1. Prof. Michelle Brady and Lindsay Tedds1 Please sit in your Scoping Review Groups

2. Introduction & Overview Material con’t Prof. Michelle Brady and Lindsay Tedds2  Overview  Activity,  Wiki Grading Tool,  598 Critique  Questions

3. Activity Prof. Michelle Brady and Lindsay Tedds3  Why do you think you are working in groups?  In this course?  For the SR assignment?  In this program?

4. Wiki Grading tool Prof. Michelle Brady and Lindsay Tedds4  Peer review of notes and wiki page  Required  Due Tuesday midnight (00:00)  How do you submit your evaluation?

5. 598 Critique Prof. Michelle Brady and Lindsay Tedds5  Project in lieu of final exam!  Written critique & suggested follow-up study  One of the 8 selected 598 reports  Purpose - demonstrate proficiency with the course material  Due - November 30  What is (and is not) a critique?  Structure & Content  Guide in the assignment instructions

6. Any Questions to this Point? Prof. Michelle Brady and Lindsay Tedds6

7. ADMN 502A September 14, Week 2 Getting Started in Research 7Prof. Michelle Brady and Lindsay Tedds

8. Overview Prof. Michelle Brady and Lindsay Tedds8  Getting Started in Research: Part I  Academic vs. Professional Research  The Research process  Where Does Evidence Come from?  Theme: Evidence-based Policy  Activity  Getting Started in Research: Part I  Thesis Questions

9. Academic vs. Professional Research Prof. Michelle Brady and Lindsay Tedds9  What is the difference between professional and academic research?  Step 1 of your SR projects  Are the steps any different?  Burnham et al.

10. Research Process Prof. Michelle Brady and Lindsay Tedds10  A Research plan is “the logical structure of the research inquiry the [researcher]…is engaged upon.  “It is the plan, the structure and the strategy of the investigation, so conceive as to obtain answers to research questions.”  “Researchers often give the impression that their work is carefully thought out, well designed and skillfully executed. In reality research can be a messy and fraught business.”  Problems often arise, the plan needs to be modified, or even scraped and you often need to retrace your steps.

11. Research Process: Scoping Reviews Prof. Michelle Brady and Lindsay Tedds11 Identify the Research Problem What decision must be made Why the information is needed? Who needs the information? Establish the research objectives What information is needed to improve the quality of the decision Develop a Preliminary Research Question Revise the Research Question Decide on the Research Strategy What is the best and most cost effective way to gather the information? Scope! Prepare a Research Plan What specific steps must be taken to gather the information? Obtain your Research Material Academic Literature Grey Literature Analyze the material Prepare an Outline for the Report Write a Draft for review and comment Submit final report Phase 1: Topic Sheets Phase 2: The Proposal Phase 3: Writing the SR

12. Research Process Prof. Michelle Brady and Lindsay Tedds12  How do we answer these questions that we are interested in?  Evidence!

13. Where does evidence come from?  What evidence provides adequate answers?  Adequate? Yes  Why? Resource constraints  Avoid “shooting ants with an elephant gun.”  Where does information come from?  Secondary  Academic  Systematic Reviews: Cochrane & Campbell Collaborations  Grey!  Primary

14. Course Theme: Evidence-based policy 14Prof. Michelle Brady and Lindsay Tedds

15. Challenges  Challenges:  Not all research is of sufficient quality.  Evidence is not always clear or consistent.  Often hard to sort out cause and effect – correlation does not equal causation!  Factors other than evidence  Expertise, experience and judgement – perhaps critical where mixed sound evidence.  Resources – what works needs to be balanced against costs  Political values – always going to shape policy  Lobbyists, pressure groups and similar.  Pragmatics of political life (eg. parliamentary schedules) & unanticipated events (eg. BP oil spill, flu outbreaks) 15Prof. Michelle Brady and Lindsay Tedds

16. readings  Davies ‘Is evidence based policy possible?’  Zussman ‘Evidence based policy making: some observations of recent Canadian experience’ 16Prof. Michelle Brady and Lindsay Tedds

17. Different types of evidence  Systematic reviews  Single studies  Pilot studies and case studies  Experts evidence 17Prof. Michelle Brady and Lindsay Tedds

18. Different types of research evidence  Impact evidence – effectiveness & outcomes of policies  Implementation evidence  Descriptive analytical evidence – descriptive data, nature and size of problem.  Public attitudes and understanding  Statistical modelling  Economic evidence – costs, cost benefit analysis, cost effectiveness of policies.  Ethical evidence. 18Prof. Michelle Brady and Lindsay Tedds

19. What is needed for evidence based policy  Balance between those having a general understanding of the full range of research methods and specialists.  Training and professional development.  More support for challenging the empirical basis of policies, programs and projects.  Making academic research more accessible to practitioners. 19Prof. Michelle Brady and Lindsay Tedds

20. Getting more evidence into practice  Ensuring policy makers and practitioners are competent users of research (key aim of 502a)  Getting policy makers and practitioners to own the evidence needed.  Getting commitment to use evidence from ministers and senior officials.  Shared notions about what counts as evidence.  Give practitioners incentives to use evidence.  Support for development of evidence. 20Prof. Michelle Brady and Lindsay Tedds

21. Activity Prof. Michelle Brady and Lindsay Tedds21  Is there a role for evidence-informed policy making in Canada?  Where does evidence come from?  Reflecting on the Stockwell day case what links can we draw between this and key points of readings?

22. Break – 10 min Prof. Michelle Brady and Lindsay Tedds22