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

Working to get evidence into action Scotland New Zealand

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

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?

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

Top 5 barriers Top 5 barriers to use of evidence Availability and access to research/improved dissemination (n = 63) Clarity/relevance/reliability of research findings (n = 54) Timing/opportunity (n = 42) Policymaker research skills (n = 26) Costs (n = 25) Oliver K, et al (2014).

Top 5 facilitators Top 5 facilitators of evidence use Availability and access to research/improved dissemination (n = 65) Collaboration (n = 49) Clarity/relevance/reliability of research findings (n = 46) Relationship with policymakers (n = 39) Relationship with researchers/info staff (n = 37) Oliver K, et al (2014).

What’s happening when people use research?

Research use isn’t straightforward 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)

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

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

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

Animating research

2. Research does not stand alone

Contextual analysis

Contextual analysis: Violence against children in Peru

3. Research has to be integrated

Integrating new knowledge through discussion

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

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

5. Using research is often not an event

Work with ChildLine Second wave of research Research Engagement with practitioners Engagement with LA leaders Second wave of research Media campaign Organizational reflections Further research use as policy changes

6. Knowledge is often co-produced

7. Not products but process

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

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

9. Leadership support for research creation and use

10. Investment

Sound familiar?

Complexity and ‘what works’

What’s required to understand ‘what works?’ Know – about problems: the nature 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

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

Ways of thinking about impact processes

Bridging the gap??

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

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

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

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

How can we improve E2A?

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

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

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

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?’

s.morton@ed.ac.uk