Does engagement predict research use? An analysis of The Conversation Annual Survey 2016

A crisis in search of a narrative: Australia, COVID-19 and the subjectification of teachers and students in the national interest

Force majeure circumstances, such as those witnessed in the COVID-19 pandemic, have been used to justify new technologies of governance as policy-makers around the world began to realise the magnitude of the problem and its political implications. In Australia, the coronavirus crisis focussed attention on the vital role education plays in society and was used as an opportunity by policy-makers to reinforce an agenda that, over the past two decades, has tied education policy-making to the economy and 'national interest'. Indeed, Australia's growing federal involvement, with respect to schooling policy was continued in the pandemic as the Australian Prime Minister (PM) created a national cabinet to deal with the crisis, consisting of the PM and state and territory leaders. However, despite the ongoing ambition of a national policy agenda pursued by federal policy-makers, fault lines appeared. Informed by Foucauldian notions of discourse, governmentality and biopolitics, this paper explores how Australia's federal Coalition government endeavoured to manage the population at the outset of the pandemic and subjectified teachers as responsible in the service of the economy. While COVID-19 was a crisis in search of a narrative, federal policy-makers experienced pushback as state and territory leaders assumed control and teachers refused subject positions.

Connecting to the oceans: supporting ocean literacy and public engagement

Improved public understanding of the ocean and the importance of sustainable ocean use, or ocean literacy, is essential for achieving global commitments to sustainable development by 2030 and beyond. However, growing human populations (particularly in mega-cities), urbanisation and socio-economic disparity threaten opportunities for people to engage and connect directly with ocean environments. Thus, a major challenge in engaging the whole of society in achieving ocean sustainability by 2030 is to develop strategies to improve societal connections to the ocean. The concept of ocean literacy reflects public understanding of the ocean, but is also an indication of connections to, and attitudes and behaviours towards, the ocean. Improving and progressing global ocean literacy has potential to catalyse the behaviour changes necessary for achieving a sustainable future. As part of the Future Seas project (https://futureseas2030.org/), this paper aims to synthesise knowledge and perspectives on ocean literacy from a range of disciplines, including but not exclusive to marine biology, socio-ecology, philosophy, technology, psychology, oceanography and human health. Using examples from the literature, we outline the potential for positive change towards a sustainable future based on knowledge that already exists. We focus on four drivers that can influence and improve ocean literacy and societal connections to the ocean: (1) education, (2) cultural connections, (3) technological developments, and (4) knowledge exchange and science-policy interconnections. We explore how each driver plays a role in improving perceptions of the ocean to engender more widespread societal support for effective ocean management and conservation. In doing so, we develop an ocean literacy toolkit, a practical resource for enhancing ocean connections across a broad range of contexts worldwide.

Connecting to the oceans: supporting ocean literacy and public engagement

Improved public understanding of the ocean and the importance of sustainable ocean use, or ocean literacy, is essential for achieving global commitments to sustainable development by 2030 and beyond. However, growing human populations (particularly in mega-cities), urbanisation and socio-economic disparity threaten opportunities for people to engage and connect directly with ocean environments. Thus, a major challenge in engaging the whole of society in achieving ocean sustainability by 2030 is to develop strategies to improve societal connections to the ocean. The concept of ocean literacy reflects public understanding of the ocean, but is also an indication of connections to, and attitudes and behaviours towards, the ocean. Improving and progressing global ocean literacy has potential to catalyse the behaviour changes necessary for achieving a sustainable future. As part of the Future Seas project (https://futureseas2030.org/), this paper aims to synthesise knowledge and perspectives on ocean literacy from a range of disciplines, including but not exclusive to marine biology, socio-ecology, philosophy, technology, psychology, oceanography and human health. Using examples from the literature, we outline the potential for positive change towards a sustainable future based on knowledge that already exists. We focus on four drivers that can influence and improve ocean literacy and societal connections to the ocean: (1) education, (2) cultural connections, (3) technological developments, and (4) knowledge exchange and science-policy interconnections. We explore how each driver plays a role in improving perceptions of the ocean to engender more widespread societal support for effective ocean management and conservation. In doing so, we develop an ocean literacy toolkit, a practical resource for enhancing ocean connections across a broad range of contexts worldwide.

