Policy Press
Two What does it mean to ‘use’ research evidence?
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Abstract
This chapter examines what we mean when we talk about ‘using’ research. Research use is a complex and multifaceted process, and the use of research often means different things to different people. For example, does using research involve simply reading the findings from research as part of general background briefings? Does it mean examining research in making a decision – even if the evidence scanned is ultimately rejected as unhelpful? Or is it necessary for research to have had a direct impact on policy choices or practice behaviours for us to be able to say that research has been ‘used’?
This chapter sets out to address these kinds of questions about what it means to ‘use’ research evidence. We begin by exploring the different ways in which the use of research has been conceptualised and assessed. The common image of research use is that the findings from research have a direct impact on the actions of front-line practitioners or local or national policy makers. Empirical studies have shown, however, that research use is rarely a straightforward process of simple application to policy and practice decision making. More often the use of research is a subtle and complex process, difficult to trace and resulting in equally subtle and complex outcomes. Webber (1991, p 15) characterises the process of research use as ‘ambiguous, amorphous, incremental and meandering’, and the form that research use takes is likely to be varied and unpredictable. Developing some clarity and consistency around what it means to use research is important to enhance understanding of the field.
Abstract
This chapter examines what we mean when we talk about ‘using’ research. Research use is a complex and multifaceted process, and the use of research often means different things to different people. For example, does using research involve simply reading the findings from research as part of general background briefings? Does it mean examining research in making a decision – even if the evidence scanned is ultimately rejected as unhelpful? Or is it necessary for research to have had a direct impact on policy choices or practice behaviours for us to be able to say that research has been ‘used’?
This chapter sets out to address these kinds of questions about what it means to ‘use’ research evidence. We begin by exploring the different ways in which the use of research has been conceptualised and assessed. The common image of research use is that the findings from research have a direct impact on the actions of front-line practitioners or local or national policy makers. Empirical studies have shown, however, that research use is rarely a straightforward process of simple application to policy and practice decision making. More often the use of research is a subtle and complex process, difficult to trace and resulting in equally subtle and complex outcomes. Webber (1991, p 15) characterises the process of research use as ‘ambiguous, amorphous, incremental and meandering’, and the form that research use takes is likely to be varied and unpredictable. Developing some clarity and consistency around what it means to use research is important to enhance understanding of the field.
Chapters in this book
- Front Matter i
- Contents iii
- List of boxes, figures and tables vi
- Acknowledgements x
- Using evidence – introducing the issues 1
- What does it mean to ‘use’ research evidence? 33
- What shapes the use of research? 61
- Descriptive models of the research impact process 91
- Improving the use of research: what’s been tried and what might work? 125
- What can we learn from the literature on learning, knowledge management and the diffusion of innovations? 155
- Improving research use in practice contexts 195
- Improving research use in policy contexts 231
- How can we assess research use and wider research impact? 271
- Drawing some conclusions on Using evidence 297
- References 321
- Index 355
Chapters in this book
- Front Matter i
- Contents iii
- List of boxes, figures and tables vi
- Acknowledgements x
- Using evidence – introducing the issues 1
- What does it mean to ‘use’ research evidence? 33
- What shapes the use of research? 61
- Descriptive models of the research impact process 91
- Improving the use of research: what’s been tried and what might work? 125
- What can we learn from the literature on learning, knowledge management and the diffusion of innovations? 155
- Improving research use in practice contexts 195
- Improving research use in policy contexts 231
- How can we assess research use and wider research impact? 271
- Drawing some conclusions on Using evidence 297
- References 321
- Index 355
