Malaysia's National Higher Education Research Institute (<i>IPPTN</i>): narrowing the research-policy gap in a dynamic higher education system

Sirat, Morshidi; Azman, Norzaini

doi:10.1080/03075079.2014.949532

Cited by 8 publications

(5 citation statements)

References 15 publications

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“…None of the ideas in these pieces have been tested properly, and so none provide robust evidence of their effectiveness. The existing evidence on the relative ‘effectiveness’ of these approaches is largely limited to asking those involved in evidence‐use how it works, and what the barriers are, based on case studies, observational data, interviews and surveys, in passive research designs (Daugherty, 2008; Honig & Coburn, 2008; Sirat & Azman, 2014; Urwick, 2014; Briand‐Lamarche et al , 2016; Ogden et al , 2016). There are also Toolkits and similar guidelines for evidence translation, or using evidence in policy‐making, and ideas for training practitioners in evidence‐use (Winters & Echeverri, 2012).…”

Section: The Quality Of Existing Research On Evidence‐into‐usementioning

confidence: 99%

What is the evidence on the best way to get evidence into use in education?

Gorard

See

Siddiqui

2020

Review of Education

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For decades there have been calls by concerned stakeholders to improve the quality of education research, and some progress has been made towards creating a more secure evidence base in some areas. More programmes and approaches that have a reasonable evidence base are now also being used in schools (but not in policy, and not necessarily because they have a reasonable evidence base). However, there has been no equivalent improvement in secure knowledge about how best to get that evidence into use, or even what difference it makes when such evidence is used. This paper looks at what little is already known about the different ways to get research evidence into use in education by summarising the results of a large-scale review of the literature. A total of 323 of the most relevant studies were looked at across all areas of public policy, and judged for quality and contribution. Very few (33) were of the appropriate design and quality needed to make robust causal claims about evidence-intouse, and even fewer of these concerned education. This means that despite over 20 years of modest improvement in research on what works in education policy and practice, the evidence on how best to deploy these findings is still very weak. We consider studies in terms of several issues, including whether they look at changes in user knowledge and behaviour, or student outcomes, and how evidence is best modified before use. Providing access to raw research evidence or even slightly simplified evidence is not generally an effective way of getting it used, even if that evidence is presented to users by knowledge-brokers, in short courses or similar. What is more likely to work for both policy and practice is the engineering of high quality evidence into a more usable format and presenting it actively or iteratively via a respected and trusted conduit, or through population measures such as legislation. Having the users actually do the research is another promising approach. Expecting each individual study they fund to have an impact is not the way forward, as this may encourage widespread use of ineffective or even harmful interventions. Publicly-funded users, including policy-makers, should be required to use evidence-led programmes from those libraries providing them and which are appropriate and relevant to their aims. Research funders should support these approaches, and help to build up libraries of successfully tested programmes. Researchers need to be scrupulous, looking at their new evidence in the context of what is already known and not looking to obtain 'impact' from single studies. More and better research is needed on the best routes for evidence-into-use. However, the improvements required of all parties are as much ethical in nature as they are technical or scientific.Keywords use of evidence, engineering of evidence, translation of evidence, research impact, knowledge transfer, robust evidence.

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Section: The Quality Of Existing Research On Evidence‐into‐usementioning

confidence: 99%

What is the evidence on the best way to get evidence into use in education?

Gorard

See

Siddiqui

2020

Review of Education

View full text Add to dashboard Cite

show abstract

“…According to the African Development Bank (2009), the government's objective is to decrease the current underemployment rate of 75.5% to below 50% by 2020. The research conducted by Sirat and Azman (2014) demonstrated that many unemployed individuals were graduates from disciplines such as sociology, literature, economics, science, and technological professions. The main factor contributing to the unemployment of these graduates was a need for more non-technical skills.…”

Section: Resultsmentioning

confidence: 99%

“…The presence of skill gaps presented notable obstacles for graduates in their pursuit of employment prospects. Sirat and Azman (2014) identified several areas in which graduates were found to have deficiencies. These areas encompassed interpersonal skills, competency in the English language, and the effective exploitation of information technology.…”

Section: Resultsmentioning

confidence: 99%

Bridging the Employability Gap: A Comprehensive Analysis of Skill Deficiencies among Graduates from Punjab's Public Sector Universities

2023

PSSR

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The growing unemployment rates around the world, and especially in Pakistan, are a major cause for alarm. Graduates' lack of employability skills is a major contributor to this problem, which is worsened by flaws in the educational system and regional economic realities. This study aims to examine the obstacles associated with employability and skill gaps that graduates encounter when seeking employment that aligns with their academic qualifications. In this regard, data was collected from a sample of 400 individuals enrolled in public sector universities by using survey method. This data was obtained by the administration of a questionnaire that employed a fivepoint Likert scale. The study results indicate that graduates from public sector universities demonstrate deficiencies in essential employability abilities, including communication, creativity, critical thinking, teamwork, leadership, and decisionmaking. These qualities are highly sought after in both the private and public sectors. Most participants expressed discontent with the extent of employability skills obtained through public sector education. Therefore, it is quite advisable to implement significant enhancements inside the public educational system. An essential measure would be the integration of entrepreneurship into the curricula of universities across the country, enhancing students' understanding and promoting self-sufficiency. Implementing these reforms is crucial to cultivate graduates who possess the necessary employability skills necessary for thriving in their professional endeavors.

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“…Research findings have not been regarded as fundamentals for innovation or policy decisions, contrary to the commitment shown by the community of researchers. Some of them were of the view that policy-makers only use their research findings to support or justify the policies that they wish to promote (Sirat, & Azman, 2014).…”

Section: Less-synergistic Ecosystemmentioning

confidence: 99%

Untitled

2018

PESA USAD

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Higher Education sector is one of key contributors for a country's advancement, mandated to play strategic roles in training workforce, generate new knowledge and nurture innovation. Higher learning institutions or universities are instrumental in solving societal problems, and driving transformation in the society. Despite the available resources for academics to conduct research, there exist various challenges that disrupt the research culture in universities. This paper discusses issues confronting Malaysian academics on research and development (R&D) activities, and recommends specific interventions to improve R&D activities in Malaysian universities. The discussion is expected to enlighten higher education authority of issues that require attention, and in turn steer the direction of universities on R&D agenda.

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Malaysia's National Higher Education Research Institute (IPPTN): narrowing the research-policy gap in a dynamic higher education system

Cited by 8 publications

References 15 publications

What is the evidence on the best way to get evidence into use in education?

What is the evidence on the best way to get evidence into use in education?

Bridging the Employability Gap: A Comprehensive Analysis of Skill Deficiencies among Graduates from Punjab's Public Sector Universities

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