Husén / Kogan Educational Research and Policy: How Do They Relate?

1. Auflage 2014
ISBN: 978-1-4831-4856-4
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 308 Seiten, Web PDF

Educational Research and Policy: How do They Relate? contains the proceedings of a four-day symposium held at Wijk, Lidingo-Stockholm in June 1982. Before presenting the papers reported at the symposium, this book first tackles the main issues in the relationship between policymaking and research. This text also elucidates models of interaction, policy systems, and policy proposals. The papers of the symposium are then presented collectively in the last part. Generalizations derived from empirical cases discussed in the symposium are also shown.

Autoren/Hrsg.

Husén, Torsten

Kogan, Maurice

Inhaltsverzeichnis

1;Front Cover;1
2;Educational Research and Policy: How do they Relate?;4
3;Copyright Page;5
4;Table of Contents;6
5;Editorial Note;8
6;Foreword;10
7;Issues and Their Background;12
7.1;Background;12
7.2;Countries Included in the Study;13
7.3;Conduct of the Study;17
7.4;"The Two Cultures"—Researchers and Policy-makers;19
7.5;References;43
7.6;Questionnaire;45
8;Report of Proceedings;48
9;Preface;50
10;Opening Speech;52
11;SECTION I. The Main Issues;58
12;SECTION II. How do Educational Research and Policy-making affect each other?;59
12.1;Evidence of Impact;59
13;SECTION III. Generalisations Derived from Empirical Cases Discussed in the Symposium;74
14;SECTION IV. Models of Interaction;81
14.1;RELATIONSHIP - EDUCATION RESEARCH AND POLICY-MAKERS -PROGRAMME EXECUTIONERS.;86
15;SECTION V. Knowledge;91
16;SECTION VI. Policy Systems;98
17;SECTION VII. Policy Proposals;103
18;References;109
19;Part I: Papers presented at the Symposium;112
19.1;Chapter 1. The Case of Germany: Experiences from the Education Council;114
19.1.1;References;129
19.2;Chapter 2. The Case of France: Higher Education;132
19.2.1;I. The direct influence;132
19.2.2;II. The indirect influence;135
19.2.3;III. The potential influence;137
19.3;Chapter 3. Issues in the Institutionalisation of Social Policy;142
19.3.1;Problems Relevant to the Institutionalisation of Social Policy Research as an Element in Societal Decision-Making;143
19.4;Chapter 4. Contextual Problems of Educational Reforms: A Swedish Perspective;154
19.4.1;Introductory remarks;154
19.4.2;Sociological and educational perspectives;154
19.4.3;Seven Crucial Cs: Criticism, Contextual Conditions, Comparability, Constructive Contributions and Cooperation.;156
19.4.4;Some Specific Illustrations and Observations from Swedish Reform Research;170
19.4.5;References;173
19.5;Chapter 5. Researchers and Policy-makers in Education: The World Bank as Middleman in the Developing Countries;176
19.5.1;Urge to Transfer Knowledge;176
19.5.2;World Bank Education Financing;177
19.6;Chapter 6. Effects of Educational Research on Educational Policy-making: The Case of Sweden;190
19.6.1;1. What is Educational Policy?;190
19.6.2;II. Two Levels of Educational Policy;190
19.6.3;3. The Interrelations between Educational Research and Educational Policy;191
19.6.4;4. Effects on Policy-making;194
19.6.5;5. Freedom and Constraint in Educational Research;195
19.6.6;References;197
19.7;Chapter 7. Research and Policy-making in Higher Education: Six Observations by an Academic Bureaucrat;198
19.7.1;I. Research on Higher Education is a Relatively New Enterprise;198
19.7.2;II. Research on Higher Education Requires an Integrated Infrastructure;199
19.7.3;III. Research, Policy-making and Their Relationship Vary Markedly from Country to Country;199
19.7.4;IV. Academic Freedom, University Autonomy, Research and Policy-making;201
19.7.5;V. Initiative in the Research/Policy-making Cycle;202
19.7.6;VI. Some Preliminary Conclusions;204
19.7.7;References;204
19.8;Chapter 8. Research and Policy-making in Education: Some Possible Links;206
19.8.1;Some Experiences;206
19.8.2;From Personal Experiences to Promulgation of Practice;209
19.8.3;The Dissemination of Results;213
19.8.4;The Beginnings of a Model;214
19.8.5;What Would the Links Be?;216
19.8.6;Reference;217
19.9;Chapter 9. Research and Policy-making in Swedish Higher Education;218
19.9.1;Introduction;218
19.9.2;Research on Higher Education in Sweden: An Overview;219
19.9.3;Research-into Policy: Five Case Studies;226
19.9.4;Policy Sector and Research Utilisation;242
19.9.5;Concluding Discussion;248
19.9.6;References;250
19.10;Chapter 10. Development and Research - Foundations for Policy-making in Education: Some Personal Experiences;252
19.10.1;INTRODUCTION;252
19.10.2;REFERENCES;269
19.11;Chapter 11. Researchers, Policy Analysts and Policy Intellectuals;272
19.11.1;Models of the Relation of Research to Policy;272
19.11.2;A New Actor—the Policy Analyst;274
19.11.3;The Policy Analyst as Compared to the Researcher;277
19.11.4;Four Problems Facing the Policy Analyst;281
19.11.5;The Absence of Ethnography and its Consequences;282
19.11.6;The Bounding of Problems;286
19.11.7;Tensions Between Professional and Bureaucratic Roles;288
19.11.8;Policy Intellectuals and Policy Analysts;289
19.11.9;Policy Analysts versus Interest Groups;290
19.11.10;Conclusion: Research and the Rhetoric of Politics;292
19.11.11;References;292
19.12;Chapter 12. Planning, Pluralism, and Policy Intellectuals;294
19.12.1;Researchers and Policy-Makers: The Problem of Knowledge Utilisation;294
19.12.2;Linking Analysis to Action: The Dispositional Approach;296
19.12.3;Dilemmas and Constraints;298
19.12.4;References;300
20;Appendix I List of Participants at Symposium;302
21;Name Index;304
22;Subject Index;306