IOE EPrints

Exploring the concepts of knowledge adoption and conceptual impact: implications for educational research submissions to the Research Excellence Framework (2014)

Brown, Chris (2011) Exploring the concepts of knowledge adoption and conceptual impact: implications for educational research submissions to the Research Excellence Framework (2014). Education, Knowledge and Economy, 5 (3). pp. 137-154. ISSN 17496896. DOI UNSPECIFIED

Full text not available from this repository.
SFX image for help Not from UCL IOE? image for help

Abstract

This article examines how research(ers) can impact upon policy, a pertinent issue in light of England’s 2014 Research Excellence Framework. It presents the findings of a literature review and interviews with educational researchers and policymakers in England and Wales. The projects’ aims were (i) to understand the actions researchers should undertake in order to successfully influence policy and (ii) to augment existing work by developing a suite of empirically inspired knowledge adoption strategies specifically for researchers. This article concludes by presenting four strategy types that will aid researchers to influence policy debates: (i) research outputs which meet policymakers’ specific requirements from research (‘policy-ready’ strategies); (ii) the effective communication of research (‘promotional’ strategies); (iii) ‘traditional’ aca- demic behaviour (‘traditional’ strategies); (iv) academics shifting their relative position with regard to how ‘privileged’ they are by policymakers or how policymakers perceive the policy context to which their research pertains (‘contextual’ strategies).

Item Type: Article
Divisions: IOE Departments > Departments > London Centre for Leadership in Learning
Depositing User: Atira Pure
Date Deposited: 01 Jun 2013 01:56
Last Modified: 29 Jan 2015 08:56
View Item View Item