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Use academic research_by_public_sector_ cherney_gl_conf_2013
Use academic research_by_public_sector_ cherney_gl_conf_2013
Use academic research_by_public_sector_ cherney_gl_conf_2013
Use academic research_by_public_sector_ cherney_gl_conf_2013
Use academic research_by_public_sector_ cherney_gl_conf_2013
Use academic research_by_public_sector_ cherney_gl_conf_2013
Use academic research_by_public_sector_ cherney_gl_conf_2013
Use academic research_by_public_sector_ cherney_gl_conf_2013
Use academic research_by_public_sector_ cherney_gl_conf_2013
Use academic research_by_public_sector_ cherney_gl_conf_2013
Use academic research_by_public_sector_ cherney_gl_conf_2013
Use academic research_by_public_sector_ cherney_gl_conf_2013
Use academic research_by_public_sector_ cherney_gl_conf_2013
Use academic research_by_public_sector_ cherney_gl_conf_2013
Use academic research_by_public_sector_ cherney_gl_conf_2013
Use academic research_by_public_sector_ cherney_gl_conf_2013
Use academic research_by_public_sector_ cherney_gl_conf_2013
Use academic research_by_public_sector_ cherney_gl_conf_2013
Use academic research_by_public_sector_ cherney_gl_conf_2013
Use academic research_by_public_sector_ cherney_gl_conf_2013
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Use academic research_by_public_sector_ cherney_gl_conf_2013

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Dr Adrian Cherney from the University of Queensland presented some recent findings from an ARC Linkage project investigating the utilisation of social science research in policy development at the …

Dr Adrian Cherney from the University of Queensland presented some recent findings from an ARC Linkage project investigating the utilisation of social science research in policy development at the Where is the evidence conference 2013 in Melbourne, 11 November 2013.

More information on this project which has many aspects to it is available at http://www.issr.uq.edu.au/ebp-home

