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Research on research use


Within education, there is growing recognition that policy decisions, organisational management and professional practice should be informed by the most reliable and relevant research evidence.  Effective use of research has the potential to make a direct contribution to better policy and public services, contribute to the improvement of public inquiry and debate, demonstrate value for money, and allow citizens to hold their governments accountable.  However, for research evidence to be used, we need knowledge about the best ways to enable access, interpretation and implementation of that research.



Across Europe, the types of activities and mechanisms being used to improve or increase the use of research evidence by educational decision-makers are many and varied.  However, our knowledge about the extent, determinants and impact of the different practices already in place remains limited, as very few have been empirically studied.  Study of the process of research generation and use, on the whole, is at an early stage of development.  Since it is not clear which of the many strategies for linking research to policy and/or practice should be used in which contexts, and how best to implement them, there is a need for further research in this area.  Any future primary research should be ‘fit for purpose’, in terms of both quality and relevance, for informing policy and practice. To encourage and assist those who wish to develop new work on research use, particularly research on brokerage activities, EIPPEE has: