The case of curriculum revision
- The use of knowledge and evidence: A Quality Use of Research perspective
- Analytical framework
- System-level influences
- Leadership, culture and infrastructure
- Skillsets and mindsets
- Appropriate research evidence.
- Thoughtful engagement with research
- Conclusion
- References
- 5 Evidence use in implementing standardised testing in the Flemish Community of Belgium
- Introduction
- Actors and their roles in the use of evidence in policy making
- The case of implementing standardised testing
- The use of knowledge and evidence: A governance perspective
- Analytical framework
- Knowledge governance
- Research base
- Contextual knowledge in designing the tests
- Capacity within the system
- Stakeholder involvement
- Whole-of-system perspective
- Conclusion
- References
- Notes
- 6 Engaging with research to understand research use: The value of evidence use journeys
- Introduction
- Context and landscape
- Two frameworks, two tales
- Evidence and other types of knowledge: Determinants of thoughtful engagement
- Capacity building
- Stakeholder engagement
- Culture and infrastructure
- Systems perspectives
- Policy action research
- Conclusions: The value of self-reflective evidence use journeys
- Evidence use in policy making is complex, but there are concrete ways to improve it
- Guided self-reflection is a valuable complement to policy advice
- References
- Notes
- 7 Research use in education policy making in Norway: A case study
- Introduction
- A system overview of Norwegian education governance
- Features of the Norwegian education system
- A decentralised system
- High public spending on education and education R&
- D
- Recent challenges and improvements
- Actors in education research and knowledge mobilisation
- The landscape of actors in knowledge mobilisation
- Key knowledge brokerage organisations
- Knowledge brokerage agency
- Government funding agencies
- Teacher union
- The Norwegian Association of Local and Regional Authorities
- Scope for using education research: What is the status quo?.
- Strengths and gaps in knowledge mobilisation
- Processes to increase the use of education research
- Sectoral approach to using evidence
- The Strategy for Educational Research
- Structures that foster evidence use in policy
- Section for Policy Analysis (ARK) within the Ministry of Education and Research
- Units for research and statistics in policy organisations
- The Programme for Research and Innovation in the Educational Sector
- A lens on learning: The Norwegian Public Sector PhD programme
- Methodologies and ways of working
- Evaluation and assessment of activities
- Which factors make this a promising practice?
- What could be further developed?
- Conclusions
- Regular reflection on education research and its use at the system level supports a systems approach
- An education research strategy should incorporate a research generation and research engagement strategy
- Academic-policy engagement schemes need to be strongly embedded in both communities
- Next steps
- References
- Part III A culture of research engagement within and across research, policy and practice-oriented organisations
- 8 The role of learning conversations to improve outcomes for students
- Introduction
- What is a learning conversation?
- Who participates in a learning conversation?
- The four phases of learning conversations
- Real-life examples: Data teams and research learning networks
- Learning conversations' effectiveness and supporting conditions
- Starting with a vision of success
- Developing a deep understanding of the problem
- Applying and evaluating
- Other success factors: Norms of trust and innovation
- And now the irrational: Emotions
- Cycles of inquiry and learning conversations
- Conclusion: Learning conversations and policy
- References
- Notes.
- 9 The audacity of imagination: Arts-informed approaches to research and co-production
- Introduction
- Setting the stage
- Why use the arts?
- What do arts-informed approaches look like in practice?
- What influences how arts-informed inquiry unfolds in research and stakeholder engagement?
- A model to assess principles, strategies and impacts of research partnerships: context + mechanism = outcome
- The conceptual framework guiding this work
- Where the rubber meets the road: Operationalising arts-informed approaches
- Example 1: The Network for Evidence-Informed Policy and Practice
- The co-produced artefacts emerging from arts-informed activities within the NEIPP
- What we learnt: Emerging lessons across CMO configurations from the NEIPP
- Different priority topic areas for research contributed to accessibility and gate keeping within school districts
- Research-practice partnership success was influenced by trust and the length of the relationship (new networks versus emerging or established networks)
- Arts-based approaches elicited different data and perspectives than traditional research methods
- Some stakeholders were uncomfortable using arts-based approaches
- Using arts-informed approaches to research and discuss equity issues is particularly promising
- Example 2: Supporting youth mental health and well-being
- The co-produced artefacts emerging from arts-informed activities within MHWB
- What we learnt: Emerging lessons across CMO configurations within MHWB
- Need for system alignment across research initiatives to address data collection fatigue
- Arts-based approaches need to provide a continuum of levels of engagement for different stakeholders across research initiatives
- The use of new mechanisms for research can capture diverse experiences and provide a systems view of different perspectives.
- Co-production and involving teachers and students in research improved uptake and the applicability of findings for their unique contexts.
