Abstract
The complexity of contemporary higher education policy making and the multitude of evidences and actors in policy networks mean that relationships between higher education researchers, policy makers and research evidence are not straightforward. In this article, we use a theoretical lens of time, Adams’ Timescapes, to explore this relationship and better understand why the research and policy worlds are frequently described as divided. Drawing on in-depth interviews with higher education researchers, policy makers and research funders, we show how research and policy have different interpretations of time. We discuss the Timeframes, or lengths, of work and career, the Temporality, or complexity, of ‘evidence’, of networks and relationships, and the importance of elements such as Timing, or synchronisation, and Tempo, or pace. We conclude that policy makers and higher education researchers may be better able to make sense of the problematic nature of aligning their concerns, interests and actions through understanding different Timescapes.
Highlights
We explore the extent to which the convergence of researchers, policy makers and research evidence in higher education policy making can be better understood when viewed through the theoretical lens of time
Within the policy making arena, it was common, inevitable for career progression, that people move around; for civil servants, turnover of positions was fast with frequent departmental movement: ‘they’ll spend a year working on consumer affairs, . . . a year . . . on higher education and . . . a year working on apprenticeships’ (HEP)
For higher education academics interested in research-informed policy, especially those who have personal relationships with decision makers, interactions mediated by such Timeframes and Temporality create significant problems in developing narratives of impact and, by extension, career progression
Summary
We explore the extent to which the convergence of researchers, policy makers and research evidence in higher education policy making can be better understood when viewed through the theoretical lens of time. This paper further develops studying the role of time, by considering it as something that can explain how researchers interact with (or not) higher education policy makers.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
