The Research-Policy Nexus

1. The Research-Policy Nexus Does research lead to evidence-based policies?

2. Social consequences of Knowledge • Sociology of Knowledge Application – Field of study to systematically investigate the many interacting elements in understanding the phenomena of research use (or the use of any form of systematic information)

3. Policy development process • Contending ideas about what’s right or wrong • Intermittent windows of opportunity that come along • People and organizations in civil society who challenge existing policy regimes • Role for researchers to inform the decision-making process

4. Two Views • Instrumental use of research in organizational decision-making and action • Non-instrumental use of research in decision-making and action

5. Theories of Research Use • Knowledge – Driven Model – based on the assumption that if knowledge exists, then it will be developed and used • Problem-Solving Model – If a problem is identified and research conducted, then the results of a specific social science study will be directly applied to a pending decision

6. Theories of Research Use • Interactive Model – The belief that social science research is just one source of a variety of knowledge and information sources from which decision-makers can tap when developing policy • Political Model – Use of research to support a pre-determined position

7. Theories of Knowledge • Tactical Model – Use of research to deflect criticism or as proof of government agencies responsiveness to a problem

8. A different set of questions • How do policies get made? • What information do decision-making groups seek to pay attention to?

9. A different definition • Use of research re-defined to mean a decision-maker takes a research study’s results into account whether or not the decision made conforms with the study’s results

10. Context and competing interests • “Programs, projects and policies which are often the subject matter of evidence-led research projects act in the real world where politics, values and interests compete continuously as part of the context in which problems to be solved are located.” (Carol Weiss)

11. Broad target audience: Decision makers • Have ideological commitments • Have interests • Must satisfy certain constituencies • Must gain support from other agencies • Must abide by the rules and routines of institutions • Often need to please some powerful political figures

12. Role of research/evidence • Provide information – bring to the forefront data that documents existing conditions and that indicates the wrong direction and the right directions • Provide ideas – generalizations • Advocacy – Use of ongoing research and evidence to champion a cause and support a position

13. How is research/evidence used? • Enlightenment Model – Research punctures old myths, offers new perspectives and changes the priority of issues. Research in the long-term builds the capacity of researchers, institutions and countries; and research/evidence is a way to get the public involved in decision-making • Research strengthens “learning”

14. What makes decision-makers pay attention? • Truth Test • Utility Test

15. Truth Test • Research quality – Scientific research with special emphasis on good data, sound analysis and candid reporting • Objective, credible, reliable, verifiable, trustworthy – research methodology

16. Utility test- “Change” • Action Orientation • Challenge to the Status Quo • Trade-off: Action-orientation is more important to usefulness when a study does not challenge existing practice; challenging study is more likely to be taken into account when it is not action-oriented

17. Research linked to Change • No direct link between research and change, especially within the policy making environment • “It takes time and reconceptualization before research actually leads to change in policy. In the meantime, lots of other things have happened…” • “Research moves into a conflictual and dynamic process with many contending ideas.”

18. Action orientation -Change • If the research offers practical and administratively implementable action (Utility), and illustrates technical standards of research competence (Truth), decision-makers find it useful

19. Challenging the Status Quo- Change • Create a sense of operational discomfort that stimulates new thinking, new planning and a motivation to act • Provides alternative perspectives, alternative constructions of reality • Challenge research/evidence directs attention to the possibilities of fundamental change, rather than directing change itself

20. What can research/evidence do? • Help agencies, organizations, decision-makers to clarify goals • Elucidate the competition and occasional conflict among multiple goals • Predict the unanticipated and sometimes undesirable consequences of pursuing certain goals • Identify and analyze the trade-offs that must be faced • Improve the knowledge base upon which the debate on the desirability of policy objectives rests

21. What can research/evidence do? • Aid accountability (reporting on the use of public funds) • Research can be a medium of criticism by subjecting old assumptions to empirical test and introducing alternative perspectives • Help in the understanding of social interventions

22. Link to Evidence-Based Advocacy • Validates the need for advocacy based on reliable and verifiable information (Truth Test) • Advocacy as a role of research • Advocacy based on an understanding of organizational (and political) decision-making • Provides understanding of the research –policy nexus that leads to developing realistic advocacy goals and objectives • Nuances “change” in the policy environment

23. Link to Evidence-Based Advocacy • Underscores the importance of research being accessible and made available to strategic target audiences that contribute to decision-making