Pre JAS Exercise for the policy week

Dear JAS 4 Fellows,

To prepare for your module on using research to influence decision-makers, you need to read the attached article by Jacobson et.al., guided by the questions below; and write down your reflections in the separate, attached ‘pre-module questionnaire’ and upload them on this page by March 1, 2019.

Jacobson et al: While reading the article, think about your own research in particular in relation to categories of:

o   User group – who are the people you might use your research findings?

o   The issue/topic of the research findings – is it controversial? Do users have an interest in the issues?

o   The research – is there a lot of data and analysis on this issue and how does the participants’ research fit into the broader findings?

o   The research-user relationship – does the participant have any relationship to the user group(s); what is the dynamic of that relationship / what would it take to build one; are there intermediaries who could link the participant and/or the research findings to the user group?

o   Dissemination strategies – in what form should the research findings be argued and presented in order to capture the interest of members of the user group?

 Pre-module questionnaire (please upload your responses by March 1, 2019. 

Joint Advanced Seminar 4: HOMEWORK to submit by March 1, 2019

Week 3: Using Research Findings to Influence Decision-makers

Pre-Module exercise

(Must be completed by each Fellow and submitted to CARTA by March 1, 2019, in prep for JAS 4)

In preparing for this training course, it is understood that all the CARTA fellows have conducted research and published some of the findings of their research. It is further understood that you are expected to explore the existence of the gap between research on the one hand and policy, practice and behavior change on the other. You will learn what researchers can do/should do to bridge that gap. In preparation, you need to practice by determining the main issues for decision makers and implementers, know who to influence and how to do it and be able to garner support for the intended policy, practice and/or behaviour change from your own doctoral work.  As such, this pre-module exercise is intended to prepare you for the week 3 training. Please reflect on your research and WRITE DOWN answers to the following questions. We shall refer to these responses during the training and you will be asked to share your responses to the questions. Please upload your completed form on this page by  March 1, 2019, by 9 am EAT.

 We have provided a reading by Jacobson, Butterill and Goering to help you think about how research can be used to influence others. Reading it in advance of responding to these questions would be helpful, but not essential. However, please read it before attending the module.

 NB: Your research doesn’t have to respond to all these questions, but consider them and respond to those that are relevant to your work and how you think it can be used in influencing others

 Qn. 1: What is/are the developmental relevance of my research/findings? What are the real-life impacts on the economy, people, environment and society?

 Think of this in terms of the following:

·        What does it mean for the economy? In other words, how much money will the country/county (or any other unit as may be relevant for your research) gain/lose as a result of implementation/non-implementation of your recommendations/findings?

·        What does it mean for the society/impacts on people: in other words, how many people are affected/will be affected? Who are they (gender, age, demographics, etc.)? Where are they (geographical locations/spread)?

·        What does it mean for the environment (sustainability)? Pollution, biodiversity, natural resources etc

·        What does it mean for wealth/employment creation? How many jobs will be created/lost? Who are likely to gain from this gain/loss? How will it affect the businesses/business community?

·        What does it mean for democracy/governance? How will it shape/affect the political processes?

·        What does it mean for the country/county’s relations with the international community/neighbouring countries/counties?

·        What does it mean for social justice? What does it mean for recognition of marginalised or stigmatised groups of people, or for the participation of communities or constituencies in decision-making processes?

Qn. 2: Does my research/or its findings have implications for policy, practice (implementation) or for influencing public norms and discourse on the issue?

·        Does it require someone to take any action? Make some decisions/choices? Change how things are currently done? When we talk about ‘policy’ this could be formal laws, policies or regulations, but it could also be the rules of an institution, or the practices of an institution or community.

·        In one sentence, describe the implication of your research for influencing change (not more than 50 words). 

Qn. 3: In which of these four domains does my research/findings fall?

                a.          Seeking to influence the debate/thinking around an issue e.g. does your research/findings introduce new aspects/methodologies/approaches/theories etc to an existing issue? Will it change the current narratives/thinking/approaches on how the issue is currently handled?

                b.          Seeking to change/modify/improve the technical aspects of how programmes are designed/ implemented?

                 c.          Seeking to change a particular specific policy/policy regime. If so, which one?

                d.          Seeking to enhance the capacity of decision makers to make better decisions? If so, how?

Qn. 4: Who/which office has the mandate/authority to make /implement the changes/actions you are recommending?

·        This has to be very specific…where possible, name both the persons and the offices.

·        They should have the authority/legitimacy to make/effect the changes/actions being sought

·        They should have the power to allocate resources/or cause resources to be allocated to the specific issue

·        Do we know their positions on this issue? How much do they already know about this issue?

Qn. 5: Does my research provide enough evidence to support my recommendations?

·        What kind of evidence do I have? Quantitative/qualitative?

·        How was this evidence generated? Surveys, case studies, other?

·        How generalizable/replicable are my findings?

·        Are there any contrasting/contradicting evidence on this issue? How will my research/findings stand against such contrasting/contradicting evidence?

·        On the other hand, are there any other evidence complementing/supporting my findings?

·        Who are the leading thinkers in my field? What is their opinions/findings in relation to my findings/recommendations?

·        Where can the reader go to find more about this topic? 

Qn. 6: What specific change/action am I seeking/recommending?

·        What is the recommended course of action?

·        What are the other alternatives?

·        Why is this (recommendation) the best course of action? (think in terms of costs, technical feasibility, acceptability etc.)

Qn.7: What innovative strategies will I use to disseminate my key advocacy issues?

·        What are the innovative dissemination strategies?

·        What are your innovative ideas for presentation of these key advocacy issues?

Qn. 8: What is the cost of inaction? In other words, what will happen if your recommendations are ignored?

Adapted from TheScinnoventCentre for CARTA Joint Advanced Seminar 4: Week 3 Kampala, Uganda