Closing the Circle: Research and Policymaking in Education

Simona Iftimescu,Carmen Proteasa,Georgeta Ion,Mihaela Stîngu,RomiţĂ Iucu,Elena Marin

doi:10.1007/978-3-030-56316-5_21

Simona Iftimescu, Carmen Proteasa + Show 4 more

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https://doi.org/10.1007/978-3-030-56316-5_21

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Abstract

AbstractThis paper aims to analyse the configuration of factors contributing to research uptake in education, with a particular focus on the Romanian context. One subsequent objective is to identify mechanisms for developing better synergies, not only between educational practice and research but also between these and educational policy. In doing so, the paper argues for shared responsibility among higher education institutions and policymakers for improving the educational system. The paper relies on results from a survey administered to a selected sample of civil servants in the Romanian central administration involved in the planning, evaluation and implementation of public policies in the field of education. Our results address the mechanisms of research uptake and utilisation by the central administration (communication and dissemination strategies, clarity, access and availability of research data, policymakers’ preferences for certain research topics) and the perceived relationship between researchers and policymakers (for example, the strength and nature of the relationship, or policymakers’ general involvement in research studies). The findings of our study pave the way for an in-depth analysis of organizational factors likely to affect research utilisation: research culture and engagement with researchers; the political and managerial context likely to promote research transfer; and the financial context needed to foster quality results.

Highlights

While the factors affecting the uptake of research findings in educational practice have been intensively analysed in the literature (Cain 2015 among others), few studies have focused on the field of policymaking, especially in countries with no strong tradition of using evidence in policymaking and those with a weaker research culture in public institutions
5.1 Internal Factors Influencing the Uptake of Research by Policymakers. When it comes to the internal factors influencing the uptake of research, we will focus on the policymakers’ perceptions on the nature and clarity of communication, access and availability of data, on factors linked to their preferences for research topics, and on the different sources of information they use
Our study analysed the factors linked to the perception of policymakers on the use of research in their work

Summary

Introduction

While the factors affecting the uptake of research findings in educational practice have been intensively analysed in the literature (Cain 2015 among others), few studies have focused on the field of policymaking, especially in countries with no strong tradition of using evidence in policymaking and those with a weaker research culture in public institutions. This study aims to address the factors contributing to research uptake in education policymaking, from the policymakers’ perspective. The existing literature points towards arguments supporting the role of research in policymaking (e.g. Temple 2003; Brown 2012) and the importance of research findings as a critical factor in any innovative change process in education (Levin et al 2011). According to Oakley (2000:3), policymaking approaches involving the utilisation of research ensure that ‘those who intervene in other people’s lives do so with the utmost benefit and least harm’.

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