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Aligning the times: Exploring the convergence of researchers, policy makers and research evidence in higher education policy making

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journal contribution
posted on 05.02.2021, 09:57 by Karen Smith, Scott Fernie, Nick Pilcher
© The Author(s) 2020. The complexity of contemporary higher education policy making and the multitude of evidences and actors in policy networks mean that relationships between higher education researchers, policy makers and research evidence are not straightforward. In this article, we use a theoretical lens of time, Adams’ Timescapes, to explore this relationship and better understand why the research and policy worlds are frequently described as divided. Drawing on in-depth interviews with higher education researchers, policy makers and research funders, we show how research and policy have different interpretations of time. We discuss the Timeframes, or lengths, of work and career, the Temporality, or complexity, of ‘evidence’, of networks and relationships, and the importance of elements such as Timing, or synchronisation, and Tempo, or pace. We conclude that policy makers and higher education researchers may be better able to make sense of the problematic nature of aligning their concerns, interests and actions through understanding different Timescapes.

Funding

Society for Research into Higher Education funded this research.

History

School

  • Architecture, Building and Civil Engineering

Published in

Research in Education

Publisher

Sage

Version

VoR (Version of Record)

Rights holder

© The authors

Publisher statement

This is an Open Access Article. It is published by Sage under the Creative Commons Attribution 4.0 Unported Licence (CC BY). Full details of this licence are available at: http://creativecommons.org/licenses/by/4.0/

Publication date

2020-04-26

ISSN

0034-5237

eISSN

2050-4608

Language

en

Depositor

Dr Scott Fernie. Deposit date: 5 February 2021

Licence

Exports