Session Information
23 SES 14 D, Research Evidence to Policy Making
Symposium
Contribution
Background
Research is undertaken for many reasons, one of which is to inform practical decision making including policy making. Many advocate stronger links between research and policy making but the nature of these links is complex and can involve many issues such as the nature and use of research, knowledge, power, policy, public action politics, decision making, intention, influence and impact (Delvaux and Mangez 2007; Nutley et al 2007; Weiss 1979). Despite the many debates about such issues, there is relatively little information on the nature of current research to policy making links in education in Europe.
Symposium aims
The focus of this symposium is recent research studies examining the links between research evidence in policy in education in Europe. Reasons for this focus include, first, to provide a basis for understanding the phenomena; studies of actual links provide a ‘bottom up’ means of identifying the nature and range of the issue. Second, the study of practice provides the opportunity to develop conceptual frameworks for the identification, classification and analysis of evidence to policy use. Third, an understanding of current practice enables the consideration of what is not practiced and thus the potential for what could be practiced. Fourth, examining the range of practice in different parts of Europe enables comparative studies of the reasons for such differences and the possibilities for the further development of practice.
The main purpose of the symposium is therefore to share and discuss analytical frameworks and empirical research findings of research to policy links in education in Europe. The symposium will also consider the nature of the research enterprise on evidence to policy links in education in Europe.
Symposium content
The lead presenters in the symposium are partners in a network project funded by the European Commission Directorate General for Education and Culture to develop understanding and practice of the use of research knowledge in educational policy and practice.
The first paper reports on a European Commission study of evidence informed policy in education in Europe (EIPEE). The second paper reports on a study examining these issues of linking evidence to policy at the school level in relation to school improvement in Hungary. The third paper reports on a study of the development of knowledge centres in Denmark, Norway and Sweden.Further details on each paper will be included in the full abstract submitted one month prior to ECER 2011.
References
Delvaux B, Mangez E (eds) (2007) Literature reviews on knowledge and policy. Report from the Knowledge and Policy (Know Pol) Framework 7 project.
http://www.knowandpol.eu/fileadmin/KaP/content/Scientific_reports/Literature_review/Know_Pol_literature_review.pdf
Levin, B. (2004) ‘Making Research Matter More’ Education Policy Analysis Archives 12(56): 1-20
Nutley, S., Walter, I. & Davies, H. (2007) Using Evidence: How research can inform public services. Bristol, Policy Press
Walter, I., Nutley, S. & Davies, H. (2003) ‚Developing a taxonomy of interventions used to increase the impact of research‘ February 2003
Weiss, C.H. (1979) The many meanings of research utilization, Public Administration Review. 39, 426-431.
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