Presentation on theme: "Research Capacity Strengthening"— Presentation transcript:
1Research Capacity Strengthening Concepts, components and achievementsProf Ruairí Brugha Dr Elaine Byrne
2Common goals Common goals between IA and the HEI researchers pro-poor development and the elimination of global inequitiesworking to achieve the millennium development goals, which means a focus on poverty reduction, education, women and children, and health and HIV/AIDS.Focus of ‘Programme of Strategic Cooperation’: a shared commitment to using research – and therefore of building research capacity – as a mechanism to achieving these goals
3Meanings Research = re-cherche (to search closely) Evaluation “search for knowledge or any systematic investigation to establish facts”“Applied research involves the systematic application of methods and systems for the advancement of human knowledge”EvaluationSystematic application of standards-based criteria to assess programmessame as research: rigorous application of appropriate methods (including use of the counter-factual [comparators] – D MurrayDifference: research aims to produce new and generalisable knowledgeThe difference are found in the:SamplingAnalysisConclusions (reach beyond the programme / sample studied)Research aims to generate knowledge that is relevant to a wider population beyond that studied.Sample selection determines how findings can be used and appliedMethodological rigour determines applicability and generalisability of findings to present and different contexts
4Rationale for what researchers do A. Policy makers and practitioners require reliable EVIDENCEResearch provides the evidencewhich meansResearchers need to be enabled to produce the evidenceResearchers need the capacity / skills and resources to do the researchDevelopment EDUCATIONEnsure curricula + learning outcomes based on up-to-date evidenceImpart skills to students collect, appraise and synthesise the evidence that (should) underlie development policy and practice* Usually, we talk of the role of research, but too often fail to focus on the role of the researcher.The researcher’s first and obvious role is to oversee and do the research that meets the criteria of relevance, rigour and reliability or dependability for informing policy and other important decisions.The second and equally if not more important role is in development education, where the researcher needs to:have the skills and be able to impart the skills to others in how to collect, appraise and synthesise the evidence that underpins development policies and programmes; andensure that the development education curriculum and learning outcomes are based on sound, up-to-date research-based evidence. It is not unknown for development HEIs to continue to teach forms of development practice that have been demonstrated several years previously to be based on myth and tradition.The basis or pre-requisite for the researcher and the research institution to fulfil these two roles is the doctorate, the PhD. Martina Hennessy will pick up from this point.
5Meaning – research capacity changes in the meaning of research capacity strengthening over time from individual to collective:Research capacity development is the process by which individuals, organizations and societies develop abilities (individually and collectively) to perform functions effectively, efficiently and in a sustainable manner to define problems, set objectives and priorities, build sustainable institutions and bring solutions to key national problems.(Global Forum for Health Research, 2000, p134)From focus on the individual (technical skills, technology, career paths, peer reviews, publications) – era of ‘mosquito’ scientist (scientists who come into the country, do their research and leave with their results) or the ‘parachute’ consultant (consultants who spend two weeks with a local team, consume a considerable part of the research budget, and then produce a large report for the donor or funder) approaches (Costello & Zumla, 2000; Edejer, 1999) to collectively individuals, organisations and systems conducting effective, efficient and sustainable research to address key national problems.More equitable relationship and longer term.
6Meaning – research capacity (contd) Different levelsComponents of capacity:To do the researchTo manage the research environmentTo get research into policy and practiceContext-specific – many formsBuilds on existing capacity and knowledgeOn-going and long-term (sustainable)More equitable relationships
7Different levels of building research capacity. Regional/Supranational healthresearch bodiesNational Health Research SystemsOrganisational developmentInstitutional/departmental/team developmentIndividual trainingDifferent IA projects operate across different levels.For example IAP operates at organisational development, ChRAIC operates at individual and team level as well as national health systems, examples of other projectsDifferent levels of building research capacity.(Adapted from Lansang and Dennis, 2004, Fig. 1. Examples of efforts to build research capacity, ranging from individual to global movements, p764)
8How can we strengthen research capacity? From the literature success of RCS is based on:Scientific leadershipContinuity of fundingAppropriate infrastructure, such as buildingsCore group of researchersAdequate equipment and communication technologyAccess to literatureNetworks with other institutionsStable posts and adequate remunerationNchinda (2002)
9Our research capacity gaps* lack of an enabling environment for research at institution level, especially career paths and availability of mentorsweak management and coordination of research processthe need for a clear and coherent research frameworkagenda and priority setting capacities (externally driven)specific skills such as:writing research proposals, data collection, data analysisdissemination to policy makers, scientific writingresearch infrastructure, such as access to publications and internetWillingness and feasibility of stakeholders (southern and northern) to harmonise and align different RCS initiatives*Through stakeholder interviews (IAP), workshops (CHRAIC) and from all of us working with partners in IA supported programmes
10IA HEI Programme achievements Undertaking of collaborative research between participating institutionsMasters and PhD students, publications, relationships/networks of institutions establishedEnhanced quality of teaching and learning with pro-poor focusMasters and PhD studies, external assessment of programmes, new and revised teaching modulesEstablishment of, and participation in, cross-institutional networksMoUs developed and signed, governance structures established, websites/portals developed, documentation of workshops/learning events, further funding sourced as result of partnershipDevelopment of specialist knowledge and research expertiseConsultations between stakeholders (practitioners, politicians and researchers), appointed masters/doctoral students, pro-poor research being conducted, dissemination of research processes and outcomesCommunications strategies to increase awareness and understanding of global development issues & IACross institutional cooperation between Irish HEIs, integration of Irish students into programmes, communication of research findings
11How to assess?Difficulties designing RCS metrics as capacity is complex.Levels of capacity (individual, team, institution, organisational, national, regional, supranational)Components of capacity (to do research; to manage research and to use research)Stages of research (producing evidence; using evidence; managing evidence)
12Explained further in breakaway session IAP and metricsResearch process:literature review,list of indicators,design, pilot and implement questionnaireselection of indicators through consensusExample of indicators from Malawi meeting:Proportion of Research Staff on Short-Term ContractsAverage Time to Completion for PhDTraining Support in Writing and Publication PlanningAwards or Recognition of Staff Producing High Quality ResearchExplained further in breakaway session
13ReferencesGlobal Forum for Health Research. (2000). The 10/90 report on Health Research 2000, Global Forum for Health Research.Lansang, M. A., & Dennis, R. (2004). Building capacity in health research in the developing world. Bull World Health Organ, 82(10),Nchinda, T. C. (2002). Research capacity strengthening in the South. Social Science & Medicine, 54(11),