Novel interfaces in science communication: Comparing journalistic and social media uptake of articles published by The Conversation Africa

Science amplifier platforms such as The Conversation have gained popularity in a changing media ecosystem in which the traditional roles of journalists are eroded, and scientists are urged to engage with society. The Conversation constitutes a blend of scientific communication, public science communication and science journalism, and a convergence of the professional worlds of science and journalism. In this study, we investigated the nature and impact of the Africa-focussed edition of this platform, The Conversation Africa. We analysed articles published over a 5-year period since its launch in 2015 (N = 5392). Contents from South Africa dominate the platform, but contributions from other African countries are increasing. Regarding the role of The Conversation Africa as an inter-media agenda setter, mainstream media more often republished stories related to politics or economics, while stories about social issues such as education, conservation and art were more often shared on social media.

A seat at the table: Regional, rural and remote health research and impact

AIMS

Across higher education, systems and policies explicitly address the impact of research. This paper contributes to the impact and engagement discussion from a regional, rural and remote perspective. We focus on how impact and engagement fit with regional, rural and remote research and explore strategies that can be employed to enhance impact and engagement in a rural health research context.

CONTEXT

The impact agenda in Australia is a response to a worldwide call for demonstrable change or potential for change resulting from university research. As funding models evolve to integrate impact, there are increased pressures for universities and academics to plan for, evidence and report on it. The current lack of focus on impact in regional, rural and remote research may further disadvantage regional, rural and remote researchers' prospects for career progression and funding opportunities.

APPROACH

Ignoring or avoiding impact will marginalise rural researchers and research. We discuss the definitions of impact and engagement as they apply to rural research and argue that engagement and impact must be commensurate with employment conditions. To platform regional, rural and remote impact, we provide strategies to assist researchers and administrators in building impact and engagement into their research and academic culture.

CONCLUSION

The message to researchers is that impact is here to stay. The high levels of rural engagement can lead to impact, but we need to be clever at providing clear evidence to make that visible.

Developing Sustainable and Flexible Rural–Urban Connectivity through Complementary Mobility Services

Transport can play a key role in mitigating climate change, through reducing traffic, emissions and dependency on private vehicles. Transport is also crucial to connect remote areas to central or urban areas. Yet, sustainable and flexible transport is among the greatest challenges for rural areas and rural–urban regions. Innovative transport concepts and approaches are urgently needed to foster sustainable and integrated regional development. This article addresses challenges of sustainability, accessibility, and connectivity through examining complementary systems to existing public transport, including demand-responsive transport and multimodal mobility. We draw upon case studies from the Metropolitan Area of Styria, Ljubljana Urban Region and rural Wales (GUSTmobil, REGIOtim, EURBAN, Bicikelj, Bwcabus, Grass Routes). In-depth analysis through a mixed-methods case study design captures the complexity behind these chosen examples, which form a basis for analysing the effects of services on accessibility for different groups, connectivity to public transport and usability as a “first and last mile” feeder. We further explore the weaknesses of complementary transport systems, including legal, organisational and financial barriers, and offer potential solutions to structure and communicate complementary transport systems to improve access and use. Looking ahead, we use the case studies to anticipate innovative, sustainable “mobility as a service” (MaaS) solutions within and between urban and rural areas and consider how future public policy orientations and arrangements can enable positive change. A main concern of our article and the contribution to scientific literature is through exploring the benefit of well-established multi-level governance arrangements when introducing smaller-scale mobility solutions to improve rural–urban accessibility. It becomes clear that not a one-size-fits-all model but placed-based and tailored approaches lead to successful and sustainable concepts.

Experience of Health Leadership in Partnering With University-Based Researchers in Canada - A Call to "Re-imagine" Research

BACKGROUND

Emerging evidence that meaningful relationships with knowledge users are a key predictor of research use has led to promotion of partnership approaches to health research. However, little is known about health system experiences of collaborations with university-based researchers, particularly with research partnerships in the area of health system design and health service organization. The purpose of the study was to explore the experience and perspectives of senior health managers in health service organizations, with health organization-university research partnerships.

METHODS

In-depth, semi-structured interviews (n = 25) were conducted with senior health personnel across Canada to explore their perspectives on health system research; experiences with health organization-university research partnerships; challenges to partnership research; and suggested actions for improving engagement with knowledge users and promoting research utilization. Participants, recruited from organizations with regional responsibilities, were responsible for system-wide planning and support functions.

