Research communication: Enhancing academic capital or Influencing educational policy in the Ethiopian higher education context?
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Date
2017-12
Journal Title
Journal ISSN
Volume Title
Publisher
The Literacy Research Development Centre of the University of Greenwich and the Middlesex University’s Institute for Work based Learning UK
Abstract
A prerequisite for evidence-based educational policy formation is the timely provision
of scientifically solid and up-to-date information to policymakers. The extent to which
such research is translated into policy action, however, is dependent on the success of
communication strategies between researchers and policymakers. This study examined
the communication strategies of researchers who interacted with education policy
makers in Ethiopia. Data were collected from a sample of randomly selected 160 academic
staff from seven public universities and 65 policy experts from the planning and
policy department, Ministry of Education. A total of 12 interviews were made with
policy makers and policy implementers so as to augment the opened ended questionnaire
responses. Considering their roles in policy formulations and implementations,
their accessibility and time only top academic leaders were interviewed using a structured
interview checklist. Data were analysed using descriptive statistics and inferential
statistics. Results showed that inviting government representatives to attend research
conferences, sending copies of research publications to government offices and
disseminating via electronic media were the most frequently used forms of communication
whereas preparing policy briefs, conducting policy seminars, coaching policy
experts, and press briefings were the least exploited communication efforts. Statistical
analysis of research dissemination efforts revealed that there was no significant difference
between male and female (T (158) = 0.753, p> 0. 05). By contrast, applying
Tukey HSD test to academic rank, the level of education and length of work suggested
that the mean difference was significant for respondents whose academic ranks
were between assistant professors and lecturers (F (3,156) = 7.596, p<.05), whose
qualification levels were between PhD and MA/MSc ((F (2,157) = 5.496, p<.05) ,
whose length of work in HEIs were between 6-10 and 11-15 years (F (4,155) = 7.913,
p<.05). However, age was an insignificant moderator variable. From the study, it was
learned that effective dissemination of research results to policymakers was an essential
element of any research program; not only as a means of translating research results
into policy action, but also research outputs without appropriate communication
or active dissemination efforts was a wastage in so far as policy relevant ideas were
generated and tax payers money spent. Consequently, research dissemination should
be a planned process, goal and audience oriented and accompanied by various active
dissemination channels (face to face interaction, printed materials, internet, mass media)
using communication tactics (such as scientific conference presentation, workshops, seminars for policymakers, coaching or consultation, policy briefs, tool kits, enewsletters,
Web sites, newsletters, press release, best practice guides, leaflets, brochures,
posters , interactive CD or DVD etc.) leading to awareness, understanding and
action for an education issue identified as important such as quality and equity of education.
Description
Keywords
Educational research, Research communication, Educational policy, Policy influence, Academic capital
Citation
Enyew, T. A. and Woldemariam, H. Z. (2017). Research communication: Enhancing academic capital or Influencing educational policy in the Ethiopian higher education context? International Journal of Multidisciplinary Comparative Studies. 4(1-3), 67-92.