The Impact of Research on Policy: A Case of Qualifications Reform

Autor/inn/en	Noyes, Andrew; Adkins, Michael
Titel	The Impact of Research on Policy: A Case of Qualifications Reform
Quelle	In: British Journal of Educational Studies, 64 (2016) 4, S.449-465 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1005
DOI	10.1080/00071005.2016.1159654
Schlagwörter	Qualifications; Educational Research; Educational Change; Case Studies; Educational Policy; Educational Trends; Influences; Theory Practice Relationship; Evidence Based Practice; Policy Formation; High Schools; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Qualifikation; Qualifikationsstufe; Bildungsforschung; Pädagogische Forschung; Bildungsreform; Case study; Fallstudie; Case Study; Politics of education; Bildungspolitik; Bildungsentwicklung; Influence; Einfluss; Einflussfaktor; Theorie-Praxis-Beziehung; Politische Betätigung; High school; Oberschule; Ausland
Abstract	The relationship between research and policymaking has been discussed repeatedly. However, the debate tends to be in general, abstract terms or from a macroeconomic perspective with any examples described in a fairly cursory way. Despite the inherent complexity of the research-policy interface, analyses tend to homogenise "research" and "policy" as coherent entities with discussions often focusing on products (research and policies) rather than on the relationships between producers (researchers and policymakers). Here, we take one piece of research on qualifications that has influenced policy rhetoric over the last 5 years. We trace the career of the research from its production in the late 1990s in order to understand the conditions of its dormancy, re-emergence and use over the ensuing years. The paper serves to document the case, which is important in its own right, but also proposes a typology of ways in which research gets adopted and adapted into policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01