Nicola Carroll and Adam Crawford

This blog post is based on the Evidence & Policy article, ‘Cultivating ‘communities of practice’ to tackle civic policy challenges: insights from local government-academic collaboration in Leeds’.

Working across sectoral boundaries offers exciting prospects for academics and municipal policymakers to develop innovative solutions to local issues through exploring shared concerns from their distinct professional perspectives. Yet organisational boundaries present well-recognised impediments to research-policy interaction. Drawing on findings from a Review of Collaboration between academics and local government officers in Leeds, we propose that active cultivation of civic ‘communities of practice’ offers a promising approach for connecting research evidence with social, environmental and economic challenges that confront local authorities and their citizens.

Crucially, we argue that boundary crossing relationships between professionals are key facilitators of effective civic collaboration that need to be nurtured and supported organisationally. This means putting inter-sectoral mechanisms in place that help ‘bridge’ institutional divides, without stifling the enthusiasm and dynamism that underpins meaningful knowledge exchange.   

Mariah Kornbluh, Amanda Davis, Alyssa Hadley Dunn and Kristina Brezicha

This blog post is based on the Evidence & Policy article, ‘Exploring the role of evidence-based educational resources and brokering in the wake of political trauma’.

On 6^th January 2021, thousands of people descended upon the US Capitol to disrupt the counting of electoral votes in the US presidential election. Televised acts of physical violence were broadcast across the nation and many children were watching. Within hours of the attack, educators were ‘floundering’, trying to figure out if and how they would discuss what happened with their students the next day. Take for example, a Social Studies Subject Coordinator in Florida:

Kids come into school looking for answers. What does that mean? I’m like, ‘alright, what do we got?’ Because teachers were going to come to me, and I feel it was important that as a district person, we provide support. My superintendent said, ‘we’re not mentioning it.’ I was like, ‘We gotta do something, we gotta do something. If we just put out a statement. What is, what is the role of the Vice President? And why did we do that on January sixth?’ It was a teachable moment.

Karen Gray, Ailsa Cameron, Christie Cabral, Geraldine Macdonald and Linda Sumpter

This blog post is based on the Evidence & Policy article, ‘Shooting in the dark’: implications of the research–practice gap for enhancing research use in adult social care’.

There is great potential for research to inform adult social care practice. However, a gap remains between this potential and its actual use by those who plan, commission or deliver care. In our recently published paper in Evidence & Policy we consider this gap. We also reflect on the implications of the continuing need to ensure that research is there – relevant, accessible, usable and used.

In 2022 we interviewed people in three local authorities. When asked what they thought research was for, most emphasised the belief that it should improve the lives of people using services. Some mentioned improving their own practice. Others talked about its value in helping them ‘fight their corner’ when a difficult decision had to be made or course of action justified.