Katherine Smith, Niklas Andreas Andersen and Valérie Pattyn

This blog post is based on the Evidence & Policy Special Themed Section ‘Learning Through Comparison’, Published in Evidence & Policy Vol 21 No 2, May 2025.

One of the central aspects of any process of learning and knowledge generation is the act of comparison. By comparing how our own ideas, norms and actions align or differ with those of others, we can see ourselves in a new light and thus better understand the particularities of our own situation as well as potentially re-evaluate taken-for-granted assumptions. This is true of every-day examples of individual learning as well as learning within and across research-communities. However, learning through comparison is also an inherently difficult endeavour as it often entails acquiring in-depth knowledge of research areas or settings that are (at least initially) completely foreign to us. This is perhaps one of the reasons why many fields of research often struggle to produce truly comparative research.

This is indeed the case with the now extensive research exploring, and trying to strengthen, the use of evidence in policy and practice. Single case studies and analyses of specific policy domains, countries or jurisdictions dominate this literature, limiting our ability to understand and compare how evidence, and evidence-for-policy mechanisms, function across time, and distinct institutional, national, and disciplinary contexts. The consequence is, we suggest, that we’re likely to be missing opportunities for cumulative knowledge building (in research) and lesson drawing (in practice).

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