Using knowledge: the dilemmas of 'bridging research and policy'

The 'knowledge agenda' has become a central part of development discourse. This paper addresses one aspect of this discourse - the use of policy research in the social sciences - and the dilemmas that have been encountered by both development agencies and researchers in communicating and making use of that research. Development agencies as well as NGOs have initiated work to evaluate and document the effectiveness of research partnerships, knowledge capacity building and (social) science policy impact. As a multilateral initiative, the Global Development Network (GDN), and especially its 'Bridging Research and Policy' project, provides a vehicle to address issues related to research impact. Twelve perspectives on improving research and policy linkages are outlined to reveal that how the problem is defined shapes policy responses. Taken together, these explanations provide a multifaceted picture of the research-policy nexus indicating that there are many possible routes to 'bridging' research and policy. These diverse perspectives will be categorised into three broad categories of explanation: (i) supply-side; (ii) demand-led; and (iii) policy currents. However, knowledge is part of the solution to many development problems but not of itself a panacea

Corporate Social Responsibility and Islamic Financial Institutions (IFIs): Management Perceptions from IFIs in Bahrain

Islamic finance is gaining greater attention in the finance industry, and this paper analyses how Islamic financial institutions (IFIs) are responding to the welfare needs of society. Using interview data with managers and content analysis of the disclosures, this study attempts to understand management perceptions of corporate social responsibility (CSR) in IFIs. A thorough understanding of CSR by managers, as evident in the interviews, has not been translated fully into practice. The partial use of IFIs’ potential role in social welfare would add further challenges in the era of financialisation

Still armed after domestication? Impacts of domestication and agronomic selection on silicon defences in cereals

Plant phenotypes reflect trade‐offs between competing resource‐intensive physiological processes. A shift in resource allocation, away from anti‐herbivore defences and towards growth and reproduction, is predicted through plant domestication, such that crops are faster growing and higher yielding than their wild ancestors. These changes are hypothesized to have come at the cost of defence investment, leaving crops “disarmed by domestication”. Silicon is the principal anti‐herbivore defence in grasses, including many of our most important staple cereal crops, but the impact of domestication on silicon‐based defences is unknown. We measured the effects of both domestication and modern agronomic selection on growth rate and a suite of anti‐herbivore defences, specifically leaf toughness, silicon and phenolic concentrations. Our comparison of wild, landrace and modern cultivated cereals spanned multiple cereal species, including wheat, barley and maize, sampling eight independent domestication events and five examples of modern agronomic selection. Leaf silicon concentration showed a small, but significant, 10% reduction through domestication, but there was no effect of modern agronomic selection, and phenolic concentration was not affected by either factor. Silicon concentration correlated positively with leaf tensile strength, but negatively with foliar phenolic concentrations, suggesting a trade‐off between chemical and physical defences. Size‐standardized growth rate was independent of domestication status, and did not trade‐off with silicon or phenolic defences. However, modelling showed that relative growth rate slowed more with increasing size in plants with higher silicon levels, so that they reached a smaller final size, implying a cost of silicon‐based defence. We found the opposite pattern for phenolic‐based defence, with increasing phenolic concentrations associated with a greater plant size at maturity, and faster maximum relative growth rates. Silicon‐based defences have been reduced in cereals through domestication, consistent with our predicted costs of these defences to growth. However, modern agronomic selection has not influenced silicon defences in cereal crops and the small decrease in silicon concentration associated with domestication is unlikely to have a major effect on the ability of cereals to withstand a range of abiotic and biotic stresses. These findings have broad implications for crop protection and our understanding of plant trade‐offs

Evaluating a team-based approach to research capacity building using a matched-pairs study design

Background: There is a continuing need for research capacity building initiatives for primary health care professionals. Historically strategies have focused on interventions aimed at individuals but more recently theoretical frameworks have proposed team-based approaches. Few studies have evaluated these new approaches. This study aims to evaluate a team-based approach to research capacity building (RCB) in primary health using a validated quantitative measure of research capacity in individual, team and organisation domains

From teaching physics to teaching children : beginning teachers learning from pupils

