Using the theory of policy networks and communities to explore who determines the Scottish higher education research policy: issues for educational managers

Abstract

Historically, Scottish education policymaking has been implemented independently of central educational policy makers, With policymakers negotiating with a variety of interest groups and elected policy makers. The paper discusses Scotland's research policy; the purpose of research and its possible link to teaching and learning, the function of a research policy and a critical discussion of the theory of policy networks and policy communities to establish the key playerswho "really" shape and set Scotland's research policy. The paper draws on documentary evidence to support recommendations on how to enhance the policy-making process to ensure a greater representation and more effective implementation at the "grass roots" level of Scottish researchers and their academic managers.