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|DOI (Digital Object Identifier) Link:||https://doi.org/10.1057/hep.2008.3|
|Google Scholar:||Look up in Google Scholar|
It is often claimed that research on higher education has had little or no impact on HE policy-making, which is regarded as being largely driven by political ideology and the media and reinforced by little more than management consultancy. Recent higher education policy, it has been argued, is 'a research-free zone' or at best 'policy based evidence'. Yet, 'evidence-based policy' remains a key term in government rhetoric, and education ministries and higher education policy bodies continue to commission research of various kinds. This paper argues that dichotomous approaches to the researchï¿½policyï¿½practice nexus may have adopted an unnecessarily restrictive conception of 'research' and an idealized view of policy-making and implementation as a rational and linear process. It argues that new approaches to building relations between the three domains are needed if the various communities are to develop a forward-looking perspective on the needs for research on higher education in the next 10ï¿½20 years.
|Item Type:||Journal Article|
|Copyright Holders:||2009 International Association of Universities|
|Keywords:||educational change; educational policy; educational legislation; politics of education; higher education; policy formation;|
|Academic Unit/School:||Other Departments > Centre for Higher Education Research and Information (CHERI)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Wendy Hunt|
|Date Deposited:||15 Jul 2009 10:05|
|Last Modified:||09 Dec 2016 17:00|
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