Conceptualizing Research- and Evidence-Informed Policy Making in Education

• In Event: Global Perspectives on Research and Evidence-Informed Policy Making: Purposes, Processes, and Possibilities

Abstract

This paper examines the varied conceptualizations of research and evidence use within education policy frameworks, investigating the forms of, systemic influences on, and drivers of engagement with research and evidence in education policy and decision-making. The forms research and evidence use can take, the role of various actors, and the nature of engagement with broader groups of stakeholders to support this are critically examined. In doing so, a framework outlining systemic considerations for the use of research and evidence, and what alternative education policy frameworks may look like, is proposed.

Authors

• Paul Campbell, The University of Hong Kong

• Melanie Ehren, Vrije Universiteit Amsterdam