The document discusses developing a research culture to influence policy formulation. It outlines that research aims to develop theories, improve products/processes, apply findings to problems, and influence decision making. Developing a research culture requires factors like supporting research impact, practices, collaboration, strategies, funding incentives and infrastructure. The studies reviewed aimed to determine faculty research capabilities and competencies. Results showed males publish more than females but were equal in other areas. Productivity did not differ by marital status or age but increased with higher academic rank. Developing a strong research culture considers the interaction of institutional functions, research paradigms, policies and leadership.

1. Developing Research
Culture in Aid of Policy
Formulation
DR. ERWIN L. PURCIA
University of Eastern Philippines
Catarman, Northern Samar

2. Why do research?
 Development of a theory or generalizations
 Improving a certain product of process
 Immediate application of its findings to solve problems
 Influence decision making

3. Outline
 Developing research culture
 Conducting research to influence policy

4. Research culture
 the impact of research
 administrative practices
 inter-institutional collaboration
 institutional research strategy
 financial reward system
 infrastructure
 the presence of ethical policies
 the availability of research funding

5. The studies reviewed aimed to
determine:
 the level of capability of the faculty members along the
identified areas of the research process
 the degree of seriousness of the problems encountered by
the faculty members along the identified areas of the
research process
 the level of competence of the faculty members in using
identified statistical measures
 whether the level of research capability of the faculty
members was affected by their academic rank, highest
educational attainment, and teaching load.

6. Results
• Males presented papers significantly more than female faculty
members
• There are no observed differences between the two sexes in
terms of other types of research productivity
• Productivity levels of singles and those who are married did
not significantly differ
• Research productivity is not correlated with age
• As expected those who hold higher academic ranks tend to
be more productive in terms of publications, paper
presentations, patents filed and technology commercialized.

7. Factors necessary for improving
research productivity:
 time
 strong belief in research endeavor
 faculty involvement
 positive group climate
 working conditions and organizational communication
 decentralized research policy
 research funding
 and clear institutional policy for research benefits and incentives

8. As a result of these findings
the recommendations along developing a
research culture should take into account –
 the dynamics of the interaction of the trifocal function of HEIs
 the researcher’s paradigm of research in the academe
 the body of institutional policy
 action research reflection within each HEI
 supporting institutional leadership for research within each institution
based on their peculiar situation.
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9. Conducting Research to Influence
Policy
 What do we mean by conducting research to influence
policy?
 Why conduct research to influence policy?
 Who should conduct research to influence policy?
 When should you conduct research to influence policy?
 How do you approach conducting research to influence
policy?

10. To show that there is a need for funding
or intervention (or both) on the issue
Your research might have a specific intent -
Your research is meant to find out exactly what the
need is, so that you can advocate for something truly helpful. In
this case, your primary concern is usually not a specific issue,
but improving the quality of life for a target population or for the
community in general.

11. To show that a need or issue exists and
to assure it is actually addressed
 The research you do can often be used to gain the backing of
the public and/or policy makers for dealing with a particular
issue. In many cases, policymakers can use your research to
champion something they already favor, but have no support
for.
 You might be able to use your research to pressure policy
makers to address an issue they'd prefer to ignore, for
political or other reasons.

12. To assure that what’s addressed is, in
fact, what needs to be addressed
There are at least two kinds of
circumstances where this is a concern:
When the best way to resolve an issue isn't
obvious.
When the issue that really needs to be
dealt with is a difficult one, either because
of politics or because it will take a great
deal of effort and/or expense to resolve.

13. To support or discredit a specific
method of practice
You may be trying to create or change
policy on anything from the use of a
particular teaching method in an individual
school, to an emphasis on treatment to
address drug problems in a community,
and other issues or major concern.

14. To identify and advocate for appropriate
policy in a given situation
Research can and should demonstrate
what has been successful elsewhere, and
what might, therefore, be a good course of
action in your situation.
These cases may help you decide how to
advocate for policy that leads to a solution
to a community problem.

15. To point out incompetence or corruption in
government, business, or elsewhere that affects
the public interest.
If you suspect - or know - that the public is being
harmed economically or politically by
incompetence, dishonesty, or corruption,
investigative research may give you the facts you
need to anger the public and policy makers
enough not only to correct the situation, but to
establish policies to keep it from recurring.

16. To protect the public health and safety
The necessary research here may range from an
investigation of environmental or workplace safety
standards, harm from eating certain foods, to the
influence of adequate street lights on reducing
violent crime.
Such research can support policies that set
standards well in the safety zone and
regulate dangerous substances or
practices.

