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Record W285038260

Reflections on the "Policy-Relevant Turn" in Research

2003· article· en· W285038260 on OpenAlexaff
Theresa Garvin, Renée Gravois Lee

Bibliographic record

VenueSocial Justice A Journal of Crime Conflict & World Order · 2003
Typearticle
Languageen
FieldDecision Sciences
TopicEvaluation and Performance Assessment
Canadian institutionsUniversity of Alberta
Fundersnot available
KeywordsRelevance (law)Policy SciencesSociologyPublic policySocial policyDisciplinePoliticsPolitical sciencePublic relationsSocial sciencePublic administrationLaw
DOInot available

Abstract

fetched live from OpenAlex

AS RESEARCHERS, WE FACE INCREASING PRESSURE TO MAKE OUR WORK policy-relevant. Some of the impetus comes from within the academy as we try to make our work more usable and useful; other pressure comes from funding agencies, which demand that policy relevance be addressed in proposals and reports. In this article, we challenge the assumption that this in research has only positive implications and reflect critically on how the demands for policy relevance can influence our work. Throughout the discussion, we identify some of the potential subtle influences that the turn may have in shaping decisions and activities at each stage of the research process. Over the past decade, researchers have been increasingly asked to make research policy-relevant (Wilson, 2002; Auriat, 1998; Shahidullah, 1998). This is true not only for those of us working around issues of social justice, but also for social science researchers across multiple disciplines. Certainly, the focus on policy relevance is not completely new (see, e.g., journals such as Social Policy, Health Policy, Policy Sciences, and Journal of Public Policy and Marketing). However, recent years have seen interest in policy relevance become more in academia. For instance, concern for addressing policy relevance is increasingly found in disciplines such as political science (Candler, 2000; Lijphart, 2000; Hart, 1998), sociology (McDonald et al., 2000; Rehg, 2000; Schrader-Frechette, 2000), and economics (Erard and Ho, 2001; Block, 1999; Cameron and Ndhlovu, 1999; Turner et al., 1998). Likewise, policy relevance emerges as an issue in cross-disciplinary work, including immigration and migration studies (McDonald et al., 2000; Portes, 1999; Duncan, 1998), poverty studies (Korpi and Palme, 1998; Marcoux, 1998), criminology (Braga, 2001 ; Bridges et al., 1997), religious studies (Carroll, 2000), rural studies (Hodge and McNally, 1998), and ecology (Vaughan et al., 2001; Urquhart et al., 1998; Parsons and Daniel, 1988). The current impetus for policy relevance comes from many quarters, including researchers themselves as they strive to ensure their work makes a difference (see, e.g., Baldwin, 2000). Further, commissioned work requires action-oriented outcomes; government and agency contracts demand concrete recommendations; and research agencies increasingly request that investigators identify policy relevance in proposals and final reports. This has crept into our work in a way that impels researchers to think carefully about the potential outcomes and use of our research and, in many cases, to specifically outline plans for communicating findings to communities, decision-makers, and policymakers in a language and format that make results accessible. Endeavors such as participatory processes (Nichols, 2002; Mathie and Greene, 1997) and empowerment evaluation (Fetterman, 2001) attempt to include alternate voices and more applied outcomes in many research venues. Much of this work recognizes the importance of values in the conduct of research (House and Howe, 1999) and of ensuring ethical approaches in work (Neale et al., 2003). The turn generally assumes that making research findings accessible and applicable in the world will bring only benefits. Policy-relevant research provides funders and society with bang for their buck through solving problems and using research to the world. This is especially important as researchers and funders seek concrete ways for research to make a real difference in society and in the lives of the people with whom we work. However, as policy relevance becomes more mainstream in research, we ask: What are some of the potential dangers of the turn and how may it subtly change how investigators approach their work? In this article, we invite researchers to think critically and reflectively about the influence of the turn in their research. …

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.020
metaresearch head score (Gemma)0.018
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesMetaresearch, Insufficient payload (model declined to judge)
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: none
Teacher disagreement score0.875
Threshold uncertainty score0.998

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0200.018
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0010.005
Science and technology studies0.0010.000
Scholarly communication0.0000.000
Open science0.0010.000
Research integrity0.0000.001
Insufficient payload (model declined to judge)0.0030.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.615
GPT teacher head0.645
Teacher spread0.030 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

Study designNot applicable
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations3
Published2003
Admission routes1
Has abstractyes

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