This chapter focuses on communicating research findings, the part of the research process where research outcomes and outputs are made public. It considers why research communication matters, and why there are increasing calls for improved research communication within and beyond education. It proposes that responses to such calls need to start with how research communication is conceptualised, before considering what techniques and tools can make it more effective. It argues that certain understandings of research communication are more conducive to productive communication strategies than others. In particular, ones that see the research communication process as: integral rather than separate from research; involving indirect rather than direct connection; about engagement and learning rather than dissemination and transfer; and concerned with varied ways of using research. Drawing on these kinds of conceptualisations, the chapter then examines what effective research communication involves and looks like in practice. It shows how researchers and research organisation need to work on: knowing their audience; highlighting their key messages; tailoring their outputs; and supporting uptake and use.
|Title of host publication||The BERA/SAGE Handbook of Educational Research|
|Editors||Dominic Wyse, Neil Selwyn, Emma Smith, Larry Suter|
|Place of Publication||London|
|Publisher||SAGE Publications Ltd|
|Number of pages||25|
|Publication status||Published - 2017|