Using evidence: How research can inform public services
Sandra M. Nutley
et al.
Published:
2007
Online ISBN:
9781447304166
Print ISBN:
9781861346650
Contents
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Models of the research–policy relationship Models of the research–policy relationship
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Traditional models of the research–policy relationship Traditional models of the research–policy relationship
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(1) Problem identification and agenda setting (1) Problem identification and agenda setting
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(2) Decision making (2) Decision making
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(3) Policy implementation (3) Policy implementation
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(4) Monitoring and evaluation (4) Monitoring and evaluation
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The ‘two communities’ thesis and related models The ‘two communities’ thesis and related models
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Policy network approaches Policy network approaches
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Context, evidence, links: an integrated model of the research–policy relationship Context, evidence, links: an integrated model of the research–policy relationship
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Models of the research–practice relationship Models of the research–practice relationship
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Linear models of research into practice Linear models of research into practice
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Context-focused models of the use of research Context-focused models of the use of research
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Interactive models of research use Interactive models of research use
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Understanding research use – the importance of interaction Understanding research use – the importance of interaction
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Postmodern accounts of research use Postmodern accounts of research use
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Concluding remarks Concluding remarks
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Chapter
FOUR Descriptive models of the research impact process
Get access
Pages
91–118
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Published:March 2007
Cite
Sandra, M. Nutley, Walter Isabel, and T.O. Davies Huw, 'Descriptive models of the research impact process', Using evidence: How research can inform public services (Bristol , 2007; online edn, Policy Press Scholarship Online, 22 Mar. 2012), https://doi.org/10.1332/policypress/9781861346650.003.0004, accessed 25 Apr. 2024.
Abstract
This chapter examines the various ways in which the relationships between research and policy and research and practice have been conceptualised and modelled. It notes that earlier rational and linear models are now being rejected in favour of more interactive approaches that draw on interpretivist accounts of the social construction of knowledge. It adds that postmodern frameworks provide an additional critical edge to these analyses.
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