Utilisation of Research in South Africa's Research Institutes
Leisl Joanne Neskakis
Diese Publikation zitieren
Leisl Joanne Neskakis, Utilisation of Research in South Africa's Research Institutes (2012), Logos Verlag, Berlin, ISBN: 9783832594824
Beschreibung / Abstract
The overarching aim of this study is to analyse what researchers in South African higher education institutes and science councils mean by the term 'utilisation' – i.e. what do researchers mean when they indicate that their research findings are being utilised. The data used to conduct this analysis is taken from a national survey, conducted for the purpose of establishing the extent to which research finding in South Africa are utilised. The author played an active role in this survey component of the research conducted for the South African National Advisory Committee on Innovation (NACI).
The study also covers the specific dynamics of the utilisation process: How does research utilisation occur and what are the key variables in this process? In answering this question, the author discusses five prominent models of knowledge utilisation that have been put forward over the past three decades: The Two-Communities theory of Norman Caplan (1979); The three models of policy research of Carol Weiss (1991); The Triple Helix model of Henry Etzkowitz and Loet Leydesdorff (1996); The three policy paradigms of Barry Bozeman (1994); and The Contingency Effectiveness model of Technology Transfer (CETT) of Barry Bozeman (2000).
The study also covers the specific dynamics of the utilisation process: How does research utilisation occur and what are the key variables in this process? In answering this question, the author discusses five prominent models of knowledge utilisation that have been put forward over the past three decades: The Two-Communities theory of Norman Caplan (1979); The three models of policy research of Carol Weiss (1991); The Triple Helix model of Henry Etzkowitz and Loet Leydesdorff (1996); The three policy paradigms of Barry Bozeman (1994); and The Contingency Effectiveness model of Technology Transfer (CETT) of Barry Bozeman (2000).
Inhaltsverzeichnis
- BEGINN
- CHAPTER 1
- INTRODUCTION
- 1.BACKGROUND TO THE STUDY
- 2.MAIN AIM OF THE STUDY
- 3.PROCEDURE FOLLOWED
- 4.THESIS OUTLINE
- CHAPTER 2
- LITERATURE REVIEW
- 1.INTRODUCTION
- 2.THE TERM †˜UTILISATION†™
- 3.MODELS OF KNOWLEDGE UTILISATION
- 3.1 The †˜Two-Communities†™ theory
- 3.2 Weiss†™s three models of research
- 3.3 The Triple Helix model
- 3.4 Bozeman†™s three policy paradigms
- 3.5 The Contingency Effectiveness of Technology Transfer (CETT) model
- 3.6 Landry†™s framework of the history of research utilisation approaches
- 4.A †˜NETWORK†™ MODEL
- 5.CONCLUSION
- CHAPTER 3
- RESEARCH DESIGN AND METHODOLOGY
- 1.INTRODUCTION
- 2.BACKGROUND TO THE SURVEY INSTRUMENT
- 2.1 Aim of the research
- 2.2 Focus of the study
- 2.3 The unit of analysis
- 2.4 The time dimension
- 3.RESEARCH METHODOLOGY
- 3.1 The web-based survey system
- 3.2 Measuring instrument
- 3.3 Analysis of data
- 4.CONCLUSION
- CHAPTER 4
- QUALITATIVE DATA ANALYSIS
- 1.INTRODUCTION
- 2.MODE 1 ANDMODE 2 KNOWLEDGE PRODUCTION
- 3.DISTINCTIONS BETWEENMODE 1 ANDMODE 2
- 3.1 Discipline problem-solving context versus application problem-solving context
- 3.2 Disciplinarity versus transdisciplinarity
- 3.3 Heterogeneity and Organisational diversity
- 3.4 Social accountability and reflexivity
- 3.5 Quality control
- 4.FORMS OF KNOWLEDGE UTILISATION: ANALYSING THE NACI DATASET
- 4.1 Mode 1
- 4.2 Mode 2
- 4.3 Combination of Mode 1 and Mode 2
- 5. CONCLUSION
- CHAPTER 5
- QUANTITATIVE DATA ANALYSIS
- 1.INTRODUCTION
- 2.MODE OF UTILISATION
- 2.1 Mode of utilisation and trigger of research
- 2.2 Mode of utilisation and expected outcome or value of research project
- 2.3 Mode of utilisation and scientific field
- 2.4 Mode of utilisation and source of funding
- 2.5 Mode of utilisation and mode of dissemination
- 2.6 Mode of utilisation and intended beneficiaries
- 3.CONCLUSION
- CHAPTER 6
- DISCUSSION AND RECOMMENDATIONS
- 1.INTRODUCTION
- 2.FINDINGS AND INTERPRETATION
- 2.1 Qualitative analysis
- 2.2 Quantitative analysis
- 3.GENERAL COMMENTS AND RECOMMENDATIONS
- 3.1 Researchers
- 3.2 Funding bodies
- 3.3 Further research
- REFERENCES
- APPENDIX A
- QUESTIONNAIRE SCHEDULE FOR HIGHER EDUCATION INSTITUTIONS
- A. YOUR BACKGROUND
- B. RESEARCH PROJECT
- APPENDIX B
- QUESTIONNAIRE SCHEDULE FOR RESEARCH COUNCILS
- A. YOUR BACKGROUND
- B. RESEARCH PROJECT