Knowledge Utilisation (KU) in Education Lessons learned from social sciences Marjan Vermeulen Open University The Netherlands, KPC Group ‘s-Hertogenbosch EAPRIL, 2014

Gap between theory and practice (Ros & Vermeulen, 2010) Research in education has had a disappointing impact on educational practice Schools Scientists research Schools choose ad hoc solutions Difficult articles Results are not convincing Only publications in scientific magazines count No access No holistic view, context is neglected No translation of results to interventions and tools No practical recommendations Schools lack Body of knowledge

Knowledge utilisation (KU) Knowledge utilizations; products and processes Product Instrumental use research knowledge that directly shapes results in action in practice. Conceptual use a change in awareness or understanding of specific topics. Symbolic use legitimizes existing policies, decisions or positions. Process Different models to fill the gap

Lineair models Research Practice

Lineair models Research Practice

Lineair models Research Practice

Interacting models Research Practice

interacting model

Four models explaining KU processes (Landry, Amara & Lamari, 2001). The technological model or the science pus model focusses on the supply of research findings as the major determinants of KU (see the linear model), Success factors; content attributes, type of research and research domains and disciplines. The economic model (or demand pull model), stresses the needs and the context of the users. Success factors the way the research fits to the needs of the users. The institutional dissemination model the combination of the former models, pushing the results and adaption on the user need. The social interaction model, (or interaction model) to overcome the criticism of the previous mentioned models combining the previous success factors and adds social interaction. Success factors: the more intense and sustained the interaction between researcher and user is at the different stages of the research the more KU takes place (see Vermeulen & Ros, 2011)

Stages of the ladder of Knowledge Utilization (Landry, Amara & Lamari, 2001) Transmission I transmit my research results to end-users Cognition; My research reports have been read and understood by end-users Reference My work has been cited in reports and strategies by end-users Efforts were made to adopt the results of my research by end-users Influence; My research results have influenced the choices and decisions of end-users Aplication; My research has been applied by end-users Micro Situation specific   meso Macro Generalization

How to climb the ladder? First At the start of the project researchers should decide on which step they will end (and the higher the step the more effort and costs). Crucial stage is transmission 30% of the scholars failed this stage. When failed no other step can be reached. (Landry et al suggests there are barriers in entering the ladder) To reach other steps relational capital between researchers and practitioners is crucial, and perceived use for administrators.

Recommendations and warnings Make use of knowledge on KU from other disciplines. Invest in relations between researchers and practitioners. Warnings (Landry et al., 2001) The higher on the ladder the more costs. Reaching a broad public is a contradiction with climbing the ladder. KU depends strongly on content and discipline, learning from others means translation to our own situation

references Cleveland H. (1982). Information as Resource, The Futurist, December 1982 p 34-39.) Landry, R. R., Amara, N. N., & Lamari, M. M. (2001). Climbing the Ladder of Research Utilization: Evidence from Social Science Research. Science Communication, 22(4), 396-422. Ros, A., & Vermeulen, M. (2010). Standards of Practice-Based Research. Paper, presented at the EAPRIL in Lissabon. Vermeulen, M. & Ros, A. (2011). An instrument for design choices. Paper, presented at the EAPRIL in Nijmegen.

Questions?