This paper discusses the development of beginning physics teachers' pedagogical content knowledge (PCK) in the context of teaching basic electricity during a one-year Professional Graduate Diploma in Education course (PGDE) and beyond. This longitudinal study used repeated semi-structured interviews over a period of four-and-a-half years. The interview schedule followed a line of development through the secondary school electrical syllabus in Scotland. Fifteen student teachers were interviewed during the PGDE year. Six of them were followed up at the end of the Induction Year (their first year as a newly qualified teacher), and again two-and-a-half years later. Thematic analysis of the interviews showed that before the beginning teachers had taught any classes, their initial focus was on how to transform their own subject matter knowledge (SMK) about electricity into forms that were accessible to pupils. As the beginning teachers gained experience working with classes, they gave vivid descriptions of interacting with particular pupils when teaching electricity which showed the development of their pedagogical knowledge. This played a significant role in the teachers' change of focus from teaching physics to teaching children as they transformed their SMK into forms that were accessible to pupils and developed their general pedagogical knowledge

Investigating the New Landscapes of Welfare: Housing Policy, Politics and the Emerging Research Agenda

As debates about housing form an increasingly important arena of political controversy, much has been written about the new fissures that have appeared as governments not only struggle to reduce public expenditure deficits but also attempt to address problems such as affordability and homelessness. It is widely anticipated that new conflicts will be played out in the private rental market as access to homeownership becomes unrealistic and the supply of social housing diminishes. However, what other tensions might surface; that hitherto have not been subject to the critical gaze of housing research? In this paper, we provide some thoughts on the nascent policy issues as well as the ideological schisms that are likely to develop in coming years, offering suggestions as to how the focus of housing policy research might be reoriented towards a “politics” framework to capture and better understand the conflicts that are likely to arise

Can the state empower communities through localism? An evaluation of recent approaches to neighbourhood governance in England

‘Empowerment’ is a term much used by policy-makers with an interest in improving service delivery and promoting different forms of neighbourhood governance. But the term is ambiguous and has no generally accepted definition. Indeed, there is a growing paradox between the rhetoric of community empowerment and an apparent shift towards increased centralisation of power away from the neighbourhood in developed economies. This article explores the literature relating to empowerment and identifies two broad conceptions which reflect different emphases on neo-liberalism. It goes on to discuss two models illustrating different levels of state intervention at the neighbourhood level and sets out evidence from two neighbourhood councils in Milton Keynes in central England. In conclusion, it is argued that those initiatives which are top-down, state-led policy initiatives tend to result in the least empowerment (as defined by government), whereas the bottom-up, self-help projects, which may be partly state-enabled, at least provide an opportunity to create the spaces where there is some potential for varying degrees of transformation. Further empirical research is needed to test how far localist responses can challenge constraints on empowerment imposed by neo-liberalism

Understanding community empowerment in urban regeneration and planning in England: putting policy and practice in context

Community involvement in the fields of town planning and urban regeneration includes a wide range of opportunities for residents and service users to engage with networks, partnerships and centres of power. Both the terminology and degree of the transfer of power to citizens varies in different policy areas and contexts but five core objectives can be identified. This article approaches the subject of community empowerment by exploring the theoretical literature; reviewing recent policy pronouncements relating to community involvement in England and by discussing a recent case study of an Urban II project in London. The conclusions suggest that community empowerment is always likely to be partial and contingent on local circumstances and the wider context

Towards ‘languages for all’ in England: the state of the debate

Whether the study of languages should be a core element of a balanced and broadly based curriculum for all pupils in England’s 11–16 state-funded secondary schools is also part of a wider debate concerning how to harness England’s rich linguistic and cultural diversity and improve the quality and range of language skills of the country. While learning a second language throughout compulsory schooling is increasingly the norm across the world, fewer than 50% of 14–16 year olds in state-funded schools in England gained a modern language qualification (General Certification of Secondary Education or GCSE) in 2015. From 2015, recent government education policy has required the majority of pupils commencing secondary school to study a language to GCSE level, suggesting that schools who do not comply will be unable to gain the top inspection grade. This paper reviews the state of the debate examining divergent and contradictory perspectives within education policy and in the literature. It concludes by setting out six conditions for achieving this policy goal for enabling secondary schools to successfully implement a coherent and relevant languages curriculum for all young people, such that they can develop the linguistic and intercultural competencies needed to contribute to and thrive in increasingly diverse local and global communities