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  • 1. Use  of  academic  social  research  by  public   officials:  exploring  preferences  and   constraints  that  impact  on  research  use     Adrian  Cherney       ARC  Linkage  project:  “The  U9lisa9on  of  Social  Science  Research    in  Policy   Development  and  Program  Review”  LP  100100380         Other  team  members:  Brian  Head,  Paul  Boreham,  Michele  Ferguson,   Jenny  Povey,  Jenny  Van  der  Arend  and  Jenny  Bell.         Where  is  the  evidence  conference  2013:  Recognising  the  value  of  grey   literature  11th  November  2013     State  Library  of  Victoria,  Melbourne    
  • 2. Presenta9on  outline   •  Background  to  ARC  linkage  project.       •  Preferences,  access,  accessibility  and     workplace  culture  &  evidence-­‐based  policy.     •  Results  from  public  sector  survey.   •  Concluding  remarks.    
  • 3. ARC  Linkage  Partners   •  Four  governments:  Federal,  QLD,  NSW,  VIC.     •  Line  departments  in  human  services   (educaPon,  family/community  services,   public  health).     •  Central  agencies  plus  ‘knowledge  specialist’   agencies.     •  Nine  funding  partners  plus  another  12   supporPng  agencies.  
  • 4. Data  sources  for  ARC  Linkage  Project   •  Targeted  survey  of  Australian  social  scienPsts  n=693     •  Targeted  survey  of  policy  relevant  personnel  in  21   agencies  n=2084   •  Interviews  with  a  selecPon  of  academic  respondents   n=100   •  Interviews  with  a  selecPon  of  policy  personnel  n=125  
  • 5. Public  sector  agencies  and  evidence-­‐ based  policy  (EBP)   •  Perceived  gap  between  research  producPon  and   uptake  by  governments.     •  Understanding  access  /  accessibility  important  to   closing  this  gap.     •  Preferences  and  organisaPonal  context  impacts  on   choices  to  seek  out  and  access  research-­‐based   knowledge.    
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  • 7. Figure  1:  Gender  and  current  posiPon   50  %   43.1   45  %   38.0   40  %   35  %   30  %   28.6   23.6   25  %   20  %   15  %   10  %   5  %   11.2   7.7   3.8   14.6   14.4   5.9   5.3   3.9   0  %   Senior  execuPve   Manager   Male   Policy  officer   Female   Data  analyst  
  • 8. Figure  2:  Level  of  educaPon   45  %   39.2   40  %   34.2   35  %   30  %   25  %   20  %   16.2   15  %   10  %   6.0   5  %   4.5   0  %   Year  12   Advanced   Bachelor  Degree   Graduate   Postgraduate   Diploma/Diploma   Diploma/Graduate   Degree   Cer9ficate  
  • 9. Figure  3:  Years  in  the  public  service   30  %   27.1   25  %   23.6   19.3   20  %   18.1   15  %   10  %   5  %   8.1   2.5   1.3   0  %   Less  than  a   year   1-­‐5  years   5-­‐10  years   10-­‐20  years   20-­‐30  years   30-­‐40  years   40+  years  
  • 10. Figure  4:  Level  of  importance  placed  on  informaPon  available  from  parPcular   sources  to  inform  decision-­‐making:     Very  important/important   Local  government   37.4   Think  Tanks   48.6   News  media   52.1   Private  consultants   53.7   InternaPonal  organisaPons   56.0   Interest  groups   63.8   Comparable  state  government  agencies  in  other   63.9   University  researchers   69.6   Professional  or  industry  associaPons   71.6   Other  state  government  agencies  in  your  state   72.1   Federal  government  agencies   82.5   Internal  agency  Staff   93.1   0  %   10  %   20  %   30  %   40  %   50  %   60  %   70  %   80  %   90  %   100  %  
  • 11. Figure  5:  In  the  last  12  months,  how  oien  have  you  consulted  with  each  source   of  informaPon  listed  below:  Very  oien/Oien   Think  Tanks   12.0   Local  government   12.5   InternaPonal  organisaPons   17.5   Private  consultants   20.6   Comparable  state  government  agencies  in  other   22.0   Interest  groups   26.3   University  researchers   27.5   News  media   32.7   Professional  or  industry  associaPons   32.8   Federal  government  agencies   41.4   Other  state  government  agencies  in  your  state   44.2    Internal  agency  Staff   89.5   0  %   10  %   20  %   30  %   40  %   50  %   60  %   70  %   80  %   90  %   100  %  
  • 12. Figure  6:  If  you  don’t  access  bibliographical  databases,  is  it  because:  (n  =  868)   The  department,  agency  or  unit  you  work  for  does   not  subscribe  to  any  electronic  bibliographic   databases   28.1   You  can't  download  full-­‐text  versions  of  academic   arPcles  and  and  reports  from  these  databases   32.4   You  don’t  have  access  from  your  work  staPon   35.6   You  have  not  requested  access  because  such  a   resource  would  not  be  relevant  to  your  role   43.0   You  don’t  know  how  to  use  these  databases   45.2   You  would  rather  consult  a  work  colleague  about   sourcing  relevant  arPcles  or  reports   47.5   You  would  prefer  to  use  search  engines  on  the  web   (e.g.  Google)   68.0   0  %   10  %   20  %   30  %   40  %   50  %   60  %   70  %   80  %  
  • 13. What  might  be  driving  these  behaviours?     Trust  in  the  source?     Accessibility?     Convenience?     Skill  sets  of  individuals?     Few  partnership  opportuniPes  with  knowledge   producers?     •  Access  to  infrastructure?     •  Nature  of  public  policy-­‐making?     •  Workplace  culture?     •  •  •  •  • 
  • 14. Figure  7:  Accessing  and  using  research  evidence  in  day-­‐to-­‐day  duPes:   Strongly  agree/Agree   I  lack  experPse  in  how  to  apply  the  results  of  research   studies   11.4   Staff  are  not  encouraged  to  use  research  evidence   14.6   I  do  not  have  the  necessary  skills  to  interpret  results   from  staPsPcal  analyses   15.9   The  use  of  research  evidence  is  a  low  priority  of  my   unit   19.3   I  lack  sufficient  decision-­‐making  power  to  ensure   policy  is  based  on  research   35.6   My  department  has  no  formal  processes  to  translate   academic  research  into  policy   35.7   There  is  limle  opportunity  to  build  relaPonships  with   researchers  outside  the  public  service   52.3   There  is  not  enough  Pme  in  the  day  or  week  to  read   relevant  research  studies   55.6   0  %   10  %   20  %   30  %   40  %   50  %   60  %  
  • 15. Impact  of  organisa9onal  factors   •  LogisPc  regression  model  to  examine  the  relaPve  strength  of   various  organisaPonal  factors  on  reported  levels  of  research   use.     •  Dependent  variable  measure  of  research  use  was  based  on   quesPons  asking  respondents  whether  in  the  last  12  months   they  had  used  academic  products  or  outputs  to  understand   policies  and  programs  in  their  field.     •  This  measure  of  research  uPlisaPon  was  divided  into  a   dichotomous  variable  (0  =  Don’t  consult  academic  research   and  1  =  consult  academic  research).      
  • 16. Figure  8:  ConsultaPon  of  academic  research   45  %   38.6   40  %   35  %   38.3   35.3   32.9   30  %   25  %   20  %   17.9   15  %   16.4   10.6   10.0   10  %   5  %   0  %   In  the  last  12  months,  I  have  used  journal  arPcles   In  the  last  12  months,  I  have  used  research   and  books  produced  by  academics  to   reports  produced  by  academics  to  understand   understand  policies  and  programs  in  my  field     policies  and  programs  in  my  field     Frequently   Occasionally   Rarely   Never  
  • 17. Independent  variables  –  factors  influencing  research  use   •  Items  related  to  organisaPonal  ethos  and  culture     e.g.  there  is  not  enough  Pme  in  the  day  or  week  to  read   relevant  research  studies;  the  use  of  research  evidence  is  a  low   priority  of  my  unit;  staff  are  not  encouraged  to  use  research   evidence.       •  Judgements  about  skill  levels,  and  impediments  to  access   (difficulty  in  accessing  full  text  versions  of  academic  reports).     •  EducaPonal  level  and  posiPon.    
  •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tandard errors in parentheses ( EFMQL( * p < 0.05, ** p < 0.01, *** p < 0.001
  • 19. Conclusion:  Public  sector  use  of  research   evidence  &  EBP   •  Convenience  and  expediency  mamer  a  great  deal.     •  Physical  or  electronic  availability  important  –  but   not  overwhelmingly  so.     •  Day-­‐to-­‐day  pressures  and  constraints  reinforce   various  pamerns  of  informaPon  seeking.     •  OrganisaPonal  ethos  and  professional  culture  help   to  generate  behaviours  that  promote  research  use.    

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