Qualitative research: ethical evidence for policy making?

1. Qualitative research: ethical evidence for policy making? Situating qualitative research in evidence-based research and systematic review agendas: RCBN seminar, 24 June 2004, University of Sheffield Lesley Saunders Policy Adviser for Research General Teaching Council for England

2. Who are ‘policy makers’? • national government: Ministers, civil servants • NDPBs • national professional bodies • national/local campaigning bodies • local government: elected members, officers • etc.

3. Skills of policy-making? • grasp complex remit quickly • interpret & adapt available evidence OR use hunches • intellectually agile in unpredictable environment • create consensus with wide range of partners/vested interests • proactively shape intellectual & political environments • manage coded discussions & difficult negotiations • know what will count as success & exert leadership to achieve it • take decisions in good faith (‘rationalist ideal’)

4. ‘Rationalist ideal’ It takes an extraordinary concatenation of circumstances for research to influence policy directly…. [rather] research helps people reconsider issues, it helps them think differently, it helps them re-conceptualise what the problem is and how prevalent it is, it helps them discard some old assumptions, it punctures old myths. (Weiss, 1991)

5. Risks when policy-makers look for ‘evidence’? • rely on known & trusted researchers • swayed by well-known or visible research • use in-house or own-commissioned research • act individually – little use made of digests, e-mail alerts, etc.; • unaware of existing research & its implications • want research to provide unequivocal proof • use research selectively • lack requisite skills for research appraisal & interpretation • delegate research to specialists, with serious consequences

6. Some factors and pressures in policy environment • relentless focus on ‘deliverables’ & rapid, responsive, just-in-time, ‘good enough’ knowledge • replacement of traditional knowledge dissemination by global/local networks: ‘info-nuggets’ & ‘evidence-lite’ • business & corporate research techniques like scenario-building, futurising • puzzle of why ‘experts’ & scholars seen as part of problem in education policy making

7. Questions for researchers • responsibility to engage with decision-makers, practitioners & public? • competitive edge in concepts, hypotheses, argument & explanatory power? • ‘added value’ of qualitative (rather than quantitative)? • how well grounded in existing research methodologically &substantively? • (how) will concerns of practitioners & school/college leaders be addressed? • what engagement with other social science areas? • how communicate/advocate ethical criteria & principles?

8. Making a difference: EPPI-centre systematic review of CPD • policy implications secured by working with invited group of policy-makers on findings • utility for practice secured by turning into GTC Research of the Month feature • support for qualitative (= situated, process-related and context-specific) evidence

9. URLs http://eppi.ioe.ac.uk/EPPIWeb/home.aspx http://eppi.ioe.ac.uk/EPPIWeb/dl.aspx?Path=reel%5Creview_groups%5CCPD%5Ccpd_rv1&FileName=cpd_rv1 http://www.gtce.org.uk/research/eppihome.asp

10. GTC supports research-informed teaching & learning by: • commissioning/co-funding research projects • commissioning expert briefings • membership of national advisory bodies (e.g. NERF, Funders Forum, RLG) • setting up Teacher Data Forum • supporting dissemination of ESRC TLRP • sponsoring National Teacher Research Panel • developing Teachers’ Professional Learning Framework & Teacher Learning Academy • Research of the Month website • special issue of ‘Teacher Development’ journal • linking with BERA, UCET, individual HEIs

11. The GTC: becoming an evidence-informed organisation Possible indicators? • policy advice demonstrably grounded in evidence • events have strong, explicit research & evidence theme • policy colleagues keen/knowledgeable about research • researchers knowledgeable about policy context • researchers want to work with GTC • GTC’s evidence base known about & used by others