Browsing by Author "Lekena, Liile Lerato"

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    The use of institutional research outputs by university managers: an embedded case study of a university in South Africa
    (Stellenbosch : Stellenbosch University, 2024-03) Lekena, Liile Lerato; Botha, Jan; Prozesky, Heidi; Stellenbosch University. Faculty of Military Sciences. School of Science and Technology.
    ENGLISH ABSTRACT: This study explores the utilisation of institutional research (IR) outputs at a South African university, with a particular focus on the key factors influencing their application in decision-making processes. The research provides fresh insights into Caplan’s Two-Communities theory, expanding our understanding of its relevance and adaptability in the distinctive context of higher education. The study was prompted by acknowledged challenges in the higher education sector, including inconsistent application of research in decision-making, an excessive emphasis on compliance reporting at the expense of continuous enhancement of institutional effectiveness, and a lack of attention to demand-side perspectives in studies on IR uptake and application. The literature review identified numerous individual and institutional factors influencing the integration and use of research in decision-making. It revealed that research findings can indirectly shape policy processes and practitioners’ actions, even without direct integration into policy or practice. The study’s theoretical framework, grounded in Caplan’s Two-Communities theory, identifies cultural aspects as potential obstacles to the application of social science research in decision-making. The theory emphasises the need for collaboration between policymakers and researchers while acknowledging a lack of consensus on strategies to overcome barriers. Hence, this study aimed to examine the circumstances and purposes of IR output use, investigate reasons for its occasional disregard, and explore potential ways to enhance its usage from decision-makers’ perspectives. The findings of this study offer valuable insights into the adaptation of the Two-Communities theory, as represented by Caplan’s Two-Communities theory, adapted to what I call the “Two-Communities theory Version 2” (2CV2) framework. The 2CV2-framework highlights the importance of context and fluid roles within academic institutions. It suggests that the barriers between researchers and decision-makers may not be as fixed as previously assumed, thereby promoting a conducive environment for collaborative and effective research use. Moreover, this study supports Dunn’s critique of the Two-Communities theory, emphasising the need for more refined theoretical models to understand research use. By employing Dunn’s models, I gained a nuanced understanding of research use amongst different university groups, extending the applicability of Dunn’s models beyond policymaking and government organisations to academic institutions. The study not only reveals a pattern of research utilisation across various institutional roles but also validates and enhances Caplan’s notion of micro- and meta-level utilisation. Within the research context, participant groups engage in both instrumental and conceptual utilisation of IR outputs, underlining the complex interplay between these two utilisation levels. This dynamic necessitates a balanced approach that upholds the fundamental principles of each community: methodological rigour and scholarly independence for researchers and pragmatic problem-solving efficiency for policymakers. Preserving these norms is crucial for nurturing an environment conducive to generating and effectively using research for decision-making. By examining the intricate relationships between researchers and policymakers within higher education, my study adds a new layer to the theoretical understanding of research utilisation in a university setting. It enhances the Two-Communities theory and provides useful insights into overcoming obstacles to effective research utilisation in decision-making.