University of Hertfordshire

From the same journal

By the same authors

Standard

Aligning the times: exploring the convergence of researchers, policy makers and research evidence in higher education policy making. / Smith, Karen; Fernie, Scott; Pilcher, Nick.

In: Research in Education, Vol. 2020, 0034523720920677, 26.04.2020.

Research output: Contribution to journalArticlepeer-review

Harvard

APA

Vancouver

Author

Bibtex

@article{c2e9aa2a1e1f4584891d31ea2417f527,
title = "Aligning the times: exploring the convergence of researchers, policy makers and research evidence in higher education policy making",
abstract = "The complexity of contemporary higher education policy making and the multitude of evidences and actors in policy networks mean that relationships between higher education researchers, policy makers and research evidence are not straightforward. In this article, we use a theoretical lens of time, Adams{\textquoteright} Timescapes, to explore this relationship and better understand why the research and policy worlds are frequently described as divided. Drawing on in-depth interviews with higher education researchers, policy makers and research funders, we show how research and policy have different interpretations of time. We discuss the Timeframes, or lengths, of work and career, the Temporality, or complexity, of {\textquoteleft}evidence{\textquoteright}, of networks and relationships, and the importance of elements such as Timing, or synchronisation, and Tempo, or pace. We conclude that policy makers and higher education researchers may be better able to make sense of the problematic nature of aligning their concerns, interests and actions through understanding different Timescapes.",
keywords = "Evidence-informed policy, higher education, policy making, research-policy nexus, time",
author = "Karen Smith and Scott Fernie and Nick Pilcher",
note = "{\textcopyright} The Author(s) 2020. The final, definitive version of this paper has been published in Smith, K., Fernie, S., & Pilcher, N. (2020). Aligning the times: Exploring the convergence of researchers, policy makers and research evidence in higher education policy making. Research in Education. by Sage Publications Ltd. All rights reserved. It is available at: https://doi.org/10.1177/0034523720920677.",
year = "2020",
month = apr,
day = "26",
doi = "10.1177/0034523720920677",
language = "English",
volume = "2020",
journal = "Research in Education",
issn = "0034-5237",
publisher = "Manchester University Press",

}

RIS

TY - JOUR

T1 - Aligning the times: exploring the convergence of researchers, policy makers and research evidence in higher education policy making

AU - Smith, Karen

AU - Fernie, Scott

AU - Pilcher, Nick

N1 - © The Author(s) 2020. The final, definitive version of this paper has been published in Smith, K., Fernie, S., & Pilcher, N. (2020). Aligning the times: Exploring the convergence of researchers, policy makers and research evidence in higher education policy making. Research in Education. by Sage Publications Ltd. All rights reserved. It is available at: https://doi.org/10.1177/0034523720920677.

PY - 2020/4/26

Y1 - 2020/4/26

N2 - The complexity of contemporary higher education policy making and the multitude of evidences and actors in policy networks mean that relationships between higher education researchers, policy makers and research evidence are not straightforward. In this article, we use a theoretical lens of time, Adams’ Timescapes, to explore this relationship and better understand why the research and policy worlds are frequently described as divided. Drawing on in-depth interviews with higher education researchers, policy makers and research funders, we show how research and policy have different interpretations of time. We discuss the Timeframes, or lengths, of work and career, the Temporality, or complexity, of ‘evidence’, of networks and relationships, and the importance of elements such as Timing, or synchronisation, and Tempo, or pace. We conclude that policy makers and higher education researchers may be better able to make sense of the problematic nature of aligning their concerns, interests and actions through understanding different Timescapes.

AB - The complexity of contemporary higher education policy making and the multitude of evidences and actors in policy networks mean that relationships between higher education researchers, policy makers and research evidence are not straightforward. In this article, we use a theoretical lens of time, Adams’ Timescapes, to explore this relationship and better understand why the research and policy worlds are frequently described as divided. Drawing on in-depth interviews with higher education researchers, policy makers and research funders, we show how research and policy have different interpretations of time. We discuss the Timeframes, or lengths, of work and career, the Temporality, or complexity, of ‘evidence’, of networks and relationships, and the importance of elements such as Timing, or synchronisation, and Tempo, or pace. We conclude that policy makers and higher education researchers may be better able to make sense of the problematic nature of aligning their concerns, interests and actions through understanding different Timescapes.

KW - Evidence-informed policy

KW - higher education

KW - policy making

KW - research-policy nexus

KW - time

UR - http://www.scopus.com/inward/record.url?scp=85084495991&partnerID=8YFLogxK

U2 - 10.1177/0034523720920677

DO - 10.1177/0034523720920677

M3 - Article

VL - 2020

JO - Research in Education

JF - Research in Education

SN - 0034-5237

M1 - 0034523720920677

ER -