17. To give yourself a solid base for
advocacy.
Having solid research behind your
advocacy both establishes your credibility
and gives you substantive reasons for
sponsoring what you're sponsoring.
It helps to counter opposition arguments,
and to address concerns and emotion-
driven objections.

18. To maintain your integrity, and make sure
that you are doing the right thing.
Your research should not only influence policy
makers - it should influence you, too.
To be true to your ideals, to maintain your integrity,
you must be willing to accept what your research
tells you, and act accordingly.

19. WHO SHOULD CONDUCT RESEARCH TO
INFLUENCE POLICY?
Virtually anyone can do at least some form
of advocacy research, but not everyone
has the training to set up studies or
comparisons that hold up statistically, or
the credentials to be taken seriously by
policy makers and the public.
We may need to enlist partners with
research expertise to make sure that
methods used are appropriate, and that
their findings are accepted.

20. Among those who might conduct
research to influence policy:
Academics
Think tanks and other research organizations
Government agencies
Professional associations
Appointed commissions
Organizations that work directly with an issue
Watchdog organizations
The police or other official law enforcement agencies

21. WHEN SHOULD YOU CONDUCT
RESEARCH TO INFLUENCE POLICY?
 When there is no policy, and there's a need for one.
 When there's a critical situation, but no one seems to notice.
 When current policy is up for review by legislators or other
policy makers.
 When policy is under discussion, and you want to make sure
that important issues don't get lost or shoved under the table.
 When policy has been established, but its effects are still
unclear.
 When you feel the current policy is headed in the wrong
direction.
 When you're consulted as an expert, or otherwise have a
clear opportunity to influence the formulation of policy.

22. HOW DO YOU APPROACH
CONDUCTING RESEARCH TO
INFLUENCE POLICY?
The important question here is not how to do
research but, rather, how to approach your
research when you have a specific policy goal in
mind.
That means defining your policy goals clearly,
taking your audience into account, and then
researching and releasing your results with those
considerations in mind.

23. DECIDE HOW YOU WANT TO
INFLUENCE POLICY
Find out what policy should be.
Find out if current policy is working.
Push policy in a specific direction.
Advocate for the institution of, or an increase in,
funding for an issue or a community project.
Support or oppose a current theory or practice.

24. CONSIDER WHOM YOU NEED TO
INFLUENCE, AND WHAT THEY'LL BE
SWAYED BY
Legislators and other elected officials
Corporations and businesses
Funders
Public opinion

25. USE THE EVIDENCE YOU
ALREADY HAVE
Do you need further research?
Do you know enough to know the direction your
research needs to take?
Use what you already know .

26. CONDUCT THE RESEARCH ITSELF
Some ways to do your best to assure that your
evidence is accepted:
Try to gather many different kinds of evidence.
Find and use evidence that's simply indisputable.
Know exactly what you need to convince your target
audience, and go looking for it.
If you can, emphasize the credibility of your researchers
(e.g., well-known experts).
Point it out if many different studies have come up with
the same conclusions.

27. ANALYZE YOUR DATA
Respect your results. Don't exaggerate or lie about
them - not only is it unethical, but your opponents
will make you pay eventually if you do. If they don't
show what you expected, you have to figure out
why.
If you were wrong, your integrity demands that you
accept that, and advocate for whatever will actually
solve the problem or serve the best interests of the
target population or the community.

28. PRESENT YOUR DATA IN A WAY THAT
WILL BOTH REACH AND INFLUENCE
YOUR TARGET AUDIENCE
Communication has to be accessible.
Communication has to be noticeable.
Personal contact.
Official channels.
Legislative briefings and other similar official
presentations.
Letters or e-mails directly to appropriate people.
Public presentations and forums.

29. CONTINUE YOUR RESEARCH TO
MONITOR CHANGES IN THE SITUATION,
AND IN POLICY OR POTENTIAL POLICY
If you are able to gain policy changes, continued research
will allow you to show policy makers they made the right
decision, and to head off efforts to reinstate ineffective or
ill-advised policy.
Research will also help you continue your advocacy as
conditions or the needs of the community change.

30. IN SUMMARY
Advocacy research seeks to influence the making of
policy.
Research helps you to influence the formation and
modification of policy on your issue.
Research can help to assure that an issue is accurately
identified, and then addressed effectively.
It's often more likely to be heeded if it's the product of an
individual or group with some research credibility.
Particularly good times to conduct or present the results of
research are those when policy is at a crossroads, and
your research can help to push it in the right direction.

31. Advocacy Research and Research
Culture
the call…
the advocacy itself…
make this our culture!

32. You!
T h a n k