Policy

Learning through comparison

evidencepolicyblogLeave a comment


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).

Continue reading →

Why may evidence-based policies fail to improve policy performance – and what can be done about it?

evidencepolicyblogLeave a comment


Jesper Dahl Kelstrup, Jonas Videbæk Jørgensen and Magnus Paulsen Hansen

This blog post is based on the Evidence & Policy article, ‘The disenchanted fairy godmother: comparing how and why evidence-based management and public service professionals influenced policy performance in public school and active labour market policy in Denmark’.

Almost two decades ago Carol H. Weiss and co-authors described the idea of evidence-based policies as a ’fairy godmother’ with ’some warts’. In other words, although evidence-based policies clearly entailed some challenges and drawbacks, like discounting local professional judgement, it was still worth pursuing to ’increase the rationality of decision-making’, as they put it.

Yet, studies of evidence-based policy making in action in the past decades have shown that although the aspiration to use evidence to enhance the legitimacy and effectiveness of policies is still widely shared, it often falls short. A common explanation for failure is the presence of various barriers. In our Evidence & Policy article, we critically revisit Weiss and her co-authors’ argument to question whether the challenges related to evidence-based policy making are in fact simply ’warts’ that can be removed, or are more fundamental challenges associated with the aims and management of evidence-based policy making in different policy areas.

Continue reading →

Social studies, technology assessment and the pandemic 

evidencepolicyblogLeave a comment


Lise Moawad and Sebastian Ludwicki-Ziegler

This blog post is based on the Evidence & Policy article, ‘Social studies, technology assessment and the pandemic: a comparative analysis of social studies-based policy advice in PTA institutions in France, Germany and the UK during the COVID-19 crisis’.

Undoubtedly, the COVID-19 pandemic has raised public awareness of the use of science by political decision-makers. Policymakers favouring plug-and-play solutions offered by ostensibly neutral ‘hard science’ is arguably not new, and the impression is somewhat reinforced by STEM-leaning structures dedicated to the assessment of science and technology. The underlying predisposition towards social sciences, arts and humanities of being somewhat biased or not neutral is still a commonplace critique. However, there has been a notable change in the role of social studies (encompassing humanities, arts and social sciences) for science and technology assessment in the last few years. Social studies were arguably at the forefront of debates examining the impact of COVID-19 on education and rule compliance. Taking advantage of their insights and methods has not just been welcomed by policymakers but has become an unavoidable necessity. 

Our research evaluated the integration of social studies in parliamentary structures dedicated to the assessment of science and technology (PTA structures) in France (Office parlementaire d’évaluation des choix scientifiques et technologiques [OPECST]), Germany (Büro für Technikfolgen-Abschätzung beim Deutschen Bundestag [TAB]) and the United Kingdom (Parliamentary Office of Science and Technology [POST]) during the COVID-19 pandemic (3/2020 to 2/2022). To assess the role of social studies in these PTA structures, we utilised Hanna Pitkin’s concept of representation and used a multi-method approach (document analysis and prosopography). While our results give grounds for some optimism that social studies has potential for providing valuable insights, its analytical capacities and evidence – albeit to varying degrees – remain underutilised.  

Continue reading →

Training scientists for policy: mapping science-policy programmes in the United States 

evidencepolicyblogLeave a comment


K. L. Akerlof, Todd Schenk, Adriana Bankston, Jessica L. Rosenberg, Anne-Lise K. Velez, Lisa Eddy and Nikita Lad

This blog post is based on the Evidence & Policy article, ‘Training researchers to engage in policy in the United States: mapping the growth and diversity of programme models’.

In recent years, state-level programmes that support the engagement of scientists in public policy have been growing across the United States. These initiatives offer training, networking and government placements to help bridge the gap between research and policymaking. However, little data exist on the structure, goals and impacts of these programmes. A recent study describes this evolving national landscape, using programmes in Virginia as a case study.

The rise of science policy training
A growing number of programmes seek to prepare researchers for active roles in policy. These initiatives include:

  • Academic programmes offering courses, certificates, degrees and workshops in science policy.
  • Student organisations that provide training and networking opportunities.
  • Government placements and fellowships that immerse researchers in legislative and executive roles.
Continue reading →

Does public policy and administration research influence governance? 

evidencepolicyblogLeave a comment


Robin Haunschild, Kate Williams and Lutz Bornmann

This blog post is based on the Evidence & Policy article, ‘The influence of public policy and administration expertise on policy: an empirical study’.

To what extent is academic expertise used in governance processes around the world? Do actors in the policy and public sector draw on research to improve their decision making? Are public administration researchers providing the public policy sector with relevant expertise for their decision making? These core questions led us to analyse the uptake of public policy and administration (PPA) research in policy documents.

Our study is based on the Overton database because it currently has the largest coverage of policy documents (broadly defined). The database makes available the meta data (e.g., title, URL, issuing organisation) of the policy documents and their cited references. Thus, we were able to connect the policy documents with the PPA research they cited using the Web of Science (WoS, Clarivate), an established resource with quality control for indexed journals. These direct citation relations provide insights into the knowledge flows from research to policymaking. We looked at 41 WoS-indexed journals that are classified under the category “Public Administration” by Clarivates’ Journal Citation Reports.

Continue reading →

Building bridges between research and policy: lessons from the ESRC policy fellowship programme

evidencepolicyblogLeave a comment


Jessica Benson-Egglenton and Matthew Flinders

This blog post is based on the Evidence & Policy article, ‘Understanding the dynamics of research policy fellowships: an evaluative analysis of impacts and ecosystem effects’.

An early evaluation of a major UK policy fellowship programme reveals both promising impacts and significant challenges in bridging the research-policy divide.

This blog post is based on research evaluating the Economic and Social Research Council (ESRC) Policy Fellows scheme (2021-2023).

In 2021, the ESRC invested £2.5 million in placing 24 academic researchers within government departments for up to 18 months. This ‘Research to Policy’ (R2P) fellowship programme aimed to inject research expertise directly into policymaking while helping academics better understand how government works. Our evaluation of this pilot programme reveals three key findings.

Continue reading →

Designing the CITE framework: integrating traditional knowledge in contemporary health

evidencepolicyblogLeave a comment


Amie Steel and Hope Foley

This blog post is based on the Evidence & Policy article, ‘Designing the Contemporary Implementation of Traditional knowledge and Evidence (CITE) framework to guide the application of traditional knowledge in contemporary health contexts: a Delphi study’.

The Contemporary Implementation of Traditional Knowledge and Evidence (CITE) framework is a groundbreaking guide designed to integrate traditional medicine (TM) with modern healthcare systems. Developed through expert consensus, with the results published in Evidence & Policy, this framework provides essential principles and criteria for evaluating and applying traditional knowledge in clinical practice, research, education and policy. As global health initiatives and institutions increasingly recognise the value of Traditional, Complementary and Integrative Healthcare (TCIH), the CITE Framework offers a timely, practical solution for ensuring the quality, safety, and efficacy of these practices in contemporary health contexts.

Continue reading →

Evidence & Policy Call for Associate Editors

evidencepolicyblogLeave a comment


The Editorial Management Board of the journal Evidence & Policy invites applications for Associate Editors. Evidence & Policy is the first peer-reviewed journal dedicated to comprehensive and critical assessment of the relationship between research evidence and the concerns of policy makers and practitioners, as well as researchers.

Continue reading →

The empathy puzzle: why do some of us excel at learning empathy?

evidencepolicyblogLeave a comment


Atefeh Galehdarifard, Mojgan Khademi, Mohammad Gholami, Moloud Radfar, Farzad Ebrahimzadeh and Mohammad-Hasan Imani-Nasab

This blog post is based on the Evidence & Policy article, ‘The impact of knowledge brokering on nurses’ empathy with patients receiving cardiac care: an experimental study’.

Empathy is a fundamental concept in the development of human relationships. Whether individuals have a natural inclination toward empathy or have cultivated it through education and upbringing, this background can significantly influence the effectiveness of interventions designed to promote empathetic behaviour. Our research suggests that individuals with higher levels of empathy are often more motivated to enact change, actively promote empathy, and show a greater willingness to learn and adopt empathetic behaviours in practice.

Continue reading →