RESULTS

Research is often experienced as unhelpful or irrelevant to decision-making by many within the system. Research, quality improvement (QI) and evaluation are often viewed as separate activities and coordinated by different responsibility areas. Perspectives of senior managers on barriers to partnership differed from those identified in the literature: organizational stress and restructuring, and limitations in readiness of researchers to work in the fast-paced healthcare environment, were identified as major barriers. Although the need for strong executive leadership was emphasized, "multi-system action" is needed for effective partnerships.

CONCLUSION

Common approaches to research and knowledge translation are often not appropriate for addressing issues of health service design and health services organization. Nor is the research community providing expertise to many important activities that the healthcare system is taking to improve health services. A radical rethinking of how we prepare health service researchers; position research within the health system; and fund research activities and infrastructure is needed if the potential benefits of research are to be achieved. Lack of response to health system needs may contribute to research and 'evidence-informed' practice being further marginalized from healthcare operations. Interventions to address barriers must respond to the perspectives and experience of health leadership.

Towards a Reflexive Framework for Fostering Co—Learning and Improvement of Transdisciplinary Collaboration

Scholars in sustainability science as well as research funders increasingly recognize that a shift from disciplinary and interdisciplinary science to transdisciplinary (TD) research is required to address ever more complex sustainability challenges. Evidence shows that addressing real-world societal problems can be best achieved through collaborative research where diverse actors contribute different kinds of knowledge. While the potential benefits of TD research are widely recognized, its implementation remains a challenge. In this article, we develop a framework that supports reflection and co-learning. Our approach fosters monitoring of the collaboration processes, helps to assess the progress made and encourages continuous reflection and improvement of the research processes. The TD co-learning framework has four dimensions and 44 criteria. It is based on a substantial literature review and was tested in a Horizon 2020-funded research project ROBUST, which is applying experimental governance techniques to improve rural-urban relations in eleven European regions. The results demonstrate that the framework covers the key facets of TD collaboration and that all four broad dimensions matter. Each research-practice team reflected on how their collaboration is going and what needs to be improved. Indeed, the coordination team was able to see how well TD collaboration is functioning at a project level. We believe the framework will be valuable for actors involved in the planning and implementation of any type of multi-actor, interactive, innovation, transformation and action-oriented research project.

Collaboration and engagement produce more actionable science: quantitatively analyzing uptake of fish tracking studies

Aquatic telemetry technology generates new knowledge about the underwater world that can inform decision-making processes and thus can improve conservation and natural resource management. Still, there is lack of evidence on how telemetry-derived knowledge can or has informed management, and what factors facilitate or deter its use. We present one of the first quantitative studies related to the science-action gap and evaluate factors that influence the uptake of fish telemetry findings into policies and practices, as well as social acceptance of these findings. We globally surveyed 212 fish telemetry researchers regarding the knowledge uptake of an applied fish telemetry research project of their choice. Respondents' personal and professional attributes, as well as the attributes of their chosen projects, were analyzed using machine learning algorithms to identify important factors that influenced the uptake (i.e., use, trust, and/or acceptance) of their findings. Researchers with extensive collaborations and who spent more time engaging in public outreach experienced greater uptake of their findings. Respondents with greater telemetry experience and commitment (e.g., more telemetry publications, higher proportion of research on fish telemetry) tended to achieve more social acceptance of their findings. Projects led by researchers who were highly involved and familiar with the fisheries management processes, and those where greater effort was devoted to research dissemination, also tended to experience greater uptake. Last, the levels of complexity and controversy of the issue addressed by the research project had a positive influence on the uptake of findings. The empirical results of this study support recent messages in the science practitioner literature for greater collaboration, knowledge co-production with partners, and public engagement to enable the transfer of knowledge and the use of evidence in decision-making and policies. Scientific organizations should consider shifting reward incentives to promote engagement and collaboration with non-scientific actors, and perhaps even rethinking hiring practices to consider personal and professional characteristics or attitudes such as altruism and networking skills given the influence of these factors in our model. Last, networks composed of both research and practice potentially have a key role in brokering and facilitating knowledge exchange and actions.