PIMS – a model providing timely research for research informed policy making?

2.50
Hdl Handle:
http://hdl.handle.net/10547/223833
Title:
PIMS – a model providing timely research for research informed policy making?
Authors:
Leask, Marilyn; Preston, Christina
Abstract:
International organisations such as the OECD and Unesco now publish comparative data on educational performance and the consequent challenge for any country is to ensure that changes in the education system actually result in improved outcomes. Increasingly the research base for educational practice is scrutinised. However, for educational policy and practice to be evidence based, educational researchers need to provide timely relevant research. This article proposes a model of research using concept mapping with policy makers and practitioners working as co-researchers. The model meets the challenge rapid research for selected topics. It was developed initially for pragmatic reasons in response to a requirement from a UK government agency for rapid research on digital technologies. The acronym PIMS indicates key features of the model: P –policy makers and practitioners are involved as co-researchers I – Intensive data collection takes place with simultaneous debate and analysis in a community of practice context M – multidimensional concept maps (MDCMs) are used to gather and shape ideas created through debate S – standard research methods and tests are used to complement the above. This article reports on the research approach developed and tested out on two research projects funded by a national agency.
Affiliation:
University of Bedfordshire
Citation:
Leask, M. & Preston, C. (2012) 'PIMS - a model for supporting research informed policy making' Online Educational Research Journal, 2012 pp. 1-32
Journal:
Online Educational Research Journal, 2012: 1-32
Issue Date:
2012
URI:
http://hdl.handle.net/10547/223833
Additional Links:
http://www.oerj.org/View?action=viewPaper&paper=46
Type:
Article
Language:
en
Appears in Collections:
Learning Futures Research Centre

Full metadata record

DC FieldValue Language
dc.contributor.authorLeask, Marilynen_GB
dc.contributor.authorPreston, Christinaen_GB
dc.date.accessioned2012-05-15T14:48:35Z-
dc.date.available2012-05-15T14:48:35Z-
dc.date.issued2012-
dc.identifier.citationLeask, M. & Preston, C. (2012) 'PIMS - a model for supporting research informed policy making' Online Educational Research Journal, 2012 pp. 1-32en_GB
dc.identifier.urihttp://hdl.handle.net/10547/223833-
dc.description.abstractInternational organisations such as the OECD and Unesco now publish comparative data on educational performance and the consequent challenge for any country is to ensure that changes in the education system actually result in improved outcomes. Increasingly the research base for educational practice is scrutinised. However, for educational policy and practice to be evidence based, educational researchers need to provide timely relevant research. This article proposes a model of research using concept mapping with policy makers and practitioners working as co-researchers. The model meets the challenge rapid research for selected topics. It was developed initially for pragmatic reasons in response to a requirement from a UK government agency for rapid research on digital technologies. The acronym PIMS indicates key features of the model: P –policy makers and practitioners are involved as co-researchers I – Intensive data collection takes place with simultaneous debate and analysis in a community of practice context M – multidimensional concept maps (MDCMs) are used to gather and shape ideas created through debate S – standard research methods and tests are used to complement the above. This article reports on the research approach developed and tested out on two research projects funded by a national agency.en_GB
dc.language.isoenen
dc.relation.urlhttp://www.oerj.org/View?action=viewPaper&paper=46en_GB
dc.titlePIMS – a model providing timely research for research informed policy making?en
dc.typeArticleen
dc.contributor.departmentUniversity of Bedfordshireen_GB
dc.identifier.journalOnline Educational Research Journal, 2012: 1-32en_GB
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