Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/25613
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Everyday stories of impact: interpreting knowledge exchange in the contemporary university (Forthcoming/Available Online)
Authors: Matthews, Peter
Rutherfoord, Robert
Connelly, Steve
Richardson, Liz
Durose, Catherine
Vanderhoven, Dave
Keywords: academic evidence
academics
co-production
universities
Issue Date: 29-Jun-2017
Citation: Matthews P, Rutherfoord R, Connelly S, Richardson L, Durose C & Vanderhoven D (2017) Everyday stories of impact: interpreting knowledge exchange in the contemporary university (Forthcoming/Available Online), Evidence and Policy: A Journal of Research, Debate and Practice.
Abstract: Research into the barriers of getting evidence produced by academics into policymaking processes has often highlighted the lack of research on academics and what they do, as compared to what policymakers do. This was most recently highlighted in a systematic review of the literature (Oliver et al, 2014). This paper reports on research carried out with academics who were tasked with producing evidence reviews for the UK Department for Communities and Local Government based on research funded by the UK Arts and Humanities Research Council. Using a novel co-produced methodology the academics were interviewed by an academic and a UK civil servant, with the analysis carried out by both. Using an interpretive approach, the findings identify specific meaning-making stories or practices that were enablers or barriers to producing evidence suitable for policymakers. The paper identifies three areas that affect academic behaviour at the nexus with policymaking: career biographies; disciplinary background; and the contradictory institutional pressures on academics. We conclude by arguing for a more collaborative approach between academics and policymakers. The co-produced approach also allowed us to identify the need for policymakers and civil servants to learn more about the different drivers of academics and the ways in which they work.
DOI Link: http://dx.doi.org/10.1332/174426417X14982110094140
Rights: This article is distributed under the terms of the Creative Commons Attribution 4.0 license (http://creativecommons.org/licenses/by/4.0/) which permits adaptation, alteration, reproduction and distribution without further permission provided the original work is attributed. The derivative works do not need to be licensed on the same terms.

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