pepe371
Upcoming SlideShare
Loading in...5
×
 

pepe371

on

  • 556 views

 

Statistics

Views

Total Views
556
Views on SlideShare
550
Embed Views
6

Actions

Likes
0
Downloads
0
Comments
0

2 Embeds 6

http://content.iriss.org.uk 5
http://www.iriss.ac.uk 1

Accessibility

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

pepe371 pepe371 Presentation Transcript

  • Gaps, maps and traps- Can multi-disciplinary research contribute to better communication across the great professional divide? Prof. Steve Baron, Applied Education Research Scheme Prof. Alan Gilloran, Queen Margaret University Kate Skinner, IRISS
  • Why are we worried about all this?
    • Two interlocking concerns:
    • Developing inter-professional practice
    • Relationship between research, policy and practice
  • Results in issues:
    • Who controls the research agenda?
    • Pressure to narrow utilitarianism
    • Inter-professional work is poorly documented and evaluated, under-researched, atheoretical and problematic in practice
  • What is the political economy? Education
    • Crisis fostered in 90s to establish a ‘what works’ agenda exclusively
    • ESRC demographic review – ageing research labour force
    • Dual labour market in HEIs with consequences for research activity
  • Who controls the agenda? Education
    • Attempt to establish National Educational Research Forum as conduit for Funding Council research money on contractor-client basis;
    • HEFCE R stream top-sliced & given to ESRC for a dirigiste Research Programme (£40m TLRP)
    • ESRC as independent research funder
    • Pressure on ‘non-funded’ research
  • What questions are sponsored? Education
    • ‘ what works’
    • raising attainment
    • school effectiveness
    • academy concerned with inequalities & their social roots (esp. gender)
    • class almost excluded
  • What research methods are accepted as legitimate? Social services
    • dominance of qualitative methods
    • (declining??) primacy of quantitative methods in policy-making especially large scale (international) surveys
    • arguments for double blind, control group experiments
  • What are the main constituencies for research? Education
    • historically main one is the academy;
    • long terms attempts to link to practice e.g. SCRE;
    • pressure to ‘reflective practitioner’ – ITE staff & students emerging constituencies
    • difference between:
    • evidence-based: X works
    • evidence- informed: X has worked in some circumstances & effectiveness needs prof. Judgement research-informed: practice approach with critical research perspectives)
    • user involvement per TLRP and ESRC
  • What is the political economy? Health and older people
    • Traditional dominance of medical research: high tech, genetic, acute conditions
    • Focus on longevity and changing demographic structure
    • Move to study quality of care & patient perspective in the 80s
    • Recent emphasis on user involvement
  • Who has control of the agenda? Health and older people
    • Major programmes funded by ESRC
    • Pharmaceutical companies & drug trials
    • Scottish Government tenders for small-scale, quick studies
    • Divergence of research agenda in Scotland e.g free personal care
  • What questions are sponsored? Health and older people
    • What works? e.g. keeping people healthy and in the workforce
    • What is cost-effective> e.g. patient turnover, solutions to bed-blocking
    • Recent emphasis on workforce planning e.g. how many, at what grade and in what speciality
  • What methods are accepted as legitimate? Health and older people
    • Emphasis on randomised, controlled trials as the gold standard
    • Large-scale, epidemiological, quantitative
    • Growing acceptance of additional value of qualitative perspectives e.g. in public health & primary care
  • What are the constituencies for research? Health and older people
    • Practitioners – primarily medical
    • NHS managers for resource allocation
    • Policy makers for service shaping and design
    • Academics
  • What is the political economy? Social Services
    • Low spend on research compared with health and education
    • Absence of professional and academic leadership
    • Service providers absent from the discussions about research policy, priorities, funding etc
  • Who controls the agenda? Social services
    • Disorganised field: no-one currently in charge
    • Scottish Government likely to fund R&D Strategy
    • Funders all acting independently
  • What questions are sponsored? Social services
    • Most interest is in ‘what works’ – so where do we get theory and blue sky thinking from?
    • Most issues researched are of local interest
    • National projects often linked to high profile cases or inspection
  • What research methods are accepted as legitimate? Social services
    • Small scale, low-cost, qualitative, local
    • Policy more heavily influenced by larger-scale, quantitative studies
    • Monitoring data becoming a substitute for research studies
  • What are the main constituencies for research? Social services
    • Claims that unique selling point is that it is user-led, but very little evidence that this is so
    • Users as respondents more widely accepted though still not automatic
    • Managers need to support efforts towards research literacy among staff and to boost research use as basis for decisions
  • End piece
    • 3 Maps suggest areas of commonality but there are rich veins for differences, confusion and conflict
    • Can research be the neutral territory on which professions can come together?
    • Could we focus on substantive cross-border issues?
  • Cross-border issues
    • E.g. Lowest attaining 20% in schools are likely to present to social services and to suffer health inequalities
    • Social services: criminal justice, neglect, family breakdown
    • Health: developmental delay, disability, chronic illness
  • Communities of enquiry: a way forward?
    • Co-production of new knowledge
    • e.g. Centre for integrated Health Care Research -
    • Applied Education Research Scheme – 35 professionals investigating pupils and mental health
  • Seeds for discussion
    • Is inter-professional working a priority for practice?
    • Is inter-professional working a priority for research?
    • 3 Is research a mutually beneficial ground on which inter-professional activity can coalesce?