Abstract
The study of research funding arrangements and the production of scientific knowledge has been marked by a lack of understanding about how research funding instruments interact and how these instruments shape policy-making and research fields. To fill this research gap, this study is theoretically supported by policy feedback and policy instruments’ interaction studies. It investigates the effects of the UK's research assessment exercise in the creation of the most emblematic national thematic research program for the field of educational research in the country – the Teaching and Learning Research Programme (TLRP). Based on qualitative analysis of policy documents and semi-structured interviews with policy-makers and boundary-spanners, this paper shows how the research assessment exercise contributed to the creation of the TLRP and how the interaction between the two policy instruments shaped the field of educational research in England. In particular, the results show a) how the institutionalisation of the research assessment led to frame a “quality problem” in educational research that legitimated several policy initiatives, including the creation of the national thematic research programme (interpretative effects) and a shift in resources allocation (resource/incentive effects); and b) how the interaction between the two policy instruments contributed to methodological and epistemic drifts in the field of educational research.
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