Superu Evidence to Action conference Wellington 2017

1. Superu Evidence to Action conference Wellington 2017 Evidence to action: Issues, challenges and solutions Sarah Morton, University of Edinburgh

3. Working to get evidence into action Scotland New Zealand

5. City Council of The Hague deliberating in 1636 Jan Antonisz. van Ravesteyn

6. In this talk • What are the problems with getting evidence into action? • How do we understand the E2A process? • What do we mean by ‘what works’? • What can we do to improve the use of evidence?

7. What do you think are the main barriers to research use?

8. Top 5 barriers Oliver K, et al (2014).

9. Top 5 facilitators Oliver K, et al (2014).

10. What’s happening when people use research?

11. 1) Problem solving: research used to provide evidence to solve policy problems 2) Knowledge-driven: research (often science) drives new technological developments (eg contraceptive pill) 3) Interactive: interactive, non-linear model with many actors communicating with each other 4) Political: research used to lobby for political viewpoints 5) Tactical: research used to delay action, avoid taking responsibility, deflect criticism, maintain prestige or rally academic support 6) Enlightenment: research changes conceptualisation of a problem through slow percolation of ideas in policy and society Carol Weiss (1979) Research use isn’t straightforward

12. Practitioners’ ‘mindlines’ “the centre” eg govt department “reps” each other meetings practiceexperience IndividualGeneral opinion leaders Client’s view “they say” reading/updates infrastructure teachers/training Adapted from Gabbay J, and May A l BMJ 2004;329:1013

14. Thinking about issues in research use Ten key issues and how we have tried to address them

15. Hi! Have you heard this? It’s really going to change how you do things round here. 1. Research does not speak for itself

16. Animating research

17. 2. Research does not stand alone

18. Contextual analysis

19. Contextual analysis:Violence against children in Peru

20. 3. Research has tobe integrated

21. Integrating new knowledge through discussion

22. Combining different types of knowledge What should we do? Evaluation data Current practice Administrative data Community needs assessment Research Political priorities

23. 4. It’s not just learning – unlearning matters too

24. 5. Using research is often not an event

25. Work with ChildLine

26. 6. Knowledge is often co-produced

28. 7. Not products but process

29. Products + processes • KE strategy for every project • Involving research users from the start • More than one mechanism for dissemination

30. 8. It’s not all about decisions but often more about framings

32. 9. Leadership support for research creation and use

33. 10. Investment

34. Sound familiar?

35. Complexity and ‘what works’

36. What’s required to understand ‘what works?’ • Know – about problems:thenature and formation of social problems • Know – what works: what policies, strategies or interventions will bring about desired outcomes • Know – how (to put into practice): eg knowledge about effective programme implementation • Know – who (to involve): eg getting stakeholder buy-in and building alliances for action • Know – why (requirements of action): relationship between values & policy/practice • Know – whether having any impact: monitoring, evaluation and accountability Adapted from Nutley (2012) Presentation to Campbell Collaboration Colloquium http://www.sfi.dk/Default.aspx?ID=10712

37. Nutley S, Powell A, Davies H. What Counts as Good Evidence; 2013

38. Ways of thinking about impact processes

39. Bridging the gap??

40. More than two worlds The media Professional bodies Research producers: UniversitiesIndependent evaluatorsResearch institutes, etc Research users: Politicians Civil servants Local government Service providers Service users Wider community Think tanks Audit, inspection, scrutiny Advocacy groups Lobbyists

41. Push knowledge Pull knowledge Universities Linkage and exchange Government, practice, communities

42. Three generations Consider contextual factors, barriers, opportunities and enablers of change Build and take part in relevant networks, identify champions Targeted and packaged for key audiences

43. Research utilisation: What have we learned since 2001? Research use is: • a process, not a product • complex, context specific • beyond simple ‘what works?’ • where translation, relationships, and systems matter • often long time frames • many kinds of evidence...research just one

44. Howcan we improve E2A?

45. Individually For researchers: • Network • Build relationships with key research users • Involve them in research and KE throughout • Well planned strategies For non-academics: • Plan and systematise research use • Ensure leadership and learning time • Create links with key academics in your field • Link to relevant research-use initiatives

46. Building a system for E2A For universities: • Have outward looking research units that aim to engage users • Provide resources to allow for small-scale projects and flexible responses • Employ and value communication, KE, graphic design and events professionals • Recognise and reward engagement as core part of academic roles from students through to senior staff

47. Building a system for E2A For policy and practice: • Have systems in place to ensure access to wide range of research • Have clear guidelines about research needed for different activities and functions • Have spaces for discursive meetings that allow for consideration of different types of evidence • Build, recognise and reward the skills and roles of knowledge brokers

48. Building a system for E2A For research funders and governments: • Shift funding streams towards effective mechanisms • Challenge current paradigm about research quality versus relevance • Rethinking ‘what are universities for?’

49. s.morton@ed.ac.uk