and funded by governments); not-for-profit RBOs (usually work outside the formal K-12 system and funded by donations and grants); for-profit RBOs (work outside formal K-12 system and funded privately); membership RBOs (these organisations tend to be inside formal K-12 systems and funded by their members). For further elaboration on this typology, please see Appendix C. Amanda Cooper 40 Figure 2. Typology of intermediary research brokering organizations Figure 2: Typology of intermediary research brokering organisations KMb efforts of governmental, not for
This book provides a timely and novel contribution to understanding and enhancing evidence use. It builds on and complements the popular and best-selling “What Works?: Evidence-based policy and practice in public services" (Davies, Nutley and Smith, Policy Press, 2000), by drawing together current knowledge about how research gets used and how this can be encouraged and improved. In particular, the authors explore various multidiscipliary frameworks for understanding the research use agenda; consider how research use and the impact of research can be assessed; summarise the empirical evidence from the education, health care, social care and criminal justice fields about how research is used and how this can be improved and draw out practical issues that need to be addressed if research is to have greater impact on public services. “Using evidence" is important reading for university and government researchers, research funding bodies, public service managers and professionals, and students of public policy and management. It will also prove an invaluable guide for anyone involved in the implementation of evidence-based policy and practice.
Increasingly it is not just the state that determines the content, delivery and governance of education. The influence of external actors has been growing, but the boundaries between internal and external have become blurred and their partnerships have become more complex.
This book considers how schooling systems are being influenced by the rise of external actors, including private companies, NGOs, parent organisations, philanthropies and international assessment frameworks.
It explores how the public, private and third sectors are becoming increasingly intertwined. Introducing new theoretical frameworks, it examines diverse sites – including Cambodia, Israel, Poland, Chile, Australia, Brazil and the US – to study the role of policies, institutions and contextual factors shaping the changing relationships between those seeking to influence schooling.
Building substantially on the earlier, landmark text, What Works? (Policy Press, 2000), this book brings together key thinkers and researchers to provide a contemporary review of the aspirations and realities of evidence-informed policy and practice. The text is clearly structured and provides sector-by-sector analysis of evidence use in policy-making and service delivery. It considers some cross-cutting themes, including a section of international commentaries, and concludes by looking at lessons from the past and prospects for the future.
This book will be of interest to a wide range of social science researchers, students and practitioners as well as those interested in supporting more evidence-informed policy and practice.
, Online first Cooper, A, 2014, Knowledge mobilisation in education across Canada: A cross-case analysis of 44 research brokering organisations, Evidence & Policy 10, 1, 29–59 Lasswell, HD, 1971, A pre-view of policy sciences, New York: Elsevier Weiss, C, 1977, Research for policy’s sake: The enlightenment function of social science research, Policy Analysis 3, 4, 531–45 Weiss, C, 1979, The many meanings of research utilization, Public Administration Review 39, 426–31 Weiss, C, 1997, Theory-based evaluation: Past, present, and future, in Rog, D, Fournier, D (eds
al, 2012). The literature offers ambivalent support for knowledge brokerage and it tends towards the anecdotal and experiential (Knight and Lightowler, 2010; Lomas, 2007; Phipps and Morton, 2013). Nevertheless, there is some evidence that knowledge brokers can positively influence self-reported knowledge and use of a promoted technology (Russell et al, 2010), and that they can improve research comprehension and increase the intention to use it (Kothari et al, 2011). Likewise, empirical evidence on research brokering organisations – third party intermediaries
Research , 59 ( 2 ): 209 – 27 . Cooper , A. ( 2013 ) Research brokering organizations in education across Canada: a response to evidence-based policy making and practice initiatives , in S.P. Young (ed) Evidence-based Policy Making in Canada , Oxford : Oxford University Press , pp 67 – 92 . Cooper , A. ( 2014 ) Knowledge mobilisation in education across Canada: a cross-case analysis of 44 research brokering organizations , Evidence & Policy , 10 ( 1 ): 29 – 59 . Cooper , A. , Rodway , J. and Read , R. ( 2018 ) Knowledge mobilization
intermediaries, for example, by brokering connections between research and policy and practice. Similarly, recent mapping work in the education sector in Canada (Cooper, 2014) focused on only one type of agency (research brokering organisations). We therefore set out to address this gap by mapping the knowledge mobilisation activities that research agencies were carrying out (up to 2014), the terminology they were using, whether they were drawing on models, theories and frameworks from the literature, and the extent to which they were evaluating their knowledge
.1332/174426413X662734 Christopoulos , D. and Ingold , K. ( 2015 ) Exceptional or just well connected? Political entrepreneurs and brokers in policy making , European Political Science Review , 7 ( 3 ): 475 – 98 . doi: 10.1017/S1755773914000277 Cooper , A. ( 2014 ) Knowledge mobilisation in education across Canada: a cross-case analysis of 44 research brokering organisations , Evidence and Policy , 10 ( 1 ): 29 – 59 . doi: 10.1332/174426413X662806 Cooper , A. ( 2015 ) A tool to assess and compare knowledge mobilization efforts of faculties of education
? Evidence-Informed Policy and Practice , Bristol : Policy Press . Boswell , C. and Smith , K. ( 2018 ) Rethinking policy ‘impact’: four models of research-policy relations , Palgrave Communications , 4 ( UNSP 20 ): 1 – 11 , doi: 10.1057/s41599-017-0055-7 Cooper , A. ( 2014 ) Knowledge mobilisation in education across Canada: a cross-case analysis of 44 research brokering organisations in Canada , Evidence & Policy , 10 ( 1 ): 29 – 59 , doi: 10.1332/174426413X662806 . Davies , H.T.O. , Powell , A.E. and Nutley , S.M. ( 2015 ) Mobilising