The impact of research on education policy in an era of evidence-based policy

Lingard, Bob (2013) The impact of research on education policy in an era of evidence-based policy. Critical Studies in Education, 54 2: 113-131. doi:10.1080/17508487.2013.781515

Author Lingard, Bob
Title The impact of research on education policy in an era of evidence-based policy
Journal name Critical Studies in Education   Check publisher's open access policy
ISSN 1750-8487
Publication date 2013-06
Year available 2013
Sub-type Article (original research)
DOI 10.1080/17508487.2013.781515
Volume 54
Issue 2
Start page 113
End page 131
Total pages 19
Place of publication Melbourne, VIC, Australia
Publisher Routledge
Collection year 2014
Language eng
Formatted abstract
Currently, when there is a lot of political talk about the need for ‘evidence-based policy’, and when public policy seeks to calibrate research quality and impact, there is a pressing need to reconsider the relationships between education/al research and education policy. This article seeks to do this, beginning with considerations of the contested and changing character and practices of education, education policy and education/al research, and the competing and complex definitions of the meaning of research impact. The article considers the distinctions between research of and research for policy. The apparently disjunctive cultures of academic research and policy-making in education are documented for understanding research–policy relationships in education. Yet, there is also a need to acknowledge the overlap between these cultures, particularly in respect of the categories of policy-makers and researchers and movement across the categories in career terms. The article demonstrates that research affects policy in multiple, yet mediated ways in varying timeframes. The more academic research usually has its effects in the longer term, impacting the assumptive worlds of policy-makers, while commissioned research seeks more direct shorter-term impact. Finally, we also need to consider the capacities of policy-makers and educational systems to be receptive to research.
Keyword Educational research
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2014 Collection
School of Education Publications
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Citation counts: TR Web of Science Citation Count  Cited 14 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 20 times in Scopus Article | Citations
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