Understanding and improving research use in social services Sandra.Nutley

Research Unit for Research Utilisation (RURU) Education Healthcare Social Care Criminal Justice Developing cross-sector knowledge on research use

Nutley, Walter and Davies, Policy Press, 2007 Main sources for today – two reviews Walter, Nutley, Percy-Smith, McNeish and Frost, SCIE, 2004

My argument in a nutshell: Passive dissemination is not enough Even if done energetically!

The importance of context; Interaction with other types of knowledge (tacit; experiential); Multi-voiced dialogue; Integration with organisational and sector systems ‘Use’ as a process not an event. Moving away from ideas of ‘packaging’ knowledge and enabling knowledge transfer – recognising instead: Moving beyond simple dissemination

Diverse forms of knowledge and evidence Research & evaluation reports Audit & inspection findings/data Routine monitoring data/KPIs Local & international exemplars Costings data Client & user experience data Expert views & insider knowledge Opinion polls & stakeholder consults System capacity & implementation issues Models & forecasts

Research and evidence Researchers offers more than “evidence” Analytical capacity Theoretical insight Critique and challenge Research only one form of evidence And…

The rest of the presentation How research is used Activities to promote better research use Three ways of thinking about research use Implications for who needs to be involved in efforts to promote research use and what they need to do

How research is used May be direct or indirect Inform policy and practice development Address specific problems Support a policy argument Promote debate Assist service monitoring and review Provide quality assurance Inform standards and educational and training requirements

A research use continuum: Awareness 1. Knowledge Changing attitudes, perceptions, ideas Knowledge & understanding 2. Persuasion Practice & policy adaptation 3. Decision4. Implementation 5. Confirmation MORE CONCEPTUAL USESINSTRUMENTAL USES The “enlightenment” role of research (Weiss) PROBLEM REFRAMING

Promoting research use in social care Ensuring a relevant research base Improving access to research Making research understandable Drawing out practice implications Developing good practice models Requiring research- informed practice Developing a research- minded culture

Generic features of effective practices to increase research impact  Research must be translated - adaptation of findings to specific policy and practice contexts  Enthusiasm- of key individuals - personal contact is most effective  Contextual analysis - understanding and targeting specific barriers to, and enablers of, change  Credibility - strong evidence from trusted source, inc. endorsement from opinion leaders  Leadership - within research impact settings  Support - ongoing financial, technical & emotional support  Integration - of new activities with existing systems and activities

Three broad ways of thinking about and developing research-informed practice in UK social care which have resonance in other sectors Importance of multifaceted approaches to improving research use

Models of research use Research-based practitioner Embedded research Organisational excellence

Research-based practitioner model Role and responsibility of individual practitioners to keep up-to-date with and apply research Use of research is a linear process - access, appraise, apply Assumes professional autonomy Emphasises professional education and training

Research based practitioner Individual craft knowledge and experience Research based knowledge Practice

Embedded research model Research is embedded in systems and processes - standards, policies and tools Research use viewed as linear and instrumental Responsibility for research use lies with policy makers and managers Performance management and regulatory regimes encourage the use of guidance and tools

Probation system redesign in UK Surveys, audits and forecasts Research on what works Risk & needs assessment tools Case Management National Core Curriculum of offender programmes Staff & programme accreditation scheme New scrutiny regime

Leadership, management and organisation of social care delivery organisations is key Local adaptation of research findings and ongoing learning Importance of developing a “research-minded” local culture Partnerships with local universities and intermediary organisations Organisational excellence model

UK School-based research consortia Schools LEAs HEIs Select improvement focus Test out findings of others Conduct own research Evaluate success

The models provide a framework for considering who needs to do what in order to improve research use

No single best model Combine models as part of a whole systems approach to research use Identify key parts of the system (people and organisations) Promote complementary actions around planning, undertaking & using research

Governance Education & Training Research Practice Intermediaries e.g. SWIA, IRISS Govt Dept(s) Facilitators e.g. MRC / RiP Universities / Research Orgs Training Orgs / Unis Practice Orgs Individual Trainers/ SW Educators Individual Researchers Practice Managers Training Managers/ HR Systems Research Managers Individual Practitioners Research Funders Service Users Service user orgs Who needs to be involved in improving research use?

Linking research, policy and practice ResearchPolicyPractice   Research PolicyPractice Public opinion, needs & wants

Important issues for today Ensuring relevant research base Whose responsibility is this? Who needs to be involved and how? What balance is needed between international, national and local research evidence? Improving access to research/ making it understandable Who are the main audiences? What sort of information do they need? Who takes responsibility for making research understandable? Drawing out practice implications Who should translate robust research findings into guidelines and practice tools, and how far do they need to go?

Important issues for today Developing good practice models Who identifies and labels ‘good practice’? How are good lessons made available to others? What is the interface between research and inspection evidence? Developing a research- minded culture Who should be targeted and what levers of culture change can be used? Barriers and enablers What are the helping and hindering factors? What incentives and rewards are needed? What competencies and capacities are needed and how should these be built?

Sandra Nutley *You are free to reproduce this work for non-commercial purposes, provided you acknowledge Sandra Nutley as the author. Thank You