Reflecting on 'what works' in education research-policy/practice relationships

Susan Webb, Toni Ibarz

Research output: Contribution to journalArticleResearchpeer-review

1 Citation (Scopus)


There has been a policy push in several countries to encourage more evidence-based practice in education, although current knowledge shows that the relationship between education research and policy-practice is problematic. In spite of this, educational organizations have to respond to the challenges of globalisation with new pedagogic models to teach new things to new people in new ways. Therefore, researchers are being asked to consider new ways of relating with users. This article examines these ‘new ways’ in the context of a policy initiative for English for Speakers of Other Languages (ESOL) in the UK where, as in other countries, there is a need to provide access to learning for migrants. A qualitative methodology has been used to reflect on the outcomes of a project that researched the experiences of learners and tutors in order to outline pedagogy for learning computer-based ESOL. Characteristics of research-policy relationships that ‘work’ by building a researcher-user community of practice are identified.

Original languageEnglish
Pages (from-to)205-222
Number of pages18
JournalJournal of Vocational Education and Training
Issue number2
Publication statusPublished - 1 Jan 2006
Externally publishedYes

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