1. 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

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 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).

9. 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).

10. What’s happening when people use research?

11. 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)

12. 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

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

15. 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

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 to be integrated

21. Integrating new knowledge through discussion

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

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: 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

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
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

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

42. 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

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. How can 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?’