Studying Beneficial Uses of Research Evidence in Higher Education
Saved in:
| Title: | Studying Beneficial Uses of Research Evidence in Higher Education |
|---|---|
| Language: | English |
| Authors: | Kim DuMont, William T. Grant Foundation |
| Source: | William T. Grant Foundation. 2025. |
| Availability: | William T. Grant Foundation. 570 Lexington Ave, New York, NY 10022. Tel: 212-752-0071; Fax: 212-752-1398; e-mail: info@wfgrantfdn.org; Web site: http://wtgrantfoundation.org/ |
| Peer Reviewed: | N |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Intended Audience: | Researchers |
| Document Type: | Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Higher Education, Educational Research, Data Use, Decision Making, Evidence, Research Utilization, Outcomes of Education, College Administration, Educational Policy, School Policy |
| Abstract: | Using research evidence to guide higher education policies and practice may help to promote rich learning experiences and long-term success for all students. This essay explores paths for research on the use of research evidence in higher education and proposes three considerations for researchers engaging in this work. First, to improve the allocation of resources that aid student experiences, researchers need to study decision-makers and the strategies that support their use of research evidence. Second, researchers need to evaluate specific conditions and strategies with the potential to improve decision-makers' use of research, making it more commonplace and beneficial for all students pursuing a post-secondary degree. Finally, researchers must examine the consequences of decision-makers' use of research evidence on student experiences and outcomes. At the end of this essay, the author uses the literature on first-generation students as a case study to illustrate this third line of inquiry. |
| Abstractor: | ERIC |
| Entry Date: | 2025 |
| Accession Number: | ED676783 |
| Database: | ERIC |
| Abstract: | Using research evidence to guide higher education policies and practice may help to promote rich learning experiences and long-term success for all students. This essay explores paths for research on the use of research evidence in higher education and proposes three considerations for researchers engaging in this work. First, to improve the allocation of resources that aid student experiences, researchers need to study decision-makers and the strategies that support their use of research evidence. Second, researchers need to evaluate specific conditions and strategies with the potential to improve decision-makers' use of research, making it more commonplace and beneficial for all students pursuing a post-secondary degree. Finally, researchers must examine the consequences of decision-makers' use of research evidence on student experiences and outcomes. At the end of this essay, the author uses the literature on first-generation students as a case study to illustrate this third line of inquiry. |
|---|
