Developing a systems‐based approach to research use in education

Abstract

AbstractModels of research use in education tend to focus on specific elements of education systems or underplay the complexity of system change. Within other public policy areas, notably health, more work has been undertaken to integrate systems thinking when considering knowledge mobilisation and research use. In this paper, we survey public policy system change literature to develop a set of system dimensions. We use these to examine models relating to research use that are widely referenced in education. We then apply these dimensions to the work of the Education Endowment Foundation (EEF), the UK's What Works Centre for Education, which aims to support evidence‐informed practice at all levels of the education system. We focus on its work to embed research‐informed practices in regional school systems, through a case analysis of two ‘scale‐up campaigns’ to mobilise evidence relating to the effective deployment of teaching assistants (educational support paraprofessionals). The findings highlight the value of using the system dimensions framework as a diagnostic tool to understand how to effect system change, highlighting the key role of brokerage and system leadership at different system levels; school‐level capacity to implement change; and system relationships. Context and implicationsRationale for this studyCurrent approaches to supporting research use in education underplay the complexity of system change. Failure to acknowledge the complexity of research‐use systems is likely to result in less‐than‐optimal approaches and interventions to improve research use.Why the new findings matterBy applying a systems perspective, we explore how research use can be more effectively supported.Implications for educational researchers and policymakers Research use emerges as a myriad of interconnected ‘moving parts’ that need to function optimally and be aligned. Weakness in any area of the system, or interactions between system actors and activities across system levels, can potentially impede research use. A systems perspective, using the dimensions table presented in the paper, can be used to examine the functioning of existing systems and make informed decisions on where best to intervene to support practitioners’ use of research. There is value in exploring multi‐stranded mobilisation strategies that work together at different levels of the system e.g. school, regional